Examining the Career Trajectories of Urban Math Teachers from a Selective Alternative Certification Program

从选择性替代认证计划中审视城市数学教师的职业轨迹

• 批准号: 1535251
• 负责人: Andrew Brantlinger
• 金额: $ 54.89万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1535251&HistoricalAwards=false
• 关键词: Examining; Career; Trajectories; Urban; Math

The goal of the research project is to describe the features of selective alternative teacher certification programs (ATCPs) that affect selective route mathematics teachers' (SRMT) professional pathways and to make informed recommendations to decrease the current high teacher turnover. While selective ATCPs are intended to address issues of teacher staffing and quality by recruiting high achieving graduates of the nation's most competitive colleges and career changers with impressive resumes, there is little understanding about the reasons for their mixed outcomes. Thus, the proposed project will utilize a multi-methodological longitudinal design that incorporates cultural-mathematical and sociological perspectives to 1) determine patterns of career trajectories of a representative sample of SRMTs and 2) examine how variations in the features of a selective ATCP affect SRMT retention. The results of the study will be useful to various stakeholders, including policymakers, district and school leaders, and directors of urban-specific teacher preparation programs by clarifying patterns in the career trajectories of SRMTs while also revealing how to retain them.. The study is framed by the literature on teacher turnover, alternative teacher certification programs, and teachers' professional life cycles. It is guided also by two theoretical perspectives, namely a sociological careership perspective used to examine SRMTs' career trajectories and a cultural-mathematical perspective that identifies the features of selective ATCPs that influence SMRT retention. The researchers will combine new survey and interview data with previously collected data on New York City Teaching Fellows (NYCTF) to produce findings that could inform the development of mathematics teacher preparation programs and interventions for an improved urban mathematics teaching force. The project is supported by the ECR program that emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. ECR supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.

该研究项目的目标是描述影响选择性路线数学教师（SRMT）专业途径的选择性替代教师认证计划（ATCP）的特征，并提出明智的建议以减少当前教师的高流动率。虽然选择性 ATCP 旨在通过招募全国最具竞争力的大学的高成就毕业生和简历令人印象深刻的职业改变者来解决教师人员配置和质量问题，但人们对其结果喜忧参半的原因知之甚少。因此，拟议的项目将利用多方法纵向设计，结合文化数学和社会学观点来 1）确定 SRMT 代表性样本的职业轨迹模式，2）检查选择性 ATCP 特征的变化如何影响 SRMT保留。 该研究的结果将澄清 SRMT 的职业轨迹模式，同时揭示如何留住他们，对政策制定者、地区和学校领导以及特定城市教师培训项目负责人等各利益相关者都有用。以有关教师流动、替代教师认证计划和教师职业生命周期的文献为框架。它还受到两个理论视角的指导，即用于检查 SRMT 职业轨迹的社会学职业生涯视角和识别影响 SMRT 保留的选择性 ATCP 特征的文化数学视角。 研究人员将把新的调查和访谈数据与之前收集的纽约市教学研究员 (NYCTF) 数据结合起来，得出可为数学教师培训项目的发展和改善城市数学教学力量的干预措施提供信息的研究结果。 该项目得到了 ECR 计划的支持，该计划强调基础 STEM 教育研究，产生该领域的基础知识。 投资针对重要、广泛和持久的关键领域：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。 ECR 支持积累强有力的证据，为理解、建立解释理论以及建议干预和创新的努力提供信息，以应对 STEM 兴趣、教育、学习和参与方面持续存在的挑战。