Instability in Education Systems, Randomized Controlled Trials, and Children's Achievement

教育体系的不稳定、随机对照试验和儿童的成绩

• 批准号: 1337237
• 负责人: Robert Boruch
• 金额: $ 46.92万
• 依托单位: University of Pennsylvania
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-15 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1337237&HistoricalAwards=false
• 关键词: Instability; Education; Systems; Randomized; Controlled

The mobility of teachers in schools is the focus of this project. Researchers from the University of Pennsylvania and the 21st Century Partnership for STEM Education are developing a system of indicators to measure the magnitude and impact of changes in school system staffing, a construct they call Ambient Positional Instability. The researchers are constructing case studies of school districts working within the context of an ongoing multi-site STEM experimental study. They are mapping the accessibility of teacher positional change data in 100 of the largest school districts in the United States, working with the Council of Great City Schools, to identify potential models of that data to better understand the phenomena. As a fourth component of the study, they are conducting a review of published reports on randomized trials and interviews with the authors to examine teacher instability that is not necessarily reported in those studies. The findings from this study inform a Campbell collaboration protocol for systemic review of the evidence.Teacher mobility is caused by reassignments to grades or subjects taught, promotions or demotions to non-teaching positions, and temporary appointments, as well as school leaving. Schools are frequently indicated as being very volatile environments with much turnover of staff and students a perennial problem. Yet the extent to which this is a problem has not been well characterized, and a system of indicators of this instability does not exist. This study provides such an indicator system and much potential use for both research and evaluation purposes. The instability in teacher positions has implications for the implementation of educational interventions. It affects the sensitivity of research and evaluation to detect the impact of interventions in experimental studies. In addition, teacher mobility has implications for policy decisions at the school, district, state and federal levels.

学校教师的流动是这一项目的重点。来自宾夕法尼亚大学和21世纪STEM教育伙伴关系的研究人员正在开发一个指标系统，以衡量学校系统人员配备变化的幅度和影响，他们称之为环境位置不稳定。研究人员正在构建在正在进行的多地点STEM实验研究背景下工作的学区的案例研究。他们正在与大城市学校委员会合作，绘制美国100个最大学区的教师职位变化数据的可及性地图，以确定这些数据的潜在模型，以更好地理解这些现象。作为这项研究的第四部分，他们正在对已发表的关于随机试验的报告和对作者的采访进行审查，以检查那些研究中不一定报告的教师不稳定性。这项研究的发现为坎贝尔合作方案提供了系统的证据审查。教师流动的原因是重新分配到所教的年级或学科，升迁或降级到非教学职位，临时任命，以及放学。学校经常被认为是非常不稳定的环境，教职员工和学生的大量流动是一个长期存在的问题。然而，这是一个问题的程度还没有得到很好的描述，而且这种不稳定的指标体系也不存在。这项研究提供了这样一个指标体系，并为研究和评估目的提供了许多潜在的用途。教师职位的不稳定对实施教育干预措施有影响。在实验研究中检测干预措施的影响会影响研究和评估的敏感性。此外，教师流动对学校、学区、州和联邦各级的政策决策都有影响。