Resources Accessed to Cultivate and Enhance Resilience (RACER)

用于培养和增强复原力的资源 (RACER)

• 批准号: 2050145
• 负责人: Shannon Navy
• 金额: $ 100万
• 依托单位: Kent State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050145&HistoricalAwards=false
• 关键词: Resources; Accessed; Cultivate; Enhance; Resilience

The project aims to serve the national need to understand the persistence and retention of newly hired secondary STEM teachers in high-needs settings. Towards that end the project aims to study cohorts of Noyce Scholars that have graduated from three different programs. The project team recognizes that teacher turnover is problematic, and that it is often a result of burnout. Central to understanding burnout is the resilience of the subjects and their access to resources. Therefore, this project intends to see how newly hired teachers access the resources around them to cultivate and enhance resilience. When newly hired teachers are resilient through their acquisition of resources, they can improve their instruction and knowledge, stay in teaching longer and, ultimately, ensure student learning. The results of this study will reveal how productive a resource orientation is to the persistence of newly hired teachers and the importance of developing resilience in the early years of teaching. This project at Kent State University includes partnerships with Eastern Washington University and the University of Georgia. Project goals include identifying the resources accessed by newly hired Noyce teachers over time (during two consecutive years in their first five years of teaching), describing the development of resilience, and developing a model to illustrate the relationship among resources, resilience, and burnout. The Conservation of Resources theory serves as the theoretical framework. This theory and a multidimensional view of resilience provide a more nuanced picture of the personal and contextual factors that influence the persistence of novice teachers. Data will be collected from thirty newly hired Noyce teachers. Over the course of two years, surveys, interviews, observations, and reflections will be collected and analyzed to answer three sets of research questions. First, what resources do newly hired Noyce teachers access, and how does resource access change over time? Why are the resources useful? Second, how is resilience developed and portrayed in newly hired Noyce teachers? Finally, what is the relationship between types of resources, resilience, and burnout in newly hired Noyce teachers? The Intellectual Merit of this proposal resides in understanding how newly hired Noyce teachers access resources and their development of resilience. The Broader Impacts of this proposal reside in better ways to support newly hired science and math teachers in high-needs districts. For high-needs school districts, persistent teachers continue to support learners in experiencing success in mathematics and science, instead of leaving the profession. For teachers, knowing what resources to access can improve their well-being and instruction in mathematics and science. For students, having resilient teachers can enhance learning for those who have historically experienced teacher turnover and are left behind intellectually in STEM. An Advisory Board comprised of experts external to the project will serve to determine the adequacy of the research and progress of the project towards achieving its intents. Presentations at regional and/or national meetings, as well as publications in journals and on the Internet (e.g., social media, Research Gate, and university websites) will be the primary mechanism for project dissemination of findings. This Track 4: Noyce Research, or Capacity Building 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 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的需求，了解新聘用的STEM中学教师在高需求环境中的持久性和留任性。为此，该项目旨在研究从三个不同项目毕业的诺伊斯学者群体。项目团队认识到教师的离职是有问题的，这通常是由于职业倦怠造成的。理解倦怠的核心是受试者的恢复力和他们对资源的获取。因此，本项目旨在了解新入职教师如何利用其周围的资源来培养和增强其弹性。当新聘用的教师通过获取资源而具有弹性时，他们可以改善教学和知识，延长教学时间，并最终确保学生的学习。本研究的结果将揭示资源导向对新聘教师的持久性有多大的促进作用，以及在教学早期培养弹性的重要性。肯特州立大学的这个项目包括与东华盛顿大学和佐治亚大学的合作。项目目标包括确定新聘用的Noyce教师在一段时间内（在他们头五年的教学中连续两年）获得的资源，描述弹性的发展，并开发一个模型来说明资源，弹性和倦怠之间的关系。以资源守恒理论为理论框架。这一理论和弹性的多维观点提供了一个更细致入微的个人和环境因素，影响新手教师的坚持。数据将从30名新聘用的Noyce教师中收集。在两年的时间里，调查、访谈、观察和反思将被收集和分析，以回答三组研究问题。首先，新入职的Noyce教师可以使用哪些资源，这些资源如何随时间变化？这些资源为什么有用？第二，在新聘用的诺伊斯教师中，韧性是如何发展和塑造的？最后，新入职Noyce教师的资源类型、弹性和倦怠之间的关系是什么？该建议的智力价值在于理解新聘用的Noyce教师如何获取资源以及他们的弹性发展。该提案的更广泛影响在于更好地支持高需求地区新聘用的科学和数学教师。在高需求学区，坚持不懈的教师继续支持学生体验数学和科学方面的成功，而不是离开这个行业。对于教师来说，知道可以使用哪些资源可以提高他们的幸福感，并改善他们在数学和科学方面的教学。对于学生来说，拥有富有弹性的教师可以促进那些历史上经历过教师更替和在STEM知识上落后的学生的学习。由项目外部专家组成的咨询委员会将负责确定项目在实现其目标方面的研究是否充分和进展情况。在区域和/或国家会议上的报告，以及在期刊和互联网（如社会媒体、研究之门和大学网站）上的出版物，将是项目传播研究结果的主要机制。这个Track 4: Noyce研究，或者能力建设项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。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。