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: 1950001
• 负责人: Cynthia Callard
• 金额: $ 14.24万
• 依托单位: University of Rochester
• 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 2024-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950001&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求，以改善全国高需求学校的STEM教师的保留和持久性。与对照教师人数相比，它将研究Noyce大师教师研究员的保留和持久性来做到这一点。具体而言，这个Noyce Track 4合作研究项目将通过八所大学的合作进行探索性研究：赖斯大学（主要机构），田纳西州立大学，罗切斯特大学，南伊利诺伊大学，伊利诺伊大学，伊利诺伊大学，伊利诺伊大学，亚利桑那大学，亚利桑那大学，路易斯安那大学，路易斯安那大学，路易斯安那大学，路易斯安那大学，路易斯安那大学 - 拉法耶特大学美国的K-12教育一直遭受教师短缺和流失的困扰，尤其是在数学和科学学科，尤其是在高需求的学校方面。因此，调查与教师保留和持久性有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Noyce Master教学研究员与具有相似背景特征的非Noyce教师进行比较，Noyce Master教学研究员计划对长期教师保留和持久性的影响应该更加明显。该项目以与教师发展和保留有关的现有研究和理论（包括自我效能，自决和网络）的基础，该项目旨在调查关键的教师结构与变量之间的关系（例如，动机，领导能力，多样性，多样性，学校工作环境，社交网络和专业背景）以及教师的保留和持久性。该项目旨在使用定量和定性方法将Noyce Master教学研究员与非Noyce教师进行比较。这项研究的结果有可能告知教师准备和发展计划，以及试图解决教师保留和持久性问题的利益相关者，特别是在高需求的学校和学区。专家学者的外部顾问委员会将在整个研究的实施过程中提供反馈。通过赖斯的数字奖学金档案，学术期刊的出版物以及在专业会议上的演讲，可以计划对发现的广泛传播。为了吸引公众观众，有关该项目的文章将发送给当地报纸；工作及其发现将通过社交媒体（例如网站，Facebook，Twitter）传播。该曲目4：研究项目得到了罗伯特·诺伊斯教师奖学金计划（NOYCE）的支持。 NOYCE计划支持才华横溢的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12 STEM教师成为高需求学区的STEM大师教师。它还支持有关高需求学区K-12 STEM教师的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响审查标准来评估被认为是宝贵的支持。