CAREER: Designing teacher professional development to leverage the brilliance of learners of color

有色人种的学生必须有机会获得强大和有意义的机会，在以他们的资产和人性为中心的教室里学习科学。 该职业奖旨在通过设计和研究教师专业学习来培养这样的空间，这些专业学习专注于让有色人种学生有意义地参与科学学习的教学实践。这些做法利用学生的资产，以促进科学和科学思维习惯的增长。该项目将支持职前和实践教师开发实践和反思工具，重点是公平和突出中等科学中有色人种学生的资产。该项目还将支持研究生进行科学教育研究，并作为教育一体化计划的一部分与合作学区分享研究成果。该职业奖由Discovery Research preK-12计划（DRK-12）资助，旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。该项目还得到了STEM教育计划种族平等（EHR种族平等）的支持。该计划支持通过研究和实践促进STEM教育和劳动力发展中的种族平等的项目。该项目是一个为期5年的研究-实践合作伙伴关系，与一个为75%的少数民族学生提供服务的学区合作。研究人员将设计和开发一个中学科学教师的专业发展，重点是促进公平模式，这是解释的图式，中心学生的资产和教学动作，通过有意义的参与科学促进公平。使用基于设计的研究，该项目将研究有关教师学习和发展的基本问题，围绕公平的科学，以及它如何有助于公平为导向的模式和实践在科学教学的转变。 该项目将调查教师图式和实践如何提高科学教学的严谨性，并有助于促进有色人种学生对科学的兴趣，参与和学习。该奖项全部或部分由2021年美国救援计划法案（公法117-2）资助。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Students of color must have access to robust and meaningful opportunities to learn science in classrooms that center their assets and humanity. This CAREER award aims to cultivate such spaces through designing and studying teacher professional learning focused on pedagogical practices that engage students of color meaningfully in science learning. These practices leverage students’ assets to foster growth in science and scientific habits of mind. This project will support pre-service and practicing teachers in developing tools for practice and reflection that focus on equity and highlighting the assets of students of color in secondary science. The project will also support graduate students in science education research as well as sharing findings with partner school districts as part of the educational integration plan. This CAREER award is funded by the Discovery Research preK-12 program (DRK-12) which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This project is also supported by the Racial Equity in STEM Education program (EHR Racial Equity). The program supports projects that advance racial equity in STEM education and workforce development through research and practice.This project is a 5-year research-practice partnership, collaborating with a school district that serves a 75% minoritized student body. The researcher will design and iterate on a secondary science teacher professional development that is focused on fostering Equity Schemas, which are schemata of interpretation that center students’ assets and pedagogical moves that advance equity through meaningful participation in science. Using design-based research this project will examine fundamental questions about teacher learning and development around equity in science, and how it contributes to shifts in equity-oriented schemas and practices in the teaching of science. The project will investigate how teacher schemas and practices raise the rigor of science teaching and help to promote interest, engagement and learning of science for students of color. This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).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.