Citizen Science Teachers: Noyce Residency Scholars Program for Western New York

该项目旨在满足国家的需要，增加纽约西部高需求学区的多样化和有效的科学教师的数量和保留。 以公民科学为重点，该项目将探索通过公民参与，研究当地环境以及与学校和社区合作持续的转型方法来培养科学教师的创新战略。 这一重点将与一个具体的，以社区为基础的教师居住的方法，一个模型，研究表明，生产教师谁反映更大的人口多样性，并有明显更长的保留作为教师。 两者结合起来，公民科学的重点和居住的方法可能会产生项目成果，揭示招聘，准备和保留高质量的科学教师，反映学生的人口多样性在P-12学校。 布法罗大学的这个项目包括与布法罗公立学校和尼亚加拉福尔斯市学校的伙伴关系。 该项目的总体目标是招募，准备和保留20名科学教师，他们来自五个科学职业转换者和本科生物，化学，物理和地球科学专业。预计该项目将有助于更深入地了解当地环境的公民参与方法，当与基于社区的实地经验方法配对时，可以产生高质量，文化和语言多样性的教师，他们对P-12学校的科学参与和学习产生积极影响。利用调查，访谈和数据的参与，保留和学术表现，这个项目将检查项目的干预措施的有效性，在准备和从事科学教师，并在放置和保留这些教师在高需求的学校。项目成果将通过建立一系列统计模型进行分析，如横截面SEM模型和纵向模型。定量数据将与定性数据进行三角测量，以便对项目影响进行更严格的评估。项目研究结果将在期刊、专门为STEM教师准备的会议以及为增加STEM教师队伍的多样性而开放的场所以及通过在线报告和专著传播。调查结果可以告知全国各地的教师教育计划，在P-12学校的教师多样化，特别注重科学教师。 该项目还支持研究P-12学生的科学学习经验和来自不同背景的教师促进公民参与科学教学的影响。 这个轨道1：奖学金和津贴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 of increasing the number and retention of diverse and effective science teachers in high-need school districts in Western New York. With a citizen science focus, this project will explore innovative strategies for preparing science teachers through civic engagement, study of local environments, and transformational approaches sustained in partnership with schools and communities. This focus will be paired with a context-specific, community-based teacher residency approach, a model that research has demonstrated to produce teachers who reflect greater demographic diversity and have notably longer retention as teachers. Taken together, a citizen science focus and residency approach may yield project outcomes that shed light on recruiting, preparing, and retaining high-quality science teachers that reflect the demographic diversity of students in P-12 schools. This project at the University at Buffalo includes partnerships with Buffalo Public Schools and Niagara Falls City Schools. The project’s overall goal is to recruit, prepare, and retain 20 science teachers across five cohorts of science career changers and undergraduate biology, chemistry, physics, and earth science majors. It is expected that project will contribute to a deeper understanding of how a civic engagement approach to local environments, when paired with a community-based approach to field experiences, can yield high quality, culturally, and linguistically-diverse teachers who have a positive impact on science engagement and learning in P-12 schools. Using surveys, interviews, and data about participation, retention, and academic performance, this project will examine the effectiveness of the project's interventions in preparing and engaging science teachers, and in placing and retaining these teachers in high-need schools. Project outcomes will be analyzed by building a series of statistical models, such as cross-sectional SEM models and longitudinal models. Quantitative data will be triangulated with qualitative data to provide a more rigorous assessment of project impact. Project findings will be disseminated in journals, at conferences dedicated to STEM teacher preparation as well as venues open to increasing the diversity of the ranks of STEM teachers, and through online reports and monographs. Findings can inform teacher education programs across the country regarding diversifying teachers in P-12 schools, with a particular focus on science teachers. This project also supports research on P-12 students’ science learning experiences and the impact of civically engaged science instruction facilitated by teachers from diverse backgrounds. 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.