Preparation for Persistence: Building a Community of Practice to Research and Support Noyce Scholars in High-Need Schools

该项目旨在满足国家对准备高效STEM教师的需求，这些教师可能会在高需求的学校和地区坚持下去。最近的报告表明，对STEM教师的需求超过了供应。 这种差距，加上教师更替率高，在贫困率高的学校和地区尤为明显。该项目旨在让来自美国各地的10所大学的STEM教师准备项目参与实践社区。 该项目将使该社区参与以研究为基础的战略，以了解教师准备计划的组成部分，这些计划有助于教师在这些高需求环境中的准备和坚持。这项研究直接回应了比较研究的呼吁，这些研究考察了STEM教师准备计划的具体组成部分和特点。该项目由教育发展中心和马萨诸塞州波士顿大学的研究人员领导，包括与另外九个以大学为基础的诺伊斯教师准备项目的合作伙伴关系。该项目的目标包括在诺伊斯教师准备计划中建立一个合作的实践社区。第二个项目目标包括与实践社区合作，收集和反思来自大约560名诺伊斯计划校友和150名诺伊斯学者的数据。 该项目将解决与教师在高需求学校和地区的持续性有关的四个研究问题，以及他们的准备经验与他们的STEM教学和文化效能之间的关系。第三个项目目标是开发数据收集工具，并使用生存分析方法来揭示准备程序的特点和教师的持久性之间的关系。广泛传播研究结果，包括通过大学伙伴以及区域和国家会议和网络，完成了一套项目目标。该项目将使用接地的定性分析，以检查紧急模式，将照亮教师准备的组件是否以及如何相互关联，以及被测量的教学成果。分析的组成部分将包括那些支持学科内容知识，专业知识和教学法的发展，以及计划背景，设计和质量保证。 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。

This project aims to fill the national need for preparing highly effective STEM teachers who are likely to persist in high-need schools and districts. Recent reports indicate that the demand for STEM teachers exceeds the supply. This gap, together with high rates of teacher turnover, are particularly evident in schools and districts with high poverty rates. This project intends to engage ten university-based STEM teacher preparation programs from across the United States in a community of practice. The project will engage this community in research-based strategies to understand the components of teacher preparation programs that contribute to teachers’ preparation and persistence in these high-need contexts. The research study responds directly to calls for comparative studies that examine the specific components and characteristics of STEM teacher preparation programs. This project, led by researchers at the Education Development Center and University of Massachusetts Boston, includes partnerships with nine additional university-based Noyce teacher preparation programs. The project goals include establishing a collaborative community of practice among Noyce teacher preparation programs. A second project goal includes working with the community of practice to collect and reflect upon data from approximately 560 Noyce program alumni and 150 current Noyce scholars. The project will address four research questions related to teachers’ persistence in high need schools and districts, and the relationships between their preparation experiences and their STEM teaching and cultural efficacy. A third project goal is to develop data collection tools and use survival analysis methodology to uncover relationships between preparation program characteristics and teacher persistence. Broad dissemination of research findings, including through the university partners and regional and national conferences and networks, completes the set of project goals. The project will use grounded qualitative analysis to examine emergent patterns that will illuminate whether and how components of teacher preparation relate to each other and to the teaching outcomes being measured. Analyzed components will include those that support the development of disciplinary content knowledge, professional knowledge and pedagogy, and program context, design, and quality assurance. 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.