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培养高效STEM教师的需求，这些教师可能会坚持在高需求的学校和地区工作。最近的报告表明，STEM教师供不应求。这种差距，加上教师的高流动率，在贫困率高的学校和地区尤为明显。该项目旨在将来自美国各地的10所大学的STEM教师培训项目纳入一个实践社区。该项目将使该社区参与以研究为基础的策略，以了解教师准备计划的组成部分，这些组成部分有助于教师在这些高需求环境中做好准备和坚持不懈。这项研究直接回应了对比较研究的呼吁，这些研究考察了STEM教师培训项目的具体组成部分和特征。该项目由教育发展中心和马萨诸塞大学波士顿分校的研究人员领导，包括与另外九所大学的Noyce教师培训项目合作。该项目的目标包括在Noyce教师培训项目之间建立一个合作实践社区。第二个项目目标包括与实践社区合作，收集和反思来自约560名Noyce项目校友和150名现任Noyce学者的数据。该项目将解决四个研究问题，涉及教师在高需求学校和地区的持久性，以及他们的准备经历与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预备课程特征与教师持久性之间的关系。广泛传播研究成果，包括通过大学伙伴以及区域和国家会议和网络，完成了一系列项目目标。该项目将使用有根据的定性分析来检查出现的模式，这些模式将阐明教师准备的组成部分是否以及如何相互关联，以及如何与正在测量的教学成果相关联。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、项目背景、设计和质量保证发展的组成部分。本Track 4: Noyce研究项目由Robert Noyce教师奖学金计划（Noyce）支持。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。

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.