Leveraging Technology for Justice-Oriented Science Teaching

该项目旨在服务于培养准备在城市高需求学区任教的高素质科学教师的国家需求。该项目的一个重点将是让教育工作者做好准备，向不同群体的学生教授以社会正义为导向的科学和综合技术。为了实现这一目标，该项目将包含四个基本组件。(1)为理科专业一、二年级学生提供带薪实习，让他们在社区夏令营体验青少年科学教学。(2)将为未来的科学教师提供两条认证途径--面向本科理科专业的综合教师教育计划(ITEP)和面向理科毕业生的认证计划中的特殊队列。(3)通过两种途径之一完成科学教学资格证书的准教师将获得一年奖学金。(4)准教师毕业后，将在高需求学校的早期教学期间提供两年的入职支持。实习的目的是获得和培养学生对教授科学的兴趣。将为获得科学证书奖学金的学生提供整合技术和社会正义教学方法的每月讲习班。同样，一门专门教授STEM和发展实践社区的特别课程将成为资格认证课程的一部分。入职培训将包括与项目团队成员的定期研讨会，与项目专职导师的指导会议，以及实践社区的继续。该项目将直接帮助美国培养一支熟练的STEM劳动力队伍。圣地亚哥州立大学(SDSU)是一家西班牙裔服务机构(HSI)，该项目包括与圣地亚哥联合学区(圣地亚哥联合学区)合作，圣地亚哥联合学区是一个种族、语言和经济多元化的高需求学区。因此，该项目代表了一种真正的、基于地点的合作伙伴关系。该项目有几个目标。首先，该项目将在五年内招募不同群体的大学一年级和二年级理科专业学生参加付费实地体验，以鼓励他们将理科教学作为一种职业。与此相关，第二个目标是招收SDSU科学院生物、化学、计算机科学、工程、地球科学、数学或物理专业或已获得学位的优秀学生，他们将获得为期一年的奖学金，以完成K-12 STEM教学的资格认证计划。对于第三个目标，项目负责人将调查招聘、支持、留住和授权理科专业学生成为STEM教师的过程，这些教师体现了对以技术为基础的、社会公正的科学教学的奉献精神。第四，项目组将实施和研究对受助者第一年教学的过渡性专业发展支持。该项目将通过研究性学习经验，发展受助者的专业知识，制定以正义为中心、技术含量丰富的科学教学。使用定性和定量方法的全面项目评估将提供形成和总结的数据和反馈。积极和有力地传播项目成果和从可持续发展股模式中吸取的经验教训将有多个分支机构。SDSU数学和科学教育研究中心将维护一个项目网站，其中将包括活动公告、最新的项目结果以及由该项目创建的和为该项目创建的教师教育资源库。此外，还将在地方、地区、州和国家各级开展具体的传播工作。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。该奖项反映了NSF的法定使命，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 preparing high-quality science teachers who are prepared to teach in urban high-need school districts. A focus of the project will be to prepare educators to teach social justice-oriented science with integrated technology to diverse populations of students. To accomplish this, the project will incorporate four underlying components. (1) Paid internships will be provided for freshmen and sophomore science majors to experience teaching youth science at community-based camps. (2) Two credential pathways for future science teachers will be offered - an Integrated Teacher Education Program (ITEP) for undergraduate science majors and special cohorts in the Credential Program for College of Science graduates. (3) One-year scholarships will be provided to prospective teachers who will complete the science teaching credentials via one of the two pathways. (4) After the prospective teachers graduate, two years of induction support will be provided during their early teaching period in a high-need school. The internships are designed to gain and foster students' interest in teaching science. Monthly workshops that integrate technology and social justice-oriented teaching approaches will be provided to the science-credential scholarship students. Likewise, a special course dedicated to teaching STEM and development of a community of practice will be part of the credentialing curriculum. Induction will include regular workshops with project team members, coaching meetings with the project's dedicated mentor, and continuation of communities of practice. The project will contribute directly to the development of a skilled STEM workforce in the United States.This project at San Diego State University (SDSU), an Hispanic Serving Institution (HSI), includes partnering with San Diego Unified School District, an ethnically, linguistically, and economically diverse, high-need school district. As a result, the project represents an authentic, place-based partnership. The project has several goals. First, over five years, the project will recruit a diverse group of twenty-five (25) university freshman and sophomore science majors into paid field experiences to encourage them to consider science teaching as a career. Related to this, a second goal is to recruit a diverse group of forty-one (41) high-achieving students who are majoring in, or have received degrees in, biology, chemistry, computer science, engineering, geosciences, mathematics, or physics in SDSU's College of Sciences to receive a one-year scholarship to complete a credentialing program for K-12 STEM teaching. For a third goal, project leaders will investigate the processes of recruiting, supporting, retaining, and empowering science majors to become STEM teachers who embody a dedication to technology-based and socially-just science teaching. Fourth, the project team will implement and study transitional professional development support for the recipients' first years of teaching. Through research-based learning experiences, this project will develop the recipients’ expertise to enact justice-focused science instruction that is rich in technology. Comprehensive project evaluation, using qualitative and quantitative methods, will provide both formative and summative data and feedback. Proactive and robust dissemination of project outcomes and lessons learned from the SDSU model will have multiple branches. A project website, which will include announcements of events, updated project findings, and a repository of teacher education resources created by and for the project, will be maintained by SDSU's Center for Research in Mathematics and Science Education. Also, specific dissemination efforts will be ongoing at the local, regional, state, and national levels. 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 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.