Collaborative Research: Get the Facts Out: Changing the Conversation around STEM Teacher Recruitment

合作研究：了解事实：改变围绕 STEM 教师招聘的对话

• 批准号: 1821710
• 负责人: Wendy Adams
• 金额: $ 251.26万
• 依托单位: Colorado School of Mines
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821710&HistoricalAwards=false
• 关键词: Collaborative; Research; Get; Facts; Out

This Improving Undergraduate STEM Education (IUSE) Development and Implementation project seeks to dispel misperceptions associated with being a teacher of physics, chemistry, and mathematics at the middle and high school level. Recent research in STEM teacher preparation has identified strongly held beliefs about the teaching profession, many of which are misperceptions. These misperceptions discourage STEM undergraduates from exploring teaching as a viable career option. Study results also suggest that many college and university faculty in STEM departments either do not mention middle or high school teaching as a career option or misrepresent the profession. Major misperceptions include inaccurate beliefs: (1) that the salary gap between teaching and private sector employment is very wide; and (2) about tangible and intangible benefits of the profession. This "Get the Facts Out" project has three aims. First, to change perceptions about the K-12 mathematical and physical sciences teaching professions among faculty, students, and parents. Second, to increase the frequency of faculty engaging in practices recommended in the Get the Facts Out toolkit. Third to increase the numbers of mathematics, chemistry, and physics majors who enroll in a teacher certification program. This project builds upon prior work, which includes the development of an instrument, Perceptions of Teaching as a Profession (PTaP), designed to probe STEM students' attitudes and beliefs about teaching, a set of interactive materials called "MythBusters," and a pilot study. Organizational partners include the Colorado School of Mines, the American Association of Physics Teachers, the American Physical Society, the American Chemical Society, and the Mathematical Association of America, and several colleges and universities to serve as study sites. The societies aim to leverage their connections with disciplinary departments and engage change agents to implement a national campaign through interactive dissemination and support. The project intends to develop and refine a "Get the Facts Out" campaign toolkit to support local faculty champions in changing the conversation about STEM teaching careers in their departments. The toolkit, based on pilot interventions that show positive results in shifting perceptions among students and faculty, and which have been shown to outperform traditional recruitment efforts, will be designed to be customizable and adaptable to the local situation. The materials and strategies will include both student-facing and faculty-facing resources and a how-to guide for running interactive events, including but not limited to slide decks, clicker questions, and handouts with national survey data on retention, job satisfaction, and student loan forgiveness. In addition, sample informational handouts on teacher salaries, comparisons of teacher and faculty salaries, and retirement benefits, with instructions on how to customize these with local data. Finally, the project will create brochures and posters that incorporate tested messaging strategies, and 60-second narratives and single-sentence "bulleted messages" that can be used as conversation starters in emails or other resources designed by the implementer. After funding ends, it is anticipated that the campaign will be sustained by each society. To inform and improve national and local campaigns, this project intends to conduct research to understand which of the strategies in the "Get the Facts Out" toolkit are most effective, both in terms of impact on faculty and student perceptions and faculty uptake over time. For this study, large-scale quantitative data to provide statistically strong results will be examined and qualitative data designed to enable a deeper understanding of factors that influence outcomes will be gathered. To better understand the effect of faculty and student perceptions on student career choice, the project intends to look for correlations with department success in preparing mathematics and science teachers and with institutional, departmental and student characteristics. This unique project is designed to reach STEM majors in a large fraction of all U.S. mathematics, chemistry and physics departments and has potential to significantly address teacher shortages in these high-need STEM disciplines. The IUSE: EHR program is a core NSF undergraduate STEM education program that seeks to improve the effectiveness of undergraduate STEM education for both majors and non-majors, including the undergraduate preparation of K-12 STEM teachers. This project has the potential to speak boldly regarding misperceptions about teachers held by undergraduate STEM majors and the faculty who teach them and to ultimately impact career decisions of future middle and high school STEM teachers across the nation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个改进本科STEM教育（IUSE）发展和实施项目旨在消除与初中和高中物理、化学和数学教师相关的误解。最近关于STEM教师准备的研究已经确定了人们对教师职业的强烈信念，其中许多是误解。这些误解阻碍了STEM本科生将教学作为一种可行的职业选择。研究结果还表明，许多STEM系的学院和大学教师要么没有将初中或高中教学作为职业选择，要么歪曲了这一职业。主要的误解包括不准确的信念：(1)教师和私营部门就业之间的工资差距非常大；(2)关于职业的有形和无形利益。这个“真相大白”项目有三个目的。首先，改变教师、学生和家长对K-12数学和物理科学教学专业的看法。第二，增加教师参与“实事求是”工具包中推荐的实践活动的频率。第三，增加数学、化学和物理专业学生参加教师资格认证项目的人数。该项目建立在先前工作的基础上，其中包括开发一种工具，教学作为一种职业的感知（PTaP），旨在探索STEM学生对教学的态度和信念，一套名为“流言终结者”的互动材料，以及一项试点研究。组织合作伙伴包括科罗拉多矿业学院、美国物理教师协会、美国物理学会、美国化学学会和美国数学协会，以及几所学院和大学作为研究地点。这些协会的目标是利用它们与学科部门的联系，并通过互动传播和支持，让变革推动者参与实施一项全国性运动。该项目旨在开发和完善“真相大白”活动工具包，以支持当地教师冠军改变有关其部门STEM教学职业的对话。该工具包基于试点干预措施，在改变学生和教师的观念方面取得了积极成果，并已被证明优于传统的招聘工作。该工具包将被设计为可定制的，并适应当地情况。这些材料和策略将包括面向学生和面向教师的资源，以及如何开展互动活动的指导，包括但不限于幻灯片、点击题和关于留校、工作满意度和学生贷款减免的全国调查数据的讲义。此外，还提供了关于教师工资、教师和教职员工工资比较以及退休福利的样本信息讲义，并说明了如何根据当地数据定制这些资料。最后，该项目将制作小册子和海报，其中包含经过测试的消息传递策略，以及60秒的叙述和单句的“项目符号信息”，这些信息可以用作电子邮件或实施者设计的其他资源中的对话启动器。在资金结束后，预计该活动将由每个社会维持。为了告知和改进国家和地方的宣传活动，该项目打算开展研究，以了解“真相大白”工具包中的哪些策略最有效，无论是在对教师和学生观念的影响方面，还是在教师接受方面。在本研究中，将检查大规模定量数据以提供统计上强有力的结果，并收集旨在更深入地了解影响结果的因素的定性数据。为了更好地了解教师和学生的看法对学生职业选择的影响，该项目打算寻找与院系在培养数学和科学教师方面的成功以及与机构、院系和学生特征的相关性。这个独特的项目旨在覆盖美国大部分数学、化学和物理系的STEM专业，并有可能显著解决这些高需求STEM学科的教师短缺问题。IUSE: EHR项目是NSF本科STEM教育的核心项目，旨在提高本科STEM教育对专业和非专业的有效性，包括K-12 STEM教师的本科准备。这个项目有可能大胆地说出对本科STEM专业的教师和教授他们的教师的误解，并最终影响全国未来初中和高中STEM教师的职业决策。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Faculty perceptions of grade 7-12 math and science teaching as a career: Evidence from a reduced-basis factor analysis of the PTAP.HE Instrument

教师对 7-12 年级数学和科学教学作为职业的看法：来自 PTAP.HE 工具减少基因数分析的证据

• DOI: 10.1119/perc.2021.pr.breakall
• 发表时间: 2021
• 期刊: 2021 Physics Education Research Conference Proceedings
• 作者: Breakall, Jared B.;Logan, Savannah L.;Adams, Wendy K.
• 通讯作者: Adams, Wendy K.

College faculty support for grade 7-12 teaching careers: survey results and comparisons to student perceptions

大学教师对 7-12 年级教学职业的支持：调查结果以及与学生看法的比较

• DOI: 10.1119/perc.2020.pr.logan
• 发表时间: 2020
• 期刊: 2020 Physics Education Research Conference Proceedings
• 作者: Logan, Savannah L.;Breakall, Jared B.;Pearson, Richard L.;Adams, Wendy K.
• 通讯作者: Adams, Wendy K.

Maybe we aren’t that different after all: Faculty perceptions of grade 7-12 teaching as a career

也许我们毕竟没有那么不同：教师对 7-12 年级教学作为职业的看法

• DOI: 10.1119/perc.2020.pr.breakall
• 发表时间: 2020
• 期刊: 2020 Physics Education Research Conference Proceedings
• 作者: Breakall, Jared B.;Logan, Savannah L.;Pearson III, Richard L.;Pyper, Brian A.;Adams, Wendy K.
• 通讯作者: Adams, Wendy K.

Have a passion for teaching? Consider high school teaching

对教学有热情吗？

• DOI: 10.1119/1.5094433
• 发表时间: 2019
• 期刊: American Journal of Physics
• 影响因子: 0.9
• 作者: Adams, W. K.;Plisch, M.;Plantt, T.
• 通讯作者: Plantt, T.

A comparison of student perceptions of the teaching profession at minority-serving and non-minority-serving institutions

少数族裔服务机构和非少数族裔服务机构的学生对教师职业的看法比较

• DOI: 10.1119/perc.2021.pr.logan
• 发表时间: 2021
• 期刊: Physics Education Research Conference Proceedings
• 作者: Logan, Savannah L.;Breakall, Jared B.;Adams, Wendy K.
• 通讯作者: Adams, Wendy K.