Investigating Effective STEM Teaching Through a Culturally Responsive Lens

该项目旨在满足国家需要，了解高需求学校STEM教师的有效性。具体而言，该项目将分析如何在高需求的学校环境中进行文化响应的科学教学，以及教师准备计划如何影响文化响应的教学实践的现实世界的实施。这项研究有可能增加对教师准备的特定组成部分如何促进高需求学校的教师有效性的理解。 因此，研究结果可用于推进为所有学生提供合格和有效的STEM教师的目标。美国自然历史博物馆的这一项目包括与州立大学、科特兰纽约学院和弗吉尼亚联邦大学的合作。 这三个合作伙伴都获得了诺伊斯的资助。 该项目将使用案例研究来研究将文化响应性教学法纳入各自诺伊斯项目并在项目毕业生的教学实践中体现的方式。该项目将构建两组案例研究，第一组将描述每个合作伙伴的Noyce计划的具体组成部分。 第二组案例研究将详细介绍每个诺伊斯项目毕业生的教学实践。案例研究将借鉴多个利益攸关方的观点（例如，课程毕业生;他们的学生，管理人员，项目教师和领导;和学校为基础的导师教师），该项目将在每一组研究进行分析。由于合作伙伴的地理位置不同，该研究将在农村和城市地区的高需求环境中关注文化敏感的科学教学。在整个项目中，来自每个合作机构的两名诺伊斯学者毕业生将作为共同研究员加入研究团队，并为所有研究工作和案例研究开发做出贡献。因此，教师和教师教育工作者将共同努力，以发展如何在不同的课堂环境中进行文化响应的科学教学的凝聚力的理解，沿着的作用，该程序的经验可能在诺伊斯毕业生的有效性发展发挥。本研究的主要成果将是丰富的描述性案例研究和分析诺伊斯毕业生的教学实践中的文化响应的科学教学，因为它涉及到教师的有效性，沿着这些做法是如何反映（或不）毕业生的准备经验的特点。调查结果将与诺伊斯社区分享，作为该项目传播工作的一部分，以支持诺伊斯项目，因为他们制定计划，提高教师在高需求学校的效率。这些发现旨在加深对有效实践的理解，包括它可以是什么样子，以及准备计划可以做些什么来支持教师学习如何以灵活和依赖于上下文的方式实施它。此外，这项研究的结果将提供给整个领域的研究人员，使他们能够从教师的实践和教师准备的连接复杂和细致入微的理解，填补了该领域目前的需求。在这些研究结果的基础上，将加强研究，以进一步阐明教师的有效性，持久性和保留在高需求的环境之间的联系。这个轨道4：诺伊斯研究项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need to understand the effectiveness of STEM teachers at high-need schools. Specifically, the project will analyze how culturally responsive science teaching is conducted in high-need school settings and how teacher preparation programs affect the real-world implementation of culturally responsive teaching practices. This study has the potential to increase understanding of how particular components of teacher preparation can promote teacher effectiveness in high-need schools. Thus, the results could be used to advance the goal of providing all students with qualified and effective STEM teachers.This project at the American Museum of Natural History includes partnerships with the State University of New York College at Cortland and Virginia Commonwealth University. All three partners have received Noyce funding. The project will use case studies to examine the ways in which culturally responsive pedagogy is incorporated into the respective Noyce programs and manifests itself in the teaching practices of program graduates. The project will construct two sets of case studies, the first of which will depict specific components of each partner’s Noyce program. The second set of case studies will detail the teaching practices of each Noyce programs’ graduates. The case studies will draw on the perspectives of multiple stakeholders (e.g., program graduates; their students, administrators, program faculty, and leadership; and school-based mentor teachers), and the project will conduct analyses across each set of studies. Due to the partners' diverse geographical locations, the study will attend to culturally responsive science teaching in high-need settings in both rural and urban areas. Throughout the project, two Noyce Scholar graduates from each partner institution will join the Research Team as co-researchers and contribute to all research efforts and case study development. Thus, teachers and teacher educators will work collaboratively to develop a cohesive understanding of how culturally responsive science teaching can be practiced in different classroom contexts, along with the role that program experiences may play in the development of Noyce graduates’ effectiveness. The major outcomes of this study will be rich descriptive case studies and analyses of Noyce graduates’ teaching practices in the light of culturally responsive science teaching as it relates to teacher effectiveness, along with characterizations of how these practices are reflective (or not) of graduates’ preparation experiences. Findings will be shared with the Noyce community as part of the project’s dissemination efforts to support Noyce programs as they develop plans for enhancing teacher effectiveness in high-need schools. These findings are designed to deepen the understanding of effective practice, including what it can look like and what preparation programs can do to support their teachers in learning how to implement it in flexible and context-dependent ways. Furthermore, findings from this study will be made available to researchers across the field, enabling them to draw from complex and nuanced understandings of teachers' practice and connections to teacher preparation, filling a current need in the field. Building on these findings will strengthen studies to further illuminate the connections among teacher effectiveness, persistence, and retention in high-need settings. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.