Collaborative Research: Exploring the Impact of Noyce Master Teaching Fellowship Programs on Teacher Retention: The Role of Motivation, Leadership, and School-Work Environment

合作研究：探索诺伊斯大师教学奖学金计划对教师保留的影响：动机、领导力和学校工作环境的作用

• 批准号: 1949927
• 负责人: Peter Sheppard
• 金额: $ 5.55万
• 依托单位: University of Louisiana at Lafayette
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949927&HistoricalAwards=false
• 关键词: Collaborative; Research; Exploring; Impact; Noyce

This project aims to serve the national need to improve the retention and persistence of STEM teachers in high-need schools across the nation. It will do so by studying the retention and persistence of Noyce Master Teacher Fellows compared to a control teacher population. Specifically, this Noyce Track 4 Collaborative Research project will conduct an exploratory study through a collaboration among eight universities: Rice University (lead institution), Middle Tennessee State University, University of Rochester, Southern Illinois University at Carbondale, University of Arizona, University of Louisiana-Lafayette, University of California-San Diego, and Kennesaw State University. K-12 education in the U.S. has been suffering from teacher shortages and attrition, particularly in mathematics and science disciplines and particularly in high-need schools. Investigating factors related to teacher retention and persistence is, thus, a crucial first step to increasing the positive effects of teacher retention on K-12 education. By comparing Noyce Master Teaching Fellows with a group of non-Noyce teachers with similar background characteristics, the impact of the Noyce Master Teaching Fellows programs on long-term teacher retention and persistence should become more visible. Building on existing research and theories related to teacher development and retention including self-efficacy, self-determination, and networks, the project intends to investigate the relation between key teacher constructs and variables (e.g., motivation, leadership skills, diversity dispositions, school-work environment, social networks, and professional background) and teacher retention and persistence. The project aims to compare Noyce Master Teaching Fellows with non-Noyce teachers, using both quantitative and qualitative methods. Results of this study have the potential to inform teacher preparation and development programs, as well as stakeholders who are trying to solve the teacher retention and persistence problems facing the nation, particularly in high-need schools and school districts. An external Advisory Board of expert scholars will provide feedback throughout the implementation of the research study. Broad dissemination of the findings is planned through Rice’s Digital Scholarship Archive, publications in academic journals, and presentations at professional conferences. To reach the public audience, articles about the project will be sent to local newspapers; and the work and its findings will be disseminated through social media outlets (e.g., website, FaceBook, Twitter). This Track 4: Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家需要，提高全国高需求学校STEM教师的保留率和持久性。 它将通过研究诺伊斯名师研究员的保留和持久性相比，控制教师人口。具体而言，该Noyce Track 4 Collaborative Research项目将通过八所大学的合作进行探索性研究：Rice University（牵头机构）、Middle Tennessee州立大学、University of罗切斯特、Southern Illinois University at Carbondale、University of Arizona、University of Louisiana-Lafayette、University of California-San Diego和肯尼索州立大学。美国的K-12教育一直受到教师短缺和流失的困扰，特别是在数学和科学学科，特别是在高需求的学校。因此，调查与教师保留和持久性相关的因素是增加教师保留对K-12教育的积极影响的关键第一步。通过将诺伊斯硕士教学研究员与一组具有相似背景特征的非诺伊斯教师进行比较，诺伊斯硕士教学研究员计划对长期教师保留和坚持的影响应该变得更加明显。基于现有的与教师发展和保留相关的研究和理论，包括自我效能，自我决定和网络，该项目旨在调查关键教师结构和变量之间的关系（例如，动机、领导技能、多样性倾向、学校工作环境、社交网络和专业背景）以及教师的保留和坚持。该项目的目的是比较诺伊斯硕士教学研究员与非诺伊斯教师，使用定量和定性的方法。这项研究的结果有可能通知教师准备和发展计划，以及利益相关者谁正在试图解决教师保留和持久性问题面临的国家，特别是在高需求的学校和学区。一个由专家学者组成的外部咨询委员会将在整个研究执行过程中提供反馈。研究结果的广泛传播计划通过赖斯的数字奖学金档案，在学术期刊上的出版物，并在专业会议上介绍。为了接触公众，有关该项目的文章将发送给当地报纸;工作及其结果将通过社交媒体渠道传播（例如，网站、Facebook、Twitter）。这个轨道4：研究项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。