Cultivating a High-Quality and Committed Rural STEM Teacher Workforce in Illinois

在伊利诺伊州培养高素质、忠诚的农村 STEM 教师队伍

• 批准号: 2344942
• 负责人: Molly Gordon
• 金额: $ 99.98万
• 依托单位: National Opinion Research Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2344942&HistoricalAwards=false
• 关键词: Cultivating; Quality; Committed; Rural; STEM

The project aims to serve the national need to retain high-quality science and mathematics teachers (SMTs) in rural high-need schools. It is likely that SMT shortages will continue to be a problem in the foreseeable future due to limited interest in teaching as a career and the lingering impacts of COVID-19. One in five students across the country attends a rural school; therefore, addressing the rural teacher shortage is important to provide educational access for these students. Although the impact of high-quality science and mathematics teaching on student learning is well documented, and retaining high-quality teachers is critical for improving student outcomes, less is known about how to support effective teacher retention in rural schools. Improvements in teachers’ working conditions, including strong and supportive school leadership, collaborative colleagues, positive school cultures, parent and community connections, and ambitious instruction, can have a large positive impact on teaching effectiveness, student learning, and teacher retention. Given the dearth of research at scale on rural teacher retention, this project seeks to understand how rural district and school leaders can create positive working conditions and connections with the community, thus leading to greater retention of effective SMTs. This project at the National Opinion Research Center (NORC) at the University of Chicago includes partnerships with the Illinois Workforce and Education Research Collaborative and the Illinois Association of Regional Superintendents of Schools. Project goals include the identification of factors associated with SMT retention in rural schools, with a focus on working conditions in rural districts that lead to higher rates of retention of effective SMTs. Drawing on ecological systems theory and a place-conscious education framework, the project will consider both school-based and community-based factors that influence teacher working conditions and thus recruitment and retention trends in rural schools in the state of Illinois. This mixed methods study will address the following research questions: (1) What are the organizational and community characteristics that are associated with rural SMT retention and effectiveness? (2) What school and district policies, strategies, and practices contribute to rural SMT retention and effectiveness? The project team will collect and analyze data from several sources: teacher retention and vacancy rates; school climate and teacher surveys; interviews with school and district leaders, science and math teachers, and community members; and observations of science and math teaching in five “bright spot” rural districts. Findings from the study will generate insights into the role of school-, district-, and community-level factors in effective rural teacher retention. The project will also seek to contribute insights into how rural district investments toward cultivating effective and committed rural teachers may help support rural students’ interest in pursuing careers in STEM and STEM education. 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 effectiveness and retention 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.

该项目旨在满足国家在农村高需求学校保留高素质科学和数学教师（SMT）的需求。由于人们对教学作为职业的兴趣有限以及 COVID-19 的挥之不去的影响，SMT 短缺在可预见的未来可能仍将是一个问题。全国五分之一的学生就读于乡村学校；因此，解决农村教师短缺问题对于为这些学生提供教育机会至关重要。尽管高质量的科学和数学教学对学生学习的影响已有充分记录，并且留住高素质教师对于提高学生成绩至关重要，但人们对如何支持农村学校有效保留教师却知之甚少。教师工作条件的改善，包括强有力和支持性的学校领导、协作的同事、积极的学校文化、家长和社区的联系以及雄心勃勃的指导，可以对教学效率、学生学习和教师保留产生巨大的积极影响。鉴于缺乏关于农村教师保留的大规模研究，该项目旨在了解农村地区和学校领导者如何创造积极的工作条件以及与社区的联系，从而提高有效的 SMT 的保留率。芝加哥大学国家民意研究中心 (NORC) 的该项目包括与伊利诺伊州劳动力和教育研究合作组织以及伊利诺伊州地区学校校长协会的合作伙伴关系。项目目标包括确定与农村学校 SMT 保留率相关的因素，重点关注农村地区的工作条件，以提高有效 SMT 保留率。该项目借鉴生态系统理论和地方意识教育框架，将考虑影响教师工作条件的学校和社区因素，从而影响伊利诺伊州农村学校的招聘和保留趋势。这项混合方法研究将解决以下研究问题：(1) 与农村 SMT 保留和有效性相关的组织和社区特征是什么？ (2) 学校和学区的哪些政策、战略和做法有助于农村 SMT 的保留和有效性？项目团队将从多个来源收集和分析数据：教师保留率和空缺率；学校氛围和教师调查；采访学校和地区领导、科学和数学教师以及社区成员；五个“亮点”农村地区科学和数学教学的观察。该研究的结果将深入了解学校、地区和社区层面的因素在有效保留农村教师方面的作用。该项目还将寻求深入了解农村地区对培养高效、忠诚的农村教师的投资如何有助于支持农村学生追求 STEM 和 STEM 教育职业的兴趣。此轨道 4：诺伊斯研究项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 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高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的有效性和保留率的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。