Persistence, Effectiveness and Retention Studies In STEM Teaching

STEM 教学的持久性、有效性和保留性研究

• 批准号: 1904102
• 负责人: Wendy Smith
• 金额: $ 39.23万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-01-01 至 2021-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1904102&HistoricalAwards=false
• 关键词: Persistence; Effectiveness; Retention; Studies; STEM

Research literature in STEM education related to teacher effectiveness, persistence, and retention is extremely inadequate. This project serves the national interest by fostering additional research projects related to these three important areas. The overarching objective of the Persistence, Effectiveness and Retention Studies in STEM Teaching (PERSIST) project is to bolster the rigor and creativity of Noyce Track 4 research proposals through participation in community-building that leverages and shares resources and forms mutually beneficial collaborations that further the Robert Noyce Teacher Scholarship program's agenda. The pool of teachers who have participated in various Noyce Track 1, 2, and 3 projects includes over 10,000 individuals, whose collective experiences and knowledge could generate a wealth of understanding about improving STEM education in high-need schools. Yet, this potential is largely untapped due to the structure of typical Noyce scholarship and fellowship projects. The PERSIST project will be conducted in two phases. During the first phase, project leaders will invite current NSF Noyce Track 4 Research Principal Investigators (PIs) and Co-PIs to participate in a 1-day meeting immediately preceding the Annual Noyce Summit. Following the Noyce Track 4 PI meeting, the ideas generated will be synthesized and resources will be collected. These will be compiled into a published magazine-style brochure intended for use in guiding discussions and dissemination efforts during the second phase of project. During the second phase, the outreach phase of PERSIST, half-day pre-conference workshops will be developed to take place at three national STEM education conferences in 2020. By encouraging researcher partnerships to design research projects related to STEM teacher recruitment, preparation, and effectiveness in high-need school districts, this project will help move the field forward in ways that will help broaden STEM participation.Three goals guide this project. First is to familiarize participants with the NSF Noyce program, particularly the recently added Track 4, which focuses on research related to STEM teacher preparation, effectiveness and persistence. Second, the project seeks to create and foster a collaborative community among Noyce Track 4 projects. Third, the PIs will generate synergy across Noyce-funded research with the intent to extend knowledge of highly effective approaches to recruiting and retaining effective K-12 mathematics, science, engineering, and computer science teachers in high-need local education agencies. Pursuit of these goals will lead to four outcomes. First, the meetings will connect workshop participants (researchers not currently engaged in Noyce) to one another and to the Noyce community, as a basis for potential future collaboration. Second, interactions at the meetings will enable participants to discuss and disseminate critical areas for research in STEM teacher preparation and retention. Third, participants will find opportunity to discuss and disseminate methodological approaches for the study of STEM teacher effectiveness and persistence. Finally, meeting attendees will share with the NSF Noyce program, the Noyce community, and other interested STEM teacher education researchers the leading-edge questions and needs that emerge from the collected Noyce Track 4 program's research arena. By helping to generate additional research into STEM teacher preparation, effectiveness, and persistence, and by broadening the pool of researchers engaged in pursuing important research in these areas, this project ultimately has the potential to advance STEM teaching and learning, especially related to teacher effectiveness, persistence and retention in high-need school districts. Thus, the potential to broaden participation in STEM of underrepresented groups in STEM is high.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.

STEM教育的研究文献与教师有效性，持久性和保留相关的研究非常不足。该项目通过培养与这三个重要领域相关的其他研究项目来为国家利益提供服务。 STEM教学（Persist）项目中持久性，有效性和保留研究的总体目的是通过参与社区建设来增强Noyce 4研究提案的严格和创造力，从而利用并分享资源并形成互惠互利的合作，以进一步促进Robert Noyce Noyce Noyce教师奖学金计划的议程。参加了各种Noyce轨道1、2和3项目的教师库包括10,000多名个人，他们的集体经验和知识可能会对改善高需求学校的STEM教育产生丰富的了解。然而，由于典型的Noyce奖学金和奖学金项目的结构，这种潜力在很大程度上尚未开发。持久性项目将分为两个阶段。在第一阶段，项目负责人将邀请当前的NSF NOYCE TRACK 4研究首席研究人员（PIS）和Co-PIS参加在年度NOYCE峰会之前为期1天的会议。在Noyce Track 4 PI会议之后，将综合产生的想法并收集资源。这些将被编译成已发表的杂志式手册，旨在在项目的第二阶段进行指导讨论和传播工作。在第二阶段，将在2020年在三个国家的STEM教育会议上开发持久的宣传阶段，将在三个国家的STEM教育会议上进行。通过鼓励研究人员的合作伙伴关系设计与STEM教师招聘，准备和高需求学区有效性相关的研究项目，该项目将帮助实现领域的范围，以帮助该项目进行范围的参与。该项目范围扩大了该项目。该项目。该项目。该项目。该项目。该项目。首先是将参与者熟悉NSF NOYCE计划，特别是最近添加的曲目4，该计划的重点是与STEM教师准备，有效性和持久性有关的研究。其次，该项目旨在在Noyce Track 4项目中创建和建立一个协作社区。第三，PI将在NOYCE资助的研究中产生协同作用，以扩展对高需求的地方教育机构中招募和保留有效的K-12数学，科学，工程和计算机科学教师的高度有效方法的了解。追求这些目标将导致四个结果。首先，这些会议将将研讨会的参与者（目前尚未从事Noyce的研究人员）与Noyce社区联系起来，以此作为潜在的未来合作的基础。其次，会议上的互动将使参与者能够讨论和传播有关STEM教师准备和保留研究的关键领域。第三，参与者将找到机会讨论和传播方法论方法，以研究STEM教师的有效性和持久性。最后，会议与会者将与NSF NOYCE计划，NOYCE社区以及其他感兴趣的STEM教师教育研究人员分享，从收集到的NOYCE TRACK 4计划的研究领域中出现的领先问题和需求。通过帮助对STEM教师的准备，有效性和持久性进行更多的研究，并通过扩大从事这些领域进行重要研究的研究人员的池，该项目最终有可能提高STEM的教学和学习，尤其是与教师的有效性，持久性，持久性和在高需求学区的保留有关的潜力。 因此，扩大对STEM中代表性不足的群体的参与的潜力是很高的。该奖项反映了NSF的法定任务，并且使用基金会的知识分子优点和更广泛的影响审查标准，被认为值得通过评估来获得支持。