Noyce Scholar Retention in Racially and Culturally Non-dominant Communities: Studying the Relationship between Partnerships and Persistence in the Teaching Profession

诺伊斯学者在种族和文化非主导社区的保留：研究伙伴关系与教师职业坚持之间的关系

• 批准号: 2050608
• 负责人: Sarah Irvine Belson
• 金额: $ 80万
• 依托单位: American 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 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050608&HistoricalAwards=false
• 关键词: Noyce; Scholar; Retention; Racially; Culturally

This project aims to serve the national need to increase the diversity of the STEM teacher workforce by understanding the factors that contribute to STEM teacher retention. This project investigates how the quality of Research-Practice Partnerships that support Noyce Scholars influences persistence and retention of both teachers of Color and White teachers in high-need schools serving racially and culturally non-dominant communities. The research team aims to investigate how the three Noyce program components - teacher preparation, induction/mentoring, professional development - and the collaborative nature of those teacher development components (i.e., partnerships) affect Noyce Scholars’ persistence in high-need schools serving racially and culturally non-dominant communities. This project includes the study of six Noyce projects at Bowie State University, George Washington University, Mercy College, Montgomery College, the University of Maryland, and American University.The principal investigator (PI) team seeks to identify differences, and the extent to which the three components contribute to such differences, in persistence and retention in teaching between Scholars of Color and White Scholars. The study is framed through the lens of determining how the Scholars have experienced race, racism, and power within the three Noyce program components described above and how these experiences influenced their retention in the six Noyce projects and in teaching. In particular, the PI team seeks to develop deeper understanding of how the experiences of serving in racially and culturally non-dominant communities interact with the Scholars’ individual teacher preparation, induction, and professional development experiences at each institution. The research design also examines in what ways, if at all, the partnerships created to support the three Noyce program components have influenced the persistence and retention of Noyce Scholars of Color. Such partnerships include those between STEM departments and schools/colleges of education, and between Noyce teacher preparation programs and high-need school districts, and other partners. Finally, the research team also asks: What is the quality of the partnerships, how are the quality of the partnerships related to the three Noyce program components, and how the partnership itself influences teacher persistence and retention in schools serving racially and culturally nondominant communities? The research team will use a mixed methods approach that includes surveys of Scholars, and Noyce program and partner program faculty and staff. Structured, semi-structured, and empathy interviews with selected members of those groups will be conducted. In addition, a multi-case comparison of at least two teacher preparation programs with robust partnership components will occur. The results of this study are intended to provide evidence-based insights into the influence partnerships have on STEM teacher persistence and retention and how to improve partnerships for the benefit of all stakeholders. Results will be disseminated to practitioner and research audiences including STEM education programs. This Track 4: Noyce 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 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.

该项目旨在通过了解有助于STEM教师保留的因素来满足国家增加STEM教师队伍多样性的需求。该项目调查了支持诺伊斯学者的研究实践伙伴关系的质量如何影响有色和白色教师在高需求学校服务种族和文化非主导社区的持久性和保留。研究小组的目的是调查诺伊斯计划的三个组成部分-教师准备，入门/指导，专业发展-以及这些教师发展组成部分的协作性质（即，伙伴关系）影响诺伊斯学者坚持在高需求的学校服务种族和文化非主流社区。该项目包括对鲍伊州立大学、乔治华盛顿大学、慈悲学院、蒙哥马利学院、马里兰州大学和美利坚大学的六个诺伊斯项目的研究。主要研究者（PI）团队试图确定有色学者和白色学者在教学中的持久性和保留性方面的差异，以及这三个组成部分对这种差异的贡献程度。这项研究是通过确定学者如何经历了种族，种族主义和权力的透镜，在上述三个诺伊斯程序组件，以及这些经验如何影响他们保留在六个诺伊斯项目和教学。特别是，PI团队寻求更深入地了解在种族和文化非主导社区服务的经历如何与学者们在每个机构的个人教师准备、入职和专业发展经历相互作用。研究设计还探讨了以何种方式，如果在所有，创建的伙伴关系，以支持三个诺伊斯计划组件影响了色彩诺伊斯学者的持久性和保留。这种伙伴关系包括STEM部门和学校/教育学院之间的伙伴关系，以及Noyce教师准备计划和高需求学区之间的伙伴关系。最后，研究小组还问：什么是合作伙伴关系的质量，如何与诺伊斯计划的三个组成部分的合作伙伴关系的质量，以及如何合作伙伴关系本身影响教师的持久性和保留在学校服务的种族和文化的非主导社区？研究团队将使用混合方法，包括对学者，诺伊斯计划和合作伙伴计划的教职员工进行调查。将对这些群体中的选定成员进行结构化、半结构化和同理心访谈。此外，至少有两个强大的伙伴关系组件的教师准备计划的多案例比较将发生。这项研究的结果旨在提供基于证据的见解，伙伴关系对STEM教师的持久性和保留的影响，以及如何改善伙伴关系，使所有利益相关者受益。结果将传播给从业者和研究受众，包括STEM教育计划。这个轨道4：诺伊斯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。