Exploring the Development of Beginning Secondary Science Teachers in Various Induction Programs

探索初中科学教师在各种入职计划中的发展

• 批准号: 0550847
• 负责人: Julie Luft
• 金额: --
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-06-16 至 2011-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0550847&HistoricalAwards=false
• 关键词: Exploring; Development; Beginning; Secondary; Science

This five-year research study will focus on the impact of different teacher preparation and induction models, as well as on the quality and persistence of secondary science teachers. Combining the strengths of case-based research with a quasi-experimental design this study will follow 120 secondary science teachers for three years from four different and well characterized preservice - induction programs. Many of the "newly" inducted teachers will be assigned in multicultural, diverse or urban settings and the broader impact will include not only the teachers in the study but the potential impact on their students. The rationale for this project is well developed from the literature on the STEM teaching workforce as well as reports from the National Commission on Teaching and America's Future. The rationale for the induction program approaches are also well supported in the literature and is extended through the literature on early STEM teacher development.

这项为期五年的研究将集中在不同的教师准备和诱导模式的影响，以及对中学科学教师的质量和持久性。结合案例研究与准实验设计的优势，本研究将对120名中学科学教师进行为期三年的跟踪调查，这些教师来自四个不同且特征鲜明的职前入职培训项目。许多“新”入职教师将被分配到多元文化、多样化或城市环境中，其更广泛的影响将不仅包括研究中的教师，还包括对其学生的潜在影响。这个项目的基本原理是从STEM教学队伍的文献以及国家教学和美国未来委员会的报告中发展而来的。入职计划方法的基本原理在文献中也得到了很好的支持，并通过早期STEM教师发展的文献进行了扩展。