Preparing for the Future of the STEM Teacher Workforce in the 21st Century: Leveraging Multi-contextual Evidence

为 21 世纪 STEM 教师队伍的未来做好准备：利用多情境证据

• 批准号: 2200976
• 负责人: James Anglum
• 金额: $ 20.2万
• 依托单位: Saint Louis University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200976&HistoricalAwards=false
• 关键词: Preparing; Future; STEM; Teacher; Workforce

This project aims to identify trends in the demographics and turnover behavior of the STEM teacher workforce. It focuses on specific remedies and investments needed to retain prospective teachers in high-need schools, especially rural communities, and to improve outcomes for their students. The project includes two complementary studies, one using the National Teacher and Principal Survey (an update from the earlier Schools and Staffing Survey) and a second, using longitudinal administrative data from the states of Kansas and Missouri. The project will explore a range of questions, including: how STEM teacher demographics, turnover intentions, and actual turnover may have changed nationally due to the COVID-19 pandemic; and how the Great Recession of 2007-08 and the COVID-19 pandemic may have influenced teacher outcomes. This body of research will produce insights to inform actionable recruitment and retention practices for high-need school districts and future research focused on teacher labor markets.The conceptual framework and proposed analyses build upon a model of teacher turnover that suggests three main categories of factors that drive teacher turnover: teacher factors, school factors, and external factors and events. Leveraging this framework, the investigators group the research questions and analyses into three broad themes: STEM teacher characteristics, the school and student characteristics in which STEM teachers are employed, and contemporary secular trends that impact STEM teachers. They also consider the interplay between the STEM teacher characteristics and the school context in which STEM teachers work. The investigating team will employ descriptive and regression analyses to answer the research questions. Across interconnected lines of inquiry, the researchers will balance national generalizability with comprehensive state-specific application to inform current and future practice, policy, and research.This project is supported by the EHR Core Research(ECR) program. The ECR program 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. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent issues in STEM education.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.

该项目旨在确定STEM教师劳动力的人口统计学和周转行为的趋势。它着重于保留高需求学校（尤其是农村社区）的潜在教师所需的特定补救措施和投资，并改善学生的成果。该项目包括两项补充研究，一项使用国家教师和校长调查（较早的学校和人员配备调查的最新消息），第二次使用堪萨斯州和密苏里州的纵向行政数据。该项目将探讨一系列问题，包括：由于19009年大流行，STEM教师人口统计学，流动意图和实际营业额如何在全国范围内发生了变化；以及2007 - 08年的巨大衰退和19日大流行如何影响教师的成果。这项研究将产生洞察力，为高需求学区的可行招聘和保留惯例提供信息，并将未来的研究集中在教师劳动力市场上。概念框架和拟议的分析以教师的流动模型为基础，该模型提出了三个主要因素，这些因素的三个主要类别驱动教师流失：教师因素，学校因素，外部因素和外部因素和外部因素和外部因素和事件。在利用这一框架的情况下，研究人员将研究问题和分析分为三个广泛的主题：STEM教师特征，雇用STEM教师的学校和学生特征，以及影响STEM教师的当代世俗趋势。他们还考虑了STEM教师特征与STEM教师工作的学校环境之间的相互作用。调查团队将采用描述性和回归分析来回答研究问题。在互连的询问线上，研究人员将在国家的普遍性和全面的州特定应用程序之间取得平衡，以告知当前和未来的实践，政策和研究。该项目得到了EHR核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。该计划支持积累强有力的证据，以告知努力，以理解，建立理论来解释理论，并提出干预和创新，以解决STEM教育中的持续问题。该奖项反映了NSF的法定使命，并认为值得通过基金会的知识分子优点和更广泛的影响审查标准通过评估来获得支持。