Investigating how Opportunities to Learn Culturally Responsive Teaching Influence Beginning Elementary Mathematics Teachers’ Effectiveness and Retention

该项目旨在满足国家准备和保留有效的小学STEM教学队伍的需求。该项目旨在满足小学教师的需要，使他们做好准备，向高需求学校的不同学生群体提供符合文化要求的数学教学。文化相关的方法已被证明可以支持学生的数学学习。然而，教师教育计划在职前教师如何准备使用文化相关的教学方面各不相同。此外，对于初任教师如何将这些教学方法应用于国小数学课堂教学，也知之甚少。本计画将探讨教师教育计画在培养国小教师进行文化相关数学教学的方法上有何不同。该项目还将调查教师如何使用文化相关的教学影响他们的教学效果，学生的数学学习，教师保留在专业。这项研究具有重要的潜力，以确定教师准备的元素，支持开始小学教师成为有效的，包容性的数学教师谁是保留在外地。结果可能与全国各地的教师教育计划广泛相关。 特拉华州大学的这个项目包括与特拉华州、宾夕法尼亚州、北卡罗来纳州和亚利桑那州的七个教师准备项目的合作。总体项目的目标是提供教育决策者和教师教育计划的领导者的证据，有效地整合文化相关的教学实践在职前教师准备计划，以及如何准备经验转化为课堂实践用于教数学在高需求的小学。经验丰富的研究团队旨在进行纵向，混合方法的研究设计，将在三年内，调查200名小学教师的样本。教师将包括在少数民族学校工作和在少数民族机构受训的教师。调查将涵盖教师在最后一年的教师准备，通过他们的头两年的教学经验。研究小组将收集参与教师学习文化相关教学的机会以及他们对文化相关教学的态度的证据。此外，本研究还将收集课堂观察证据，探讨教师如何在数学教学中应用文化相关的教学实践，以及访问小学生数学学习成果的数据。本研究将使用结构方程模型来探讨关键的中介和调节因素，以了解教师教育经验如何影响初任教师的有效性和保留。此外，研究将受益于咨询委员会的投入和评估，该委员会包括文化相关教学，数学教学和学习以及定量研究方法方面的专家。调查结果将传播给教育政策制定者和利益相关者，以及通过政策简报监督教师准备的项目负责人，面向出版商的出版物，以及在教师和准备项目负责人的专业聚会上的演讲。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。

This project aims to serve the national need for preparing and retaining an effective elementary school STEM teaching workforce. The project addresses the need for elementary school teachers to be prepared to provide culturally responsive mathematics instruction to diverse populations of students in high-need schools. Culturally relevant approaches have been shown to support students’ mathematics learning. However, teacher education programs vary in how pre-service teachers are prepared to use culturally relevant instruction. Also, little is known about how beginning teachers apply these teaching approaches in mathematics teaching in elementary school classrooms. This project will explore how teacher education programs differ in their approaches to preparing elementary school teachers for culturally relevant mathematics teaching. The project will also investigate how teachers’ use of culturally relevant instruction influences their instructional effectiveness, student mathematics learning, and teacher retention in the profession. This research has the important potential to identify elements of teacher preparation that support beginning elementary school teachers in becoming effective, inclusive mathematics teachers who are retained in the field. Results could be broadly relevant for teacher education programs across the nation. This project at the University of Delaware includes partnerships with seven teacher preparation programs across the states of Delaware, Pennsylvania, North Carolina, and Arizona. The overarching project goal is to provide education policymakers and teacher education program leaders evidence about effective integration of culturally relevant instructional practices in pre-service teacher preparation programs and how preparation experiences translate into classroom practices used to teach mathematics in high-need elementary schools. The experienced research team aims to conduct a longitudinal, mixed-method research design that will, over three years, investigate a sample of 200 elementary school teachers. Teachers will include those working in minority-serving schools and prepared at minority-serving institutions. Investigations will span teachers' experiences during their final year of teacher preparation through their first two years of teaching. The research team will collect evidence about participating teachers’ opportunities to learn culturally relevant teaching and their attitudes towards culturally relevant teaching over time. Additionally, the research will collect classroom observation evidence to explore how teachers apply culturally relevant teaching practices in the context of their mathematics teaching, as well as access data on elementary school students’ mathematics learning outcomes. The research will use structural equation modelling to explore key mediating and moderating factors to understand how teacher education experiences influence beginning teachers’ effectiveness and retention. Further, the research will benefit from input and evaluation by an advisory board that includes experts in culturally relevant teaching, mathematics teaching and learning, and quantitative research methods. Findings will be disseminated to education policymakers and stakeholders, and program leaders overseeing teacher preparation through policy briefs, publications in practitioner-oriented outlets, and presentations at professional gatherings of teachers and preparation program leaders. 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 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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.