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: 1247096
• 负责人: Julie Luft
• 金额: $ 47.94万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-01 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1247096&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.

本研究旨在探讨四种不同类型的入职课程对100名五年级教师的影响。参与这项研究的教师在前三年的教学中参加了以前的研究。这四种类型的诱导程序如下所述。由学区/区域中心提供的一般入门课程，2。由高等教育或科学组织提供的科学特定的电子辅导计划，3。高等教育机构提供的科学专业课程，以及4。实习生项目让教师在完成第一年教学的同时获得教师资格证书。Luft博士的研究集中在提供细节，深入了解为什么新合格的科学教师离开或坚持这一职业，以及入职课程如何影响他们的信念和实践。本研究的研究问题为：1.入职培训计划对中学科学教师在第四年和第五年的留任有影响吗？2.对于坚持的教师，他们的表现，以及他们得到的帮助，可以做出什么样的描述？3.初任科学教师在前五年如何发展？入职培训计划如何促进这一发展？数据收集包括对每位教师的8次访谈和2次课堂观察。CETP-COP和俄勒冈州教师观察协议用于课堂观察。定量数据分析采用方差分析和HLM，其次是定性分析探索的结果。该研究小组设在亚利桑那州州立大学，包括Luft博士，Marilyn Thompson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，张贴到亚利桑那州科学协调员协会listserv，并直接传播给学校管理人员和当地会议。其影响将是增加对上岗培训计划的理解，他们实现了什么，什么特点是有效的。这将有助于政策制定者和管理者修改程序，以提高效率。鉴于教师在头五年离开教师行业的比例很高，而且上岗培训方案很受欢迎，主要影响将是留住更多的优质教师。