CAREER: Examining the Supply, Qualifications, and Career Paths of STEM Teachers

职业：审视 STEM 教师的供应、资格和职业道路

• 批准号: 2237035
• 负责人: Tuan Nguyen
• 金额: $ 44.65万
• 依托单位: Kansas State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-15 至 2028-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2237035&HistoricalAwards=false
• 关键词: CAREER; Examining; Supply; Qualifications; Career

STEM teachers play instrumental roles in shaping students' STEM learning experiences and aspirations. This CAREER research has several broad impacts - national policy, national and local recruitment strategies, and student access to educational opportunities. In the course of this CAREER award the principal investigator (PI) will carefully investigate the STEM teacher pipeline, and examine qualifications from teacher candidates who express interest in teaching STEM through to the eventual career paths of teachers in the workforce. In doing so, the project examines how the supply of STEM teachers has changed over time, whether the supply is adequate in meeting the needs of a changing nation, the qualifications and credentials of STEM teachers, and the implications of the STEM teacher career paths for equity and serving high needs contexts and students. The PI will use multiple extant data sets at the national level as well as data from the State of Kansas to support both national and local inferences.The project contributes to the STEM pipeline research by examining STEM teachers in several novel and important ways. Using regression and multi-level regression analyses, the PI will examine the early STEM teacher pipeline, undergraduate and graduate students who express an interest in STEM teaching. Second, the PI will provide the most current investigation into STEM teacher qualifications, credentials, turnover intentions, and actual turnover using up-to-date nationally representative data. Third, the PI will explore how STEM teacher qualifications, credentials, turnover intentions, and actual turnover have changed at the national level due to the Great Recession and the COVID-19 pandemic. Fourth, using longitudinal administrative data from Kansas, the PI will examine STEM teachers in often-neglected contexts, a state from the Midwest and a state with large rural areas. Fifth, the PI will consider the career paths or mobility of STEM teachers who switch from one school to another and the characteristics of the schools where STEM teachers move to. This is a Faculty Early Career Development Program (CAREER) proposal responsive to Program Solicitation NSF 22-586 and funded jointly by the Discovery Research PreK-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics, and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches, and NSF's EDU 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.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.

STEM老师在塑造学生的STEM学习经历和愿望方面发挥了重要作用。这项职业研究有多种广泛的影响 - 国家政策，国家和地方招聘策略以及学生获得教育机会的机会。在这项职业奖的过程中，首席研究员（PI）将仔细研究STEM教师管道，并研究对教师兴趣STEM的候选人的资格，这些候选人对STEM的兴趣贯穿了劳动力教师的最终职业道路。通过这样做，该项目研究了STEM教师的供应如何随着时间的流逝而改变，是否足以满足不断变化的国家的需求，STEM教师的资格和资格以及STEM教师职业对公平和服务高需求的背景和学生的含义。 PI将在国家一级使用多个现有的数据集以及堪萨斯州的数据来支持国家和地方推论。该项目通过以几种新颖和重要的方式检查STEM Pipeline研究，从而为STEM管道研究做出了贡献。使用回归和多层次回归分析，PI将检查对STEM教学兴趣的早期STEM教师管道，本科生和研究生。其次，使用最新的全国代表性数据，PI将对STEM教师资格，证书，离职意图和实际周转率进行最新的调查。第三，PI将探讨STEM教师资格，证书，离职意愿和实际离职如何在国家一级发生了变化，这是由于衰退和共同的19日大流行。第四，使用堪萨斯州的纵向行政数据，PI将在经常被裁定的环境中检查STEM教师，中西部的州和一个具有较大农村地区的州。第五，PI将考虑STEM老师的职业道路或流动性，他们从一所学校转变为另一所学校以及STEM老师搬到的学校的特征。 This is a Faculty Early Career Development Program (CAREER) proposal responsive to Program Solicitation NSF 22-586 and funded jointly by the Discovery Research PreK-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics, and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches, and NSF's EDU Core Research (ECR) program. 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，广泛且持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM和STEM劳动力发展。该奖项反映了NSF的法定任务，并被认为值得通过基金会的知识分子优点和更广泛的影响来通过评估来进行评估。