The Organizational Sources of Mathematics and Science Teacher Turnover

该研究项目是一项为期三年的研究，旨在从组织的角度调查数学和科学教师的流动和保留。本研究项目的目的是经验性地解决三个相关的研究问题：数学和科学教师流失的原因是什么？为什么特定类型的学校，特别是那些在城市、高度贫困和高度少数民族社区的学校，有更高的数学和科学教师流动率？职前教师准备、教师入职培训、在职专业发展和教师分配对数学和科学教师的流动率和留任率有什么影响？为了解决这些研究问题，项目团队将分析来自国家教育统计中心（NCES）全国代表性学校和人员配备调查（SASS）及其补充的教师后续调查（TFS）的公立中学数学和科学教师的数据。这个项目建立在一个由主要研究者建立的先前研究记录和现有的教师大规模数据的基础上。它旨在扩展我们对一系列重要但尚未被充分理解的问题的认识，这些问题是教师专业连续性计划目标的核心：地区和学校的哪些特征，特别是那些为弱势学生服务的地区和学校，会影响它们留住合格数学和科学教师的能力？先前的研究表明，如果学校要像《不让一个孩子掉队法案》（No Child Left Behind Act）所要求的那样，确保合格的数学和科学教师教授所有学生，那么他们必须更多地关注提高教师的留任率。该项目旨在提供研究结果，帮助决策者和学校领导就如何最好地开展这一工作，特别是对数学和科学教师，特别是在弱势学校，提供方向，因为现有的研究提供的方向有限。

The research project is a three-year study to investigate mathematics and science teacher turnover and retention framed using an organizational perspective. The objective of this research project is to empirically address three related research questions:1.) What are the sources of mathematics and science teacher turnover?2.) Why do particular types of schools, especially those in urban, high-poverty and high-minority communities, have higher levels of mathematics and science teacher turnover?3.) What impact do preservice teacher preparation, beginning teacher induction programs, inservice professional development and teacher assignment have on the turnover and retention of mathematics and science teachers?To address these research questions the project team will analyze data on public secondary-level mathematics and science teachers from the National Center for Education Statistics' (NCES) nationally representative Schools and Staffing Survey (SASS) and its supplement the Teacher Follow-up Survey (TFS).This project builds on an established record of prior research by the principal investigator with existing large-scale data from teachers. It seeks to expand our knowledge in regard to a set of important, but not well understood, issues central to the goals of the Teacher Professional Continuum Program: What characteristics of districts and schools, especially those serving disadvantaged students, impact their ability to retain qualified mathematics and science teachers? Prior research shows that if schools are to ensure that qualified mathematics and science teachers teach all students, as the No Child Left Behind Act mandates, then they must focus more on improving teacher retention. This project seeks to provide research results that will help provide direction to policymakers and school leaders on how best to proceed in doing this, especially with mathematics and science teachers and especially in disadvantaged schools, as the existing research has provided limited direction.