Preparing for the Future of the STEM Teacher Workforce in the 21st Century: Leveraging Multi-contextual Evidence

为 21 世纪 STEM 教师队伍的未来做好准备：利用多情境证据

• 批准号: 2200976
• 负责人: James Anglum
• 金额: $ 20.2万
• 依托单位: Saint Louis University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200976&HistoricalAwards=false
• 关键词: Preparing; Future; STEM; Teacher; Workforce

This project aims to identify trends in the demographics and turnover behavior of the STEM teacher workforce. It focuses on specific remedies and investments needed to retain prospective teachers in high-need schools, especially rural communities, and to improve outcomes for their students. The project includes two complementary studies, one using the National Teacher and Principal Survey (an update from the earlier Schools and Staffing Survey) and a second, using longitudinal administrative data from the states of Kansas and Missouri. The project will explore a range of questions, including: how STEM teacher demographics, turnover intentions, and actual turnover may have changed nationally due to the COVID-19 pandemic; and how the Great Recession of 2007-08 and the COVID-19 pandemic may have influenced teacher outcomes. This body of research will produce insights to inform actionable recruitment and retention practices for high-need school districts and future research focused on teacher labor markets.The conceptual framework and proposed analyses build upon a model of teacher turnover that suggests three main categories of factors that drive teacher turnover: teacher factors, school factors, and external factors and events. Leveraging this framework, the investigators group the research questions and analyses into three broad themes: STEM teacher characteristics, the school and student characteristics in which STEM teachers are employed, and contemporary secular trends that impact STEM teachers. They also consider the interplay between the STEM teacher characteristics and the school context in which STEM teachers work. The investigating team will employ descriptive and regression analyses to answer the research questions. Across interconnected lines of inquiry, the researchers will balance national generalizability with comprehensive state-specific application to inform current and future practice, policy, and research.This project is supported by the EHR Core Research(ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent issues in STEM education.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.

该项目旨在确定 STEM 教师队伍的人口统计和流动行为趋势。它侧重于在高需求学校（特别是农村社区）留住未来教师并改善学生成绩所需的具体补救措施和投资。该项目包括两项补充研究，一项使用全国教师和校长调查（早期学校和人员配置调查的更新），第二项使用堪萨斯州和密苏里州的纵向行政数据。该项目将探讨一系列问题，包括：由于 COVID-19 大流行，全国范围内 STEM 教师的人口统计、离职意向和实际离职率可能会发生怎样的变化；以及 2007-08 年的大衰退和 COVID-19 大流行可能如何影响教师的成果。这项研究将产生见解，为高需求学区的可操作的招聘和保留实践以及关注教师劳动力市场的未来研究提供信息。概念框架和拟议的分析建立在教师流动模型的基础上，该模型提出了推动教师流动的三类主要因素：教师因素、学校因素以及外部因素和事件。利用这一框架，调查人员将研究问题和分析分为三大主题：STEM 教师特征、雇用 STEM 教师的学校和学生特征以及影响 STEM 教师的当代世俗趋势。他们还考虑了 STEM 教师的特征与 STEM 教师工作的学校环境之间的相互作用。调查小组将采用描述性分析和回归分析来回答研究问题。通过相互关联的调查线索，研究人员将平衡国家普遍性与具体国家的综合应用，为当前和未来的实践、政策和研究提供信息。该项目得到了电子病历核心研究（ECR）计划的支持。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。投资针对重要、广泛和持久的关键领域：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释、建议干预和创新以解决 STEM 教育中持续存在的问题提供信息。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。