Preparing Biology, Chemistry, Mathematics, and Computer Science Secondary School Teachers with Skills in Culturally Responsive Teaching

该项目旨在满足国家对更多高素质STEM教师的需求。为此，它计划增加决定从事教师职业的STEM本科生数量。这些新教师将发展适应文化的教学技能和以资产为基础的观点，以提高他们作为高需求学区教师的效率。该项目的核心是支持社区大学STEM学生转到四年制院校，完成STEM学士学位，并进入STEM教师准备计划。这条途径旨在增加高素质中学STEM教师的数量和多样性，包括来自低收入、第一代和/或兵役背景的个人。该项目将提供服务学习和以STEM为基础的社区活动，鼓励STEM专业的学生探索以教学为职业。这些活动还将构成一个学习社区的基础，在这个社区中，在职前和新入职的STEM教师可以分享和接受支持。圣心大学的这个项目包括与豪萨顿社区学院以及安索尼亚、布里奇波特和斯特拉特福德公立学校的合作。该项目的目标是增加高素质STEM教师的数量和他们在高需求学校的效率。在这个为期五年的项目中，18名生物、化学、数学和计算机科学专业的学生将获得学士学位，然后是第五年，他们将在康涅狄格州获得教师认证和州政府要求的教学文科硕士学位。个别诺伊斯奖学金获得者可获得最多三年的资助，并将被要求在高需求学区担任两年的课堂教师，每一年获得奖学金。该项目旨在培养学者作为高效STEM教育者的职业身份，加强响应文化的教育学规划，并强调通过以实力为基础的镜头来看待高需求学生的重要性。一项纵向研究将调查对高需求社区日益熟悉对学生在低收入城市学校教学的假设的影响。它还将考察本科生研讨会和广泛的实地经验对学生跨文化能力的影响。项目组希望传播关于已制定的课程、培养职前教师的文化能力的有效性、服务学习的价值以及新手教师指导的成功的证据。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 for a greater number of highly qualified STEM teachers. To do so, it plans to increase the number of STEM undergraduates who decide to pursue teaching careers. These emerging teachers will develop skills in culturally responsive teaching and asset-based perspectives to increase their effectiveness as teachers in high-need school districts. The project centers on supporting a pathway for community college STEM students to transfer to a four-year institution, complete their STEM baccalaureate degrees, and enter a STEM teacher preparation program. This pathway is intended to increase the number and diversity of highly qualified secondary STEM teachers, including individuals from low-income, first-generation, and/or military service backgrounds. The project will provide service-learning and STEM-based community activities to encourage STEM majors to explore teaching as a career. These activities will also form the foundation of a learning community in which preservice and new in-service STEM teachers can share and receive support. This project at Sacred Heart University includes partnerships with Housatonic Community College and Ansonia, Bridgeport, and Stratford Public Schools. The project goal is to increase the number of highly qualified STEM teachers and their effectiveness in high need schools. Over the five-year project, 18 biology, chemistry, mathematics, and computer science majors will earn bachelor’s degrees followed by a fifth year in which they will earn teacher certification in Connecticut and the state-required Master of Arts in Teaching. Individual Noyce Scholars may receive up to three years of support and will be required to serve as a classroom teacher in a high-need school district for two years for each of the scholarship years received. The project aims to develop the Scholars’ professional identities as highly effective STEM educators, enhance programming in culturally responsive pedagogy, and emphasize the importance of viewing high-need school populations through a strength-based lens. A longitudinal study will investigate the impact of increased familiarity with high-need communities on students’ assumptions about teaching in low-income urban schools. It will also examine the impacts of an undergraduate seminar and extensive field experiences on students’ intercultural competence. The project team expects to disseminate evidence regarding the developed curriculum, the efficacy of preparing preservice teachers in cultural competency, the value of service-learning, and the success of mentorship for novice teachers. This Track 1: Scholarships and Stipends 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 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.