Modeling Secondary School STEM Teacher Retention via Ecological Theories

通过生态理论模拟中学 STEM 教师保留率

• 批准号: 1949530
• 负责人: John Settlage
• 金额: $ 79.95万
• 依托单位: University of Connecticut
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949530&HistoricalAwards=false
• 关键词: Modeling; Secondary; STEM; Teacher; Retention

This project aims to serve the national need to increase the persistence of science and mathematics teachers in teaching careers, particularly in schools designated as high need. A distinctive feature of this project is its application of ecological theory to examine why science or math teachers in the state of Connecticut decide to remain in or to leave their teaching position. The project will also use innovative statistical analyses to identify factors from the individual classroom to the entire school system that affect the teachers’ decisions. The research will be based on data from local, state, and federal educational agencies, together with qualitative information collected within specific settings. This research has the potential to improve understandings and explanations of STEM teacher retention and loss. In addition, the statistical modeling approaches and associated analyses could be transferable for similar investigations in other settings.This research project at University of Connecticut has three goals. First, the project is designed to produce quantitative analyses that may result in an empirically informed typology of secondary schools. This goal will result in a more nuanced mechanism for categorizing schools than simply relying on the percentage of low-income students to classify a school as high-need or not. Second, the project aims to identify factors at the classroom, department, and/or school level that are associated with science and math teacher attrition. More detailed and multi-level explanations could enable educational leaders to make more informed choices about strategies for retaining STEM teachers. The final research goal is to assess whether a congruence in views about educational equity between school administrators and STEM teachers is associated with retention and attrition. In addition to statistical modeling and analytic processes arising from this research, the project will communicate findings to school leaders and district administrators to inform their efforts to enhance STEM teacher retention. Consequently, this research project has the potential to provide recommendations that could enhance opportunities for high-quality STEM instruction. 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 STEM 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.

该项目旨在满足国家需求，以增加教学职业中科学和数学教师的持久性，尤其是在指定为高需求的学校中。该项目的一个独特特征是其生态学理论的应用来研究康涅狄格州的科学或数学教师为何决定留在或离开其教学地位。该项目还将使用创新的统计分析来确定从各个教室到影响教师决策的整个学校系统的因素。该研究将基于来自地方，州和联邦教育机构的数据，以及在特定环境中收集的定性信息。这项研究有可能改善对STEM教师保留和损失的理解和解释。此外，可以在其他环境中转移统计建模方法和相关分析。康涅狄格大学的研究项目有三个目标。首先，该项目旨在进行定量分析，可能导致中学的经验知情类型。这个目标将导致对学校进行分类的更细微的机制，而不是仅仅依靠低收入学生的比例将学校分类为高等教育。其次，该项目旨在确定与科学和数学老师流失相关的课堂，部门和/或学校级别的因素。更详细和多层次的解释可以使教育领袖能够对保留STEM教师的策略做出更明智的选择。最终的研究目标是评估学校管理员和STEM教师之间有关教育平等的观点的一致性是否与保留和流失有关。除了这项研究引起的统计建模和分析过程外，该项目还将向学校领导者和地区管理人员传达发现，以告知他们提高STEM教师保留的努力。因此，该研究项目有可能提供建议，以增强高质量STEM指导的机会。该曲目4：Noyce研究项目得到了Robert Noyce教师奖学金计划（NOYCE）的支持。 NOYCE计划支持才华横溢的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12 STEM教师成为高需求学区的STEM大师教师。它还支持有关高需求学区K-12 STEM教师的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响审查标准来评估被认为是宝贵的支持。