Impact of Different Learning Modalities on Science and Mathematics Teachers' Effectiveness and Retention during the COVID-19 Pandemic

COVID-19 大流行期间不同学习方式对科学和数学教师的有效性和保留率的影响

• 批准号: 2243392
• 负责人: Molly Weinburgh
• 金额: $ 99.99万
• 依托单位: Texas Christian 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: 2023-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243392&HistoricalAwards=false
• 关键词: Impact; Different; Learning; Modalities; Science

This project aims to serve the national need to understand how districts’ decisions about school openings during COVID-19 impacted students and science and math teachers in high-need school districts. Three learning modalities (e.g., In-person, Remote, Hybrid) related to teaching effectiveness and retention will be investigated. District and school level data will be used to determine teacher effectiveness and teacher retention during and immediately after the COVID-19 school closures. In addition, math and science teacher self-effectiveness and job satisfaction will be studied in relation to the learning modalities. This project at Texas Christian University includes a partnership with the Institute for Biomedical Philosophy and selected high-need school districts from across the nine census regions of the U.S. The overall goal of this project is to understand (a) implementation of learning modalities utilized during the protracted national emergency of COVID-19 and (b) the impact of these different modalities on STEM teacher effectiveness and retention. The three research questions are: (1) What learning modalities were used by high-need school districts beginning in fall 2020 through Spring 2022? (2) How did utilization of different learning modalities within a COVID-19 dictated teaching environment contribute to STEM teacher effectiveness and STEM teacher retention in high-need school districts? and (3) What support systems and resources within a COVID-19 dictated teaching environment contribute to STEM teacher effectiveness and STEM teacher retention in high-need school districts? The project will utilize secondary data from large public data sets for Research Questions 1 and 2 as well as the selection of high-need school districts. Two-hundred respondents will provide data. There will be three case studies bounded by the modality that will explore the commonalities within each case associated with the third research question. Findings on best practices regarding teacher effectiveness and retention, especially in high-need school districts, has the potential to be used to inform policy, practice, and future design of teacher professional development. 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，了解各学区在 COVID-19 期间关于学校开学的决定如何影响高需求学区的学生和科学和数学教师。相关的三种学习模式（例如，面对面、远程、混合）。将调查学区和学校层面的数据，以确定在 COVID-19 学校关闭期间和关闭后教师的有效性和保留率。此外，还将对数学和科学教师的自我效能和工作满意度进行调查。与学习相关的研究德克萨斯基督教大学的这个项目包括与生物医学哲学研究所和美国九个人口普查地区选定的高需求学区的合作。该项目的总体目标是了解 (a) 所使用的学习模式的实施情况。 (b) 这些不同模式对 STEM 教师的有效性和保留率的影响 这三个研究问题是：(1) 高需求学区开始使用哪些学习模式。 2020 年秋季至 2022 年春季？(2) 在 COVID-19 规定的教学环境中使用不同的学习方式如何有助于高需求学区的 STEM 教师效率和保留 STEM 教师？在 COVID-19 规定的教学环境中，有助于高需求学区的 STEM 教师效率和 STEM 教师保留率吗？ 该项目将利用来自大型公共数据集的二手数据来解决研究问题 1 和 2 以及两百名受访者将提供数据，以探讨每个案例中与第三个研究问题相关的共性。特别是在高需求学区，有潜力用于为教师专业发展的政策、实践和未来设计提供信息。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。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，并支持经验丰富、模范的 K-12 教师成为高需求学区的 STEM 大师教师。 它还支持有关 K-12 有效性和保留率的研究。高需求学区的 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优势和更广泛的影响审查标准进行评估，被认为值得支持。