Collaborative Research: A Study of the Impact of Pre-Service Teacher Research Experience on Effectiveness, Persistence, and Retention

协作研究：职前教师研究经验对有效性、持久性和保留率影响的研究

• 批准号: 1660715
• 负责人: Larry Horvath
• 金额: $ 6万
• 依托单位: San Francisco State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660715&HistoricalAwards=false
• 关键词: Collaborative; Research; Study; Impact; Pre

Authentic research opportunities for prospective K-12 science and mathematics teachers within their pre-service education program is a relatively recent STEM education element. This Track 4 Noyce Research study will investigate how this approach impacts teacher effectiveness, persistence, and retention. The project will compare a cohort of teachers who participated in STEM research as part of their teacher training (teacher-researchers) with a comparison group of teachers who have been similarly prepared but have limited research backgrounds. Approximately half of the teacher-researchers involved in this study were also Noyce Scholars, who have committed to teaching in high-need settings. The findings of this study may lead to improved STEM education and educator development by demonstrating the impacts of research experiences for pre-service teachers. Findings will also inform research partnerships involving academia, industry, and federal agencies. Finally, the ultimate measure of any teacher research experience is the impact on the students of the teacher-researcher. This study will examine the extent to which teacher-researchers effectively engage their students in science, engineering, and mathematical practices and prepare their students for STEM careers. The treatment group in this quasi-experimental, comparative study will involve 303 individuals (including 175 Noyce Scholars) who participated for one to three years in a pre-service teacher-researcher program in partnerships with national research laboratories from 2010-2014. This group will be compared with Noyce Scholars and other teacher candidates who applied to but did not participate in research. The project will also focus on a subset of 159 treatment-group participants (including 51 Noyce Scholars) from four higher education institutions. This subsample will be compared with other Noyce Scholars and teacher candidates prepared by the same institutions, but with limited research experience. To measure impacts on persistence and retention, the study will investigate career trajectories of the treatment and comparison groups. Informed by this work, the project will conduct additional data collection in four high-need local educational agencies with high numbers of treatment group participants to identify matched comparison teachers within their schools. Additional data collected from these selected districts will include teacher and principal/supervisor interviews along with K-12 student surveys and data from student achievement assessments aligned with state standards. Controlling for academic and demographic variables, teacher preparation, and local school and district characteristics, the study will inform how teacher effectiveness, retention, and persistence are impacted by enrichment of the Noyce Scholar experience through summer research. This study has strong potential to broadly and significantly contribute to both policy and practice associated with STEM teacher preparation, specifically with regards to providing STEM research opportunities for future STEM teachers.

未来K-12科学和数学教师在其职前教育计划中的真实研究机会是一个相对较新的STEM教育元素。这个轨道4诺伊斯研究将调查这种方法如何影响教师的有效性，持久性和保留。该项目将比较一组参加STEM研究作为教师培训（教师研究人员）一部分的教师与一组准备类似但研究背景有限的教师。参与这项研究的教师研究人员中约有一半也是诺伊斯学者，他们致力于在高需求环境中教学。这项研究的结果可能会导致改善干教育和教育工作者的发展，通过展示研究经验的影响，职前教师。调查结果还将为涉及学术界、工业界和联邦机构的研究伙伴关系提供信息。最后，任何教师研究经验的最终衡量标准是教师研究者对学生的影响。这项研究将探讨教师研究人员在多大程度上有效地让学生参与科学，工程和数学实践，并为学生的STEM职业做好准备。这项准实验性比较研究的治疗组将涉及303名个人（包括175名诺伊斯学者），他们在2010-2014年期间与国家研究实验室合作参加了一至三年的职前教师研究员计划。这个小组将与诺伊斯学者和其他教师候选人谁申请，但没有参加研究进行比较。该项目还将重点关注来自四所高等教育机构的159名治疗组参与者（包括51名诺伊斯学者）。这一子样本将与其他诺伊斯学者和教师候选人准备由同一机构，但研究经验有限。为了衡量对持久性和保留的影响，该研究将调查治疗组和对照组的职业轨迹。根据这项工作，该项目将在四个高需求的当地教育机构进行额外的数据收集，这些机构有大量的治疗组参与者，以确定他们学校内匹配的比较教师。从这些选定的地区收集的其他数据将包括教师和校长/主管访谈沿着与K-12学生调查和数据，从学生成绩评估符合国家标准。控制学术和人口变量，教师准备，以及当地学校和地区的特点，该研究将告知教师的有效性，保留和持久性是如何通过夏季研究的诺伊斯学者经验的丰富影响。这项研究有很大的潜力，广泛和显着有助于与STEM教师准备相关的政策和实践，特别是在为未来的STEM教师提供STEM研究机会方面。