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对影响高需求学区中学数学教师有效性和保留率的因素的需求。该项目旨在确定和描述个人、人际、组织、社区和政策因素在早期的作用。 - 职业中学数学教师制定有效的数学教学实践以及留下、调动或离开该职业的决定将从单学科证书课程 (SSCP) 数学完成者在高中教学的前五年中收集数据。需要和非高需要该研究的结果将用于提出改进和加强证书和入门课程之间联系的建议，以及支持长期保留和有效、包容和公平的数学教学实践的建议。圣何塞州立大学的项目包括与以下七个加州州立大学 (CSU) 的合作：加州州立大学波莫纳分校、加州州立大学长滩分校、加州州立大学萨克拉门托分校、加州州立大学圣马科斯分校和加州州立大学圣马科斯分校。的焦点该项目的目的是发现成功的途径，使教师候选人和实习生能够从大学进入初中和高中，并成为高效的数学教师。该概念框架包括教师制定实践的复杂性、教学的集体自学。实践和有助于教师保留的因素的社会生态模型将使用解释性顺序混合方法设计来解决，首先，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。在最初的三年里第二，哪些因素促使他们在第四年和第五年坚持教学？第三，哪些因素影响了那些转学到不同学校或其他学校的人的决定？第四，教师特征、学校人口统计和工作条件在多大程度上与教学效果以及留下、调动或离开的决定相关？将招募至少 500 名 SSCP 数学完成者来完成课程。一项可能有后续个人的调查该轨道 4：诺伊斯研究项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科生和专业人士成为高效的 K-12 STEM 教师，并支持成为经验丰富、模范的 K-12 教师。它还支持高需求学区的 K-12 STEM 教师的有效性和保留率的研究。该奖项反映了 NSF 的法定使命，并被认为值得支持。使用基金会的智力价值和更广泛的影响审查标准进行评估。