Understanding Teacher Effectiveness and Retention Among Single Subject Math Program Completers in the First Five Years of Teaching

了解教师在教学前五年的效率和单科数学课程完成者的保留率

• 批准号: 2345187
• 负责人: Ferdinand Rivera
• 金额: $ 142.65万
• 依托单位: San Jose State University Foundation
• 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: 2024-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345187&HistoricalAwards=false
• 关键词: Understanding; Teacher; Effectiveness; Retention; Among

This project aims to serve the national need of determining factors that influence effectiveness and retention for secondary mathematics teachers in high-need school districts. The project aims to identify and describe the role of individual, interpersonal, organizational, community, and policy factors in early-career secondary mathematics teachers’ enactment of effective mathematics teaching practices and decisions to either stay, move, or leave the profession. Data will be collected from single subject credential program (SSCP) mathematics completers in their first five years of teaching in both high-need and non-high-need school districts in California. The results of the study will be used to generate recommendations for improving and strengthening the connections between credential and induction programs and initiatives to support long-term retention and effective, inclusive, and equitable mathematics teaching practices. This three-year project at San Jose State University includes partnerships with the following seven California State University (CSU) campuses: Cal Poly Pomona; CSU East Bay; CSU Long Beach; CSU Monterey Bay; CSU Sacramento; CSU San Marcos; and Fresno State University. A central focus of the project is to uncover successful pathways that enable teacher candidates and interns to move from universities into middle and high schools and to be retained as highly effective mathematics teachers. The conceptual framework includes the complex nature of teachers' enacted practices, collective self-study of teaching practice, and a social ecological model of factors that contribute to teacher retention. Four research questions will be addressed using an explanatory sequential mixed methods design. First, what is the nature and quality of SSCP math completers' professional experiences in their classrooms and work environments in the first three years of teaching, and the various supports they receive to become effective, highly qualified mathematics teachers? Second, what factors motivate those in their fourth and fifth year of teaching to persist? Third, what factors shape the decisions of those who move to a different school or leave the teaching profession within the first five years? Fourth, to what extent are teacher characteristics, school demographics, and working conditions associated with teaching effectiveness and decision to stay, move, or leave? At least 500 SSCP mathematics completers will be recruited to complete a survey with the possibility of a follow-up individual interview. 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，以确定影响高需求学区中学数学教师有效性和保留率的因素。该项目旨在识别和描述个人，人际，组织，社区和政策因素在早期职业二级数学教师参与有效数学教学实践和决策以保持，搬家或离开专业方面的作用。数据将从单一主题凭证计划（SSCP）数学完成者中收集，他们在加利福尼亚州的高需求和不需要的学区的前五年教学中收集数据。该研究的结果将用于提出建议，以改善和加强凭证和入学计划之间的联系以及支持长期保留和有效，包容和公平的数学教学实践的计划。圣何塞州立大学的这项为期三年的项目包括与以下七个加利福尼亚州立大学（CSU）校园的合作伙伴关系：Cal Poly Pomona； CSU东湾； CSU长滩； CSU蒙特利湾；科罗拉多州立大学萨克拉曼多； CSU SAN MARCOS；和弗雷斯诺州立大学。该项目的主要重点是揭开成功的途径，使教师候选人和实习生能够从大学进入中学和高中，并保留为高效的数学教师。概念框架包括教师颁布的实践的复杂性，教学实践的集体自学以及有助于教师保留的因素的社会生态模型。使用爆炸性的混合方法设计将解决四个研究问题。首先，在教学的头三年中，SSCP数学完成者在课堂和工作环境中的专业经验的性质和质量是什么？其次，哪些因素激发了人们在教学的第四年和第五年的持续存在的因素？第三，哪些因素可以影响那些搬到另一所学校或在头五年内离开教学专业的人的决定？第四，教师特征，学校人口统计以及与教学有效性和决定留下，搬家或离开有关的工作条件在多大程度上？至少将招募500名SSCP数学完成者，以完成一项调查，并有可能进行随访个人面试。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老师，成为高需求学区的STEM大师教师。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。