Retaining the Math & Science Teachers We Need: High Quality STEM Teachers in High Schools

保留数学

• 批准号: 1340034
• 负责人: Lora Bartlett
• 金额: $ 30万
• 依托单位: University of California-Santa Cruz
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2017-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1340034&HistoricalAwards=false
• 关键词: Retaining; Math; & Science; Teachers

The Noyce Teacher Scholarship Phase II project at University of California-Santa Cruz is researching math and science teacher retention and attrition in high needs schools so as to better inform strategies to improve the supply and quality of STEM teachers in public schools. Results from the Phase I project demonstrated the insufficiency of academic and pedagogical training alone to ensure teacher retention in underserved schools. Specifically, the initial data suggested that working conditions, and especially hiring and class assignment practices, might be driving Noyce Scholar Teachers out of their schools and even the profession. This project is specifying the enacted policies and practices in the schools and of the teachers that result in the retention of highly qualified teachers in high-needs schools.The research project is using a nested case design to follow the thirty-two Noyce Scholar Teachers working in three unique districts, from the Phase I project, through the next three years of their teaching. Teachers' career decisions and trajectories are being tracked and examined within the context of their sites of employment. Insight is being obtained on the organizational contexts that attract high-qualified teachers and the strategies and practices that lead to retention beyond the first few years of teaching. The interplay between individual teacher commitment, career trajectory and decision making, with school and district human resource policy and practices, and with school-level working conditions, is being characterized.This research is informing the local and national Noyce Scholar community about ensuring a stable teacher workforce. The results are being shared with teacher education students to better guide their job search and opportunity selection process. The case study findings are being summarized in a professional handbook for teachers and human resource personnel on strategies that lead to successful navigation of teacher employment selection, placement, and working conditions that ensures teacher retention.

加州大学圣克鲁斯分校的Noyce教师奖学金第二阶段项目正在研究高需求学校的数学和科学教师保留和流失，以便更好地为改善公立学校STEM教师的供应和质量提供战略信息。 第一阶段项目的结果表明，单靠学术和教学培训不足以确保服务不足学校的教师留任。 具体来说，最初的数据表明，工作条件，特别是招聘和班级分配的做法，可能会驱使诺伊斯学者教师离开他们的学校，甚至这个职业。 该项目具体说明了学校和教师中制定的政策和做法，这些政策和做法导致高质量的教师留在高需求的学校。该研究项目使用嵌套案例设计来跟踪在三个独特地区工作的32名诺伊斯学者教师，从第一阶段项目开始，到他们未来三年的教学。 教师的职业决定和轨迹正在其就业地点范围内进行跟踪和审查。 目前正在深入了解吸引高素质教师的组织背景以及导致在最初几年教学之后留住教师的战略和做法。 个别教师的承诺，职业轨迹和决策之间的相互作用，与学校和地区的人力资源政策和做法，并与学校一级的工作条件，正在characteristic.This研究通知当地和国家诺伊斯学者社区关于确保稳定的教师队伍。 正在与师范教育学生分享结果，以更好地指导他们的求职和机会选择过程。 案例研究的结果被总结在一本供教师和人力资源人员使用的专业手册中，该手册介绍了成功引导教师就业选择、安置和工作条件以确保留住教师的战略。