Resources Accessed to Cultivate and Enhance Resilience (RACER)

该项目旨在满足国家的需要，了解新聘用的中等STEM教师在高需求环境下的持久性和留住情况。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，而且往往是职业倦怠的结果。理解职业倦怠的核心是受试者的适应能力和他们获得资源的途径。因此，本项目旨在了解新聘用的教师如何获取他们周围的资源，以培养和增强韧性。当新聘用的教师通过获取资源而变得灵活时，他们可以提高自己的教学和知识，延长教学时间，最终确保学生学习。这项研究的结果将揭示资源导向对新聘教师的坚持性是多么富有成效，以及在教学初期培养复原力的重要性。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伙伴关系。项目目标包括确定新聘用的诺伊斯教师在一段时间内(在他们执教的头五年中连续两年)获得的资源，描述复原力的发展，并开发一个模型来说明资源、复原力和职业倦怠之间的关系。资源节约理论是本文的理论框架。这一理论和复原力的多维视角为影响新手教师坚持性的个人和背景因素提供了更微妙的图景。数据将从30名新聘用的诺伊斯教师那里收集。在两年的时间里，将收集和分析调查、访谈、观察和反思，以回答三组研究问题。首先，新聘用的Noyce教师可以访问哪些资源，资源访问随着时间的推移会发生怎样的变化？为什么这些资源有用？其次，新聘用的诺伊斯教师是如何培养和描绘韧性的？最后，在新聘用的诺伊斯教师中，资源类型、韧性和职业倦怠之间有什么关系？这一建议的智力价值在于理解新聘用的诺伊斯教师如何获取资源，以及他们的韧性发展。这项提议的更广泛影响在于以更好的方式支持高需求地区新聘用的科学和数学教师。对于高需求的学区，坚持不懈的教师继续支持学习者在数学和科学方面取得成功，而不是离开专业。对于教师来说，知道可以获得什么资源可以改善他们的幸福感，并在数学和科学方面进行指导。对于学生来说，拥有有弹性的教师可以提高那些在STEM中经历过教师更替并在智力上落后的人的学习。由项目外部专家组成的咨询委员会将负责确定项目研究的充分性和项目实现其意图的进展情况。在区域和/或国家会议上的陈述以及在期刊和互联网上的出版物(如社交媒体、研究之门和大学网站)将是项目传播成果的主要机制。这个Track 4：Noyce Research或能力建设项目由Robert Noyce教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.