Impact of Different Learning Modalities on Science and Mathematics Teachers' Effectiveness and Retention during the COVID-19 Pandemic

该项目旨在满足国家的需求，了解各地区在COVID-19期间关于学校开放的决定如何影响高需求学区的学生和科学与数学教师。 三种学习模式（例如，面对面，远程，混合）相关的教学效果和保留将进行调查。地区和学校层面的数据将用于确定COVID-19学校关闭期间和之后的教师效率和教师保留情况。此外，数学和科学教师的自我效能和工作满意度将进行研究的学习方式。德克萨斯基督教大学的这个项目包括与生物医学哲学研究所和美国九个人口普查地区的选定高需求学区建立伙伴关系。该项目的总体目标是了解（a）在COVID-19长期国家紧急状态期间使用的学习模式的实施情况以及（B）这些不同模式对STEM教师有效性和保留率的影响。这三个研究问题是：（1）从2020年秋季开始到2022年春季，高需求学区使用了哪些学习模式？(2)在COVID-19规定的教学环境中使用不同的学习模式如何有助于STEM教师的有效性和高需求学区的STEM教师保留？以及（3）在COVID-19规定的教学环境中，哪些支持系统和资源有助于STEM教师的有效性和高需求学区的STEM教师保留？该项目将利用来自大型公共数据集的二级数据，用于研究问题1和2以及选择高需求学区。200名答卷人将提供数据。将有三个案例研究的形式，将探讨与第三个研究问题相关的每个案例中的共性。关于教师有效性和保留的最佳做法的调查结果，特别是在高需求的学区，有可能被用来告知政策，实践和未来的设计教师专业发展。这个轨道4：诺伊斯研究项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。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 serve the national need to understand how districts’ decisions about school openings during COVID-19 impacted students and science and math teachers in high-need school districts. Three learning modalities (e.g., In-person, Remote, Hybrid) related to teaching effectiveness and retention will be investigated. District and school level data will be used to determine teacher effectiveness and teacher retention during and immediately after the COVID-19 school closures. In addition, math and science teacher self-effectiveness and job satisfaction will be studied in relation to the learning modalities. This project at Texas Christian University includes a partnership with the Institute for Biomedical Philosophy and selected high-need school districts from across the nine census regions of the U.S. The overall goal of this project is to understand (a) implementation of learning modalities utilized during the protracted national emergency of COVID-19 and (b) the impact of these different modalities on STEM teacher effectiveness and retention. The three research questions are: (1) What learning modalities were used by high-need school districts beginning in fall 2020 through Spring 2022? (2) How did utilization of different learning modalities within a COVID-19 dictated teaching environment contribute to STEM teacher effectiveness and STEM teacher retention in high-need school districts? and (3) What support systems and resources within a COVID-19 dictated teaching environment contribute to STEM teacher effectiveness and STEM teacher retention in high-need school districts? The project will utilize secondary data from large public data sets for Research Questions 1 and 2 as well as the selection of high-need school districts. Two-hundred respondents will provide data. There will be three case studies bounded by the modality that will explore the commonalities within each case associated with the third research question. Findings on best practices regarding teacher effectiveness and retention, especially in high-need school districts, has the potential to be used to inform policy, practice, and future design of teacher professional development. 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.