Collaborative Research: Research on Integrated STEM Self-Efficacy: A Study of Elementary Preservice Teachers including Noyce Scholars

合作研究：综合 STEM 自我效能感研究：包括诺伊斯学者在内的小学职前教师的研究

基本信息

批准号：
2151056
负责人：
Deepika Menon
金额：
$ 48.11万
依托单位：
University of Nebraska-Lincoln
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-06-01 至 2027-05-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151056&HistoricalAwards=false
关键词：
Collaborative Research Integrated STEM Self

项目摘要

This project aims to serve the national need of supporting the development and retention of highly effective elementary (K-6) STEM teachers. Elementary teachers are often uncomfortable teaching science, mathematics, and engineering as independent subjects, and STEM integration poses new challenges. Previous research has explored links between confidence (or self-efficacy), teacher effectiveness, and teacher retention, but self-efficacy for teaching integrated STEM (iSTEM) is largely unexplored. This project will include approximately 700 teachers who experienced ten different teacher preparation programs. It aims to identify programmatic features that support early career elementary teachers’ self-efficacy in teaching integrated STEM within high-need school districts. It will examine relationships among self-efficacy, iSTEM teaching effectiveness, and teacher retention. The findings that result from this project have the potential to inform the design of teacher education programs and may contribute to the development of more highly qualified elementary STEM teachers.This project at Southern Methodist University, University of Nebraska - Lincoln, Towson University, and Indiana University Southeast includes partnerships with the University of Massachusetts - Boston, Sacred Heart University, Alcorn State University, Bridgewater State University, Montclair State University, and University of Rhode Island. Project goals include to: (1) track changes in prospective elementary teachers’ integrated STEM teaching self-efficacy as they shift from teacher preparation programs to teaching positions; (2) identify and describe key elements of teacher education that support the development of integrated STEM teaching self-efficacy among early-career teachers; (3) identify the relationships among integrated STEM teaching self-efficacy, teaching effectiveness, and teacher retention; and (4) build and support a community of elementary teachers focused on improving their STEM teaching. Grounded in self-efficacy theory, this project will use a sequential explanatory mixed methods design and include undergraduates, Master’s students, and current teachers who are within their first five years of teaching. The project’s longitudinal design, innovative focus on integrated STEM teaching self-efficacy and effectiveness, and investigation of links between integrated STEM teaching self-efficacy and teacher retention reflect its intellectual merit. Research findings will be published in research and practitioner journals and shared widely at international conferences to impact researchers, administrators, and educators beyond the immediate scope of this project. 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.

该项目旨在满足国家需求，以支持高效基础（K-6）STEM教师的发展和保留。小学教师通常是独立学科的教学科学，数学和工程学，而STEM融合会带来新的挑战。先前的研究探讨了自信（或自我效能），教师有效性和教师保留之间的联系，但是教学综合STEM（ISTEM）的自我效能在很大程度上是出乎意料的。该项目将包括大约700名经历了十个不同教师准备计划的教师。它旨在确定支持早期职业基础教师在高需求学区的综合STEM中的自我效能的程序化功能。它将研究自我效能，ISTEM教学效果和教师保留之间的关系。该项目产生的发现有可能告知教师教育课程的设计，并可能有助于发展更高素质的基本STEM教师。该项目在南方卫理公会大学，内布拉斯加州 - 林肯大学，林肯大学，陶森大学和印第安纳大学东南部与马萨诸塞大学 - 哥斯顿大学，哥斯多州大学，桥梁大学，桥梁大学，桥梁大学，桥梁大学，包括岛。项目目标包括：（1）跟踪准基础教师从教师准备计划转变为教学职位时的综合STEM教学自我效能的变化；（2）识别并描述教师教育的关键要素，这些要素支持早期职业教师中综合的STEM教学自我效能的发展；（3）确定综合的STEM教学自我效能，教学效果和教师保留之间的关系；（4）建立和支持一群专注于改善其STEM教学的基础教师社区。该项目以自我效能理论为基础，将使用连续的利用混合方法设计，并包括本科生，硕士学生和在教学前五年内的现任老师。该项目的纵向设计，创新的专注于综合的STEM教学自我效能和有效性，以及对综合STEM教学自我效能和教师保留之间的联系的调查反映了其智力优点。研究结果将在研究和从业人员期刊上发表，并在国际会议上广泛分享，以影响研究人员，管理人员和教育工作者，这是该项目的直接范围。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计划支持有才华的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教师，成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和保留的研究。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评估标准来评估值得支持。