Understanding the Career Trajectories, Effectiveness, and Retention of Noyce Scholars in High-Need Schools in Oregon

该项目旨在满足国家为每个孩子提供高质量STEM教师的需求。为了满足这一需求，学校必须保留有效的STEM教师长期服务。本项目将对参与俄勒冈州Noyce项目的STEM教师进行调查和访谈。这些研究活动将产生有关STEM教师经验的证据和见解，以支持高需求学校的有效性和持久性。该项目还将邀请一部分高效、坚持不懈的STEM教师撰写他们的教学生涯。该项目将传播在高需求学校中表现出有效性并坚持不懈的有效STEM教师的关键经验。这些发现可以为广泛指导教师教育计划提供见解。太平洋大学的这个项目包括与俄勒冈大学、波特兰大学和地区非营利研究组织“西北教育”的合作。这项研究的目的是了解俄勒冈州高需求学校中诺伊斯准备的STEM教师的保留率和文化有效性背后的原因。该项目将首先邀请100名STEM教师进行30分钟的职业概述调查。然后，该项目将挑选40名STEM教师进行90分钟的职业轨迹访谈。数据收集方法将包括文化有效性的测量，再加上深入的教师访谈，以确定既表现出文化有效性又被保留在高需求学校的教师。最后，该项目将邀请18名选定的STEM教师参加为期一年的叙事探究专业发展计划，其中每位教师将创建自己的STEM教师自我民族志，深入反映他们作为高需求学校有效STEM教师的职业轨迹。项目活动将由外部利益相关者的咨询委员会进行评估，包括俄勒冈Noyce项目的利益相关者和来自州外的教师教育专家。项目结果将通过会议演讲和学术出版物以及通过出版STEM教师叙述集来传播。此外，项目发现可能会为全国的STEM教师培训计划提供信息，以努力招聘、准备和支持可能在高需求学校取得成功并坚持下去的教师候选人。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教师的保留和有效性的研究。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。

The project aims to serve the national need to provide every child with high-quality STEM teachers. To meet this need, schools must retain effective STEM teachers for long-term service. This project will conduct surveys and interviews with STEM teachers who participated in Noyce programs in Oregon. These research activities will produce evidence and insights about STEM teacher experiences that support effectiveness and persistence in high-need schools. The project will also engage a subset of effective, persistent STEM teachers to write about their teaching careers. The project will disseminate the key experiences of effective STEM teachers who have demonstrated effectiveness and persisted in high-need schools. These findings could provide insights to guide teacher education programs broadly.This project at Pacific University includes partnerships with the University of Oregon, the University of Portland, and the regional nonprofit research organization Education Northwest. The goal of the research is to understand the reasons behind the observed retention and cultural effectiveness of Noyce-prepared STEM teachers in high-need schools in Oregon. The project will first engage 100 STEM teachers in a 30-minute Career Overview Survey. The project will then engage 40 selected STEM teachers in a 90-minute Career Trajectory Interview. Data collection methods will include measures of cultural effectiveness coupled with in-depth teacher interviews to identify teachers who both demonstrate cultural effectiveness and have been retained in high-need schools. Finally, the project will engage 18 selected STEM teachers in a year-long Narrative Inquiry professional development program, in which each will create their own STEM Teacher Autoethnography, reflecting in depth on their career trajectory as an effective STEM teacher in high-need schools. Project activities will be evaluated by an advisory board of external stakeholders, including both Oregon Noyce program stakeholders and teacher education experts from out of the state. Project findings will be disseminated through conference presentations and academic publications, as well as through publication of a collection of STEM teacher narratives. Further, project findings may inform STEM teacher preparation programs nationally in efforts to recruit, prepare, and support teacher candidates likely to succeed and persist in high-need schools. 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 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.