The Organizational Sources of Mathematics and Science Teacher Turnover

这项研究项目是一项为期三年的研究，旨在从组织的角度调查数学和科学教师的离职和留任情况。本研究项目的目标是实证地解决三个相关的研究问题：1)数学和科学教师流失的来源是什么？为什么特定类型的学校，特别是城市、高度贫困和少数族裔社区的学校，数学和科学教师的流动率较高？职前教师准备、入职教师入职计划、在职专业发展和教师分配对数学和科学教师的离职和留任有什么影响？为了解决这些研究问题，项目团队将分析来自国家教育统计中心(NCES)全国代表性学校和人员配备调查(SASS)及其补充的教师跟踪调查(TFS)的公共中学数学和科学教师的数据。该项目建立在首席调查员利用现有的大规模教师数据进行先前研究的既定记录的基础上。它试图扩大我们在一系列重要但并未得到很好理解的问题上的知识，这些问题对教师职业继续教育计划的目标至关重要：地区和学校，特别是那些为弱势学生服务的地区和学校的特点，影响它们留住合格的数学和科学教师的能力？先前的研究表明，如果学校要像《不让一个孩子掉队法案》要求的那样，确保合格的数学和科学教师教授所有学生，那么它们必须更多地专注于提高教师保留率。该项目旨在提供研究成果，帮助决策者和学校领导人就如何最好地开展这项工作提供指导，特别是针对数学和科学教师，特别是在处境不利的学校，因为现有的研究提供的方向有限。

The research project is a three-year study to investigate mathematics and science teacher turnover and retention framed using an organizational perspective. The objective of this research project is to empirically address three related research questions:1.) What are the sources of mathematics and science teacher turnover?2.) Why do particular types of schools, especially those in urban, high-poverty and high-minority communities, have higher levels of mathematics and science teacher turnover?3.) What impact do preservice teacher preparation, beginning teacher induction programs, inservice professional development and teacher assignment have on the turnover and retention of mathematics and science teachers?To address these research questions the project team will analyze data on public secondary-level mathematics and science teachers from the National Center for Education Statistics' (NCES) nationally representative Schools and Staffing Survey (SASS) and its supplement the Teacher Follow-up Survey (TFS).This project builds on an established record of prior research by the principal investigator with existing large-scale data from teachers. It seeks to expand our knowledge in regard to a set of important, but not well understood, issues central to the goals of the Teacher Professional Continuum Program: What characteristics of districts and schools, especially those serving disadvantaged students, impact their ability to retain qualified mathematics and science teachers? Prior research shows that if schools are to ensure that qualified mathematics and science teachers teach all students, as the No Child Left Behind Act mandates, then they must focus more on improving teacher retention. This project seeks to provide research results that will help provide direction to policymakers and school leaders on how best to proceed in doing this, especially with mathematics and science teachers and especially in disadvantaged schools, as the existing research has provided limited direction.