Capacity Building to Address the Shortage of Mathematics Teachers in Hawaii

该项目旨在满足国家对中学数学认识的需求，填补中学数学教师的短缺。特别是，它将建立能力，以审查夏威夷教师队伍内部和整个队伍的系统性问题。这些问题包括对新数学教师的招聘和教育的影响，以及高需求学校课堂教师的持续专业成长和保留。该项目涉及多个机构和组织之间的数据共享、收集、分析和解释，这些机构和组织合作解决夏威夷数学教师的严重短缺问题。它试图对以下问题给出更全面的答案：是什么让有前途的人不愿从事教学事业？有抱负的教师面临哪些障碍或障碍？是什么阻碍了教师在高需求的学校和教室里拥有长期而成功的职业生涯？夏威夷大学（网址：Mānoa）的这个项目包括三个大学校区（夏威夷大学西奥胡岛分校、夏威夷大学希洛分校）和夏威夷大学系统中的两个社区学院（Leeward社区学院和Kap 'iolani社区学院）之间的战略合作伙伴关系。它还与管理该州所有公立学校的夏威夷州教育部（hawaii State Department of Education）以及夏威夷数据交换伙伴关系（hawaii Data eXchange Partnership）建立了合作关系，后者是一个管理夏威夷州教育和劳动力部门数据的合作组织。项目目标包括开展跨机构研究，为解决夏威夷数学教师短缺问题提供信息，为这些努力发展伙伴关系和参与，并为此目的建立/完善数据收集、共享和再利用。该项目将对多种数据来源进行定量和定性分析，包括节目文件、二手来源以及新的调查和访谈数据。这个项目的智力价值在于提高人们对夏威夷数学教师短缺的认识。它将提供一个研究基础：设计吸引STEM大学生并吸引他们从事教学职业的方法；解决有抱负的数学教师在尝试进入和完成教师教育计划时可能面临的挑战；更好地支持高需求学校的教师和管理人员。该项目的更广泛影响包括开发数据收集和重用系统，以及分析方法，这将使利益相关者能够了解现在和未来的教师队伍。诺伊斯能力建设项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）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 serve the national needs of understanding and filling the teacher shortage in secondary mathematics. In particular, it will build capacity to examine systemic issues within and across the teacher workforce pipeline in Hawai‘i. Such issues include influences on the recruitment and education of new mathematics teachers as well as the ongoing professional growth and retention of classroom teachers in high-need schools. This project involves data sharing, collection, analysis, and interpretation among multiple institutions and organizations working collaboratively to address the critical shortage of mathematics teachers in Hawai‘i. It seeks to develop fuller answers to the following questions: What keeps promising individuals from pursuing teaching careers? What barriers or hurdles do aspiring teachers face? What impedes teachers from having long and successful careers in high-need schools and classrooms?This project at the University of Hawai‘i at Mānoa includes a strategic partnership among all three university campuses (University of Hawai‘i West O‘ahu; University of Hawai‘i Hilo) and two community colleges in the University of Hawai‘i System (Leeward Community College and Kap‘iolani Community College). It also features partnerships with the Hawai‘i State Department of Education, which operates all public schools in the state, as well as with the Hawai‘i Data eXchange Partnership, a collaborative that manages data from Hawai‘i’s education and workforce sectors. Project goals include carrying out cross-institutional research to inform efforts to address Hawai‘i’s mathematics teacher shortage, develop partnerships and engagement for these efforts, and build/refine data collection, sharing, and reuse for these purposes. The project will carry out quantitative and qualitative analyses of multiple data sources, including program documents, secondary sources, and new survey and interview data. The intellectual merit of the project entails advancing knowledge about the mathematics teacher shortage in Hawai‘i. It will offer a research foundation to: design approaches for engaging STEM college students and attracting them into teaching careers; address challenges that aspiring mathematics teachers may face when trying to enter and complete teacher education programs; and better support teachers and administrators at high-need schools. The broader impacts of this project include development of data collection and reuse systems, together with analytic approaches, that will allow stakeholders to look across the teacher workforce pipeline both now and in the future. This Noyce Capacity Building 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.