Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers (PERSIST)

坚持、热情、不懈：归纳科学教师研究（PERSIST）

• 批准号: 0918697
• 负责人: Julie Luft
• 金额: $ 89.59万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918697&HistoricalAwards=false
• 关键词: Persistent; Enthusiastic; Relentless; Study; Induction

This project examines the effect of four different types of induction programs on 100 5th year teachers of secondary science. The teachers involved in the study have participated in a previous study during their first three years of teaching. The four types of induction programs are described as follows.1. General induction programs offered by school districts/regional centers,2. Science-specific e-mentoring programs offered by higher education or science organizations,3. Science-specific programs offered by higher education institutions, and4. Intern programs that allow teachers to earn their teaching credential while they complete their first year of teaching.Dr. Luft's research concentrates on providing the details that give insights into why newly qualified science teachers are leaving or persisting in the profession and how induction programs affect their beliefs and practices. The research questions for this study are: 1. Do induction programs make a difference in the retention of secondary science teachers during their fourth and fifth year?2. What characterizations can be made about teachers who persist, their performance, and the assistance they receive?3. How do beginning science teachers develop over their first five years? How do induction programs contribute to this development?Data collection includes 8 interviews and 2 classroom observations of each teacher. The CETP-COP and Oregon Teacher Observation Protocol are used for classroom observations. Quantitative data analysis utilizes ANOVAs and HLM, to be followed by a qualitative analysis exploring the findings. The research team is based at Arizona State University and includes Dr. Luft, Dr. Marilyn Thompson, five graduate students and one undergraduate student. The products will include papers submitted to professional journals, postings to the Arizona Science Coordinators Association listserv, and direct dissemination to school administrators and local meetings. The impacts will be increased understanding of induction programs, what they achieve and what characteristics are effective. This will help policy makers and administrators modify the programs for increased effectiveness. Given the high rate of teachers leaving the profession during the first five years and the popularity of induction programs, the primary impact would be increased retention of quality teachers.

本项目考察了四种不同类型的诱导方案对100名五年级中学科学教师的影响。参与这项研究的教师在他们前三年的教学中参加了之前的研究。四种类型的入职培训方案描述如下：2.学区/地区中心提供的一般入门课程；2 .高等教育或科学组织提供的科学专门的电子指导项目；3 .高等教育机构开设的科学专业；实习项目允许教师在完成第一年教学的同时获得教学证书。Luft的研究重点是提供细节，让人们了解为什么新合格的科学教师离开或坚持这个职业，以及归纳计划如何影响他们的信仰和实践。本研究的研究问题是：1。归纳计划对中学科学教师在第四年和第五年的保留率有影响吗？对于那些坚持的教师，他们的表现，以及他们得到的帮助，可以做出什么样的描述？初级科学教师在最初的五年里是如何发展的？入职培训项目如何促进这一发展？数据收集包括每位教师8次访谈和2次课堂观察。使用CETP-COP和俄勒冈州教师观察协议进行课堂观察。定量数据分析采用方差分析和HLM，然后进行定性分析，探索研究结果。该研究小组位于亚利桑那州立大学，成员包括勒夫特博士、玛丽莲·汤普森博士、五名研究生和一名本科生。这些产品将包括提交给专业期刊的论文，亚利桑那州科学协调员协会列表服务的帖子，以及直接传播给学校管理人员和当地会议。其影响将是增加对诱导程序的理解，它们实现了什么，哪些特征是有效的。这将有助于决策者和管理者修改项目以提高效率。考虑到前五年教师离职率高，以及入职培训计划的普及，主要影响将是增加留住优质教师。