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要，提高科学和数学教师在教学职业中的持久性，特别是在被指定为高需求的学校中。该项目的一个显着特点是应用生态理论来研究为什么科学或数学教师在教学生涯中的表现。该项目还将使用创新的统计分析来确定影响教师决策的从个别教室到整个学校系统的因素。 、州和联邦教育机构，以及在特定环境下收集的定性信息。这项研究有可能改善对 STEM 教师保留和流失的理解和解释。此外，统计建模方法和相关分析可以用于其他环境中的类似调查。康涅狄格大学的这个研究项目有三个目标。该项目旨在进行定量分析，从而得出基于经验的中学类型学。这一目标将产生一种更加细致的学校分类机制，而不是简单地依靠低收入学生的百分比将学校分类为高收入学校。第二，需要与否。该项目旨在确定课堂、部门和/或学校层面与科学和数学教师流失相关的因素，更详细和多层次的解释可以使教育领导者就保留 STEM 教师的策略做出更明智的选择。研究目标是评估学校管理人员和 STEM 教师之间对教育公平的看法是否与保留和流失有关。除了本研究产生的统计模型和分析过程之外，该项目还将向学校领导和学区管理人员传达研究结果。告知他们为加强经过检查，该研究项目有可能提供建议，以增加高质量 STEM 教学的机会。该轨道 4：诺伊斯研究项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 提供支持。帮助有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，以及让经验丰富、堪称典范的 K-12 STEM 教师成为高需求学区的 STEM 大师级教师。 它还支持对 STEM 的持久性、保留性和有效性的研究。高需求学区的 K-12 STEM 教师。该奖项反映了 NSF 的法定使命，并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。