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

该项目旨在确定STEM教师队伍的人口统计和流动行为的趋势。它侧重于在高需求学校，特别是农村社区留住未来教师所需的具体补救措施和投资，并改善其学生的成绩。该项目包括两项补充研究，一项是使用全国教师和校长调查（从早期的学校和人员调查更新），第二项是使用来自堪萨斯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，STEM教师的人口统计数据，离职意向和实际离职率如何在全国范围内发生变化;以及2007-08年的大衰退和COVID-19大流行如何影响教师的结果。这一机构的研究将产生的见解，通知可操作的招聘和保留的做法，高需求的学区和未来的研究集中在教师劳动力markets.The概念框架和建议的分析建立在教师流动率的模型，提出了三个主要类别的因素，驱动教师流动率：教师因素，学校因素，外部因素和事件。利用这一框架，研究人员将研究问题和分析分为三大主题：STEM教师的特征，STEM教师所在的学校和学生的特征，以及影响STEM教师的当代世俗趋势。他们还考虑了STEM教师的特点和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和回归分析来回答研究问题。通过相互关联的调查路线，研究人员将平衡国家的普遍性与全面的国家特定的应用，以告知当前和未来的实践，政策和研究。该项目由EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释、提出干预和创新建议以解决STEM教育中的持续问题提供信息。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 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.