STEM Teacher Effectiveness and Retention in High-Need Schools: Combining Equity & Ecological Frameworks

高需求学校的 STEM 教师效能和保留率：结合公平

• 批准号: 2345129
• 负责人: John Settlage
• 金额: $ 99.94万
• 依托单位: University of Connecticut
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-07-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345129&HistoricalAwards=false
• 关键词: STEM; Teacher; Effectiveness; Retention; Need

This project aims to serve the national need to improve the retention of effective STEM teachers in high need school districts. Elevated rates of turnover of teachers contribute to lowered educational outcomes, particularly for high-need schools. Improving STEM teacher retention creates conditions for science and mathematics teachers to develop their expertise and foster relationships that will strengthen school programs. The project also seeks to understand how to increase the presence of racially diverse STEM teachers by identifying cases where conditions allow STEM teachers of color to remain in the classroom. The project team will examine large quantitative data sets to track STEM teacher movement and instructional effectiveness in the state of Connecticut. Statistical analyses will be complemented by interviews with practicing STEM teachers. This research has the potential to improve understanding of STEM teacher retention patterns and the relationships between teacher movement and instructional effectiveness. The results of this study have the potential to inform school district decision-making and state official policy-shaping, driving the development of data-driven interventions focused on STEM teacher retention in the service of effectiveness and equity. This project at the University of Connecticut has three goals. The first is to uncover school factors strongly associated with greater teacher retention and subsequent teaching effectiveness. The project team will achieve this goal via quantitative analyses of data collected by the state of Connecticut as part of routine practices. The second is to examine intersections of teacher identity (race and gender) contributing to STEM teacher retention and effectiveness as measured by data collected annually by the state of Connecticut to monitor highly qualified teaching, educator certification, and school staffing. The third is to conduct iterative interviews with practicing STEM teachers of various demographics (i.e., White, Black, Latinx, and Asian) to seek their perspectives about forces influencing STEM teacher retention, movement between schools, and effectiveness. Using a participatory design research approach, the project team will also provide periodic updates of the study’s statistical outputs to these teachers to solicit their interpretations and recommendations. In this way conversational cycles throughout the project will help to refine the quantitative analyses. The overall investigation will draw from three theoretical frames: conservation of resources, goal congruity, and sociopolitical consciousness. Multilevel analyses will identify factors associated with the retention of effective STEM teachers. Graph theory techniques will assess movement, including a social network analysis of matched pairs to assess impact of relevant factors. This research project has the potential to provide recommendations to improve STEM teacher retention and advance high-quality STEM instruction in high need school districts. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced K-12 teachers to become STEM leaders 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，以提高在高需求学区的有效STEM教师的保留。教师营业额的提高速度促进了降低的教育成果，尤其是对于高需求的学校。改进的STEM教师保留为科学和数学教师创造了条件，以发展其专业知识和促进关系，从而增强学校课程。该项目还试图通过确定条件允许有色人种教师保留在课堂上的情况来了解如何增加种族多样的STEM教师的存在。项目团队将检查大量的定量数据集，以跟踪康涅狄格州的STEM教师运动和教学效果。统计分析将通过与实践STEM老师的访谈完成。这项研究有可能提高对STEM教师保留模式以及教师运动与教学效果之间的关系的理解。这项研究的结果有可能为学区的决策和州官方的政策制定提供信息，推动了针对STEM教师保留的数据驱动干预措施的发展，以服务有效性和公平性。康涅狄格大学的该项目有三个目标。首先是揭示与更大的教师保留和随后的教学效果密切相关的学校因素。项目团队将通过对康涅狄格州收集的数据进行定量分析，作为日常实践的一部分。第二个是检查教师身份（种族和性别）的交叉点，这些交集是由康涅狄格州每年收集的数据来衡量的，以监控高素质的教学，教育工作者认证和学校人员配备。第三个是对各种人口统计学的STEM教师（即白人，黑人，拉丁裔和亚洲）进行迭代访谈，以寻求他们对力量的观点影响STEM的保留，学校之间的运动和有效性。使用参与设计研究方法，项目团队还将为这些教师提供统计输出的定期更新，以征求他们的解释和建议。这样，整个项目中的对话周期将有助于完善定量分析。总体调查将借鉴三个理论框架：资源的保护，目标一致性和社会政治意识。多级分析将确定与保留有效STEM教师有关的因素。图理论技术将评估运动，包括对匹配对的社交网络分析，以评估相关因素的影响。该研究项目有可能提供建议，以改善STEM教师的保留率并提高高需求学区的高质量STEM教学。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STEM本科专业的专业人士和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12老师成为高需求学区的STEM领导者。它还支持有关K-12 STEM教师在高需求学区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，被认为是珍贵的支持。