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，提高高需求学区有效 STEM 教师的保留率。教师流动率上升会导致教育成果下降，特别是对于高需求学校而言，提高 STEM 教师保留率可以为科学和教育创造条件。该项目还旨在通过确定条件允许有色人种 STEM 教师留在课堂的情况，了解如何增加种族多元化的 STEM 教师的存在。将检查大型定量数据集跟踪康涅狄格州 STEM 教师的流动和教学效果 本研究将通过对 STEM 教师的访谈来补充统计分析，从而提高对 STEM 教师保留模式以及教师流动和教学效果之间关系的理解。这项研究的成果有可能为学区决策和州官方政策制定提供信息，推动以数据驱动的干预措施的发展，重点关注 STEM 教师的保留，以服务于有效性和公平性。康涅狄格大学的该项目有三个。首先是揭示学校因素。作为日常实践的一部分，项目团队将通过对康涅狄格州收集的数据进行强有力的定量分析来实现这一目标。根据康涅狄格州每年收集的数据来衡量 STEM 教师的保留率和有效性，以监测高质量的教学、教师认证和学校人员配置。黑人、拉丁裔和亚洲人）项目团队还将利用参与式设计研究方法，定期向这些教师提供最新的研究统计结果，以征求他们的解释和建议。整个项目的对话周期将有助于完善定量分析：资源节约、目标一致性和社会政治意识，多层次分析将确定与保留有效的 STEM 教师相关的因素。技术将评估运动，包括对配对的社交网络分析，以评估相关因素的影响。该研究项目有可能为提高 STEM 教师的保留率和推进高需求学区的高质量 STEM 教学提供建议。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 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，并支持经验丰富的 K-12 教师成为高需求学区的 STEM 领导者。还支持对高需求学区 K-12 STEM 教师的有效性和保留率进行研究。该奖项反映了 NSF 的法定使命，并通过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，被认为值得支持。