Understanding Teacher Effectiveness and Retention Among Single Subject Math Program Completers in the First Five Years of Teaching

本项目旨在满足国家需要，确定影响高需求学区中学数学教师效力和留任的因素。该项目旨在确定和描述个人、人际、组织、社区和政策因素在早期职业中学数学教师制定有效的数学教学实践和决定留下、移动或离开该职业中的作用。数据将从加州高需求和非高需求学区的单科证书项目（SSCP）数学完成者的前五年教学中收集。研究结果将用于提出建议，以改善和加强证书和入职培训计划之间的联系，以及支持长期保留和有效、包容和公平的数学教学实践的举措。圣何塞州立大学的这个为期三年的项目包括与以下七个加州州立大学（CSU）校区的合作：加州波莫纳理工学院；CSU东湾；科罗拉多州立大学长滩分校；科罗拉多州立大学蒙特利湾；加州萨克拉门托;圣马科斯大学；以及弗雷斯诺州立大学。该项目的一个核心重点是发现成功的途径，使教师候选人和实习生能够从大学进入初中和高中，并成为高效的数学教师。概念框架包括教师制定实践的复杂性，教学实践的集体自我学习，以及促进教师保留的因素的社会生态模型。四个研究问题将解决使用解释性顺序混合方法设计。首先，SSCP数学结业生在教学的前三年在课堂和工作环境中的专业经历的性质和质量是什么？他们在成为高效、高素质的数学教师方面得到了哪些支持？第二，是什么因素促使那些在第四年和第五年教学的人坚持下去？第三，是什么因素影响了那些在前五年内转到另一所学校或离开教师职业的人的决定？第四，教师特征、学校人口统计和工作条件在多大程度上与教学效果和留下、移动或离开的决定相关？至少500名SSCP数学完成者将被招募来完成一项调查，并可能进行后续的个人访谈。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教师的有效性和留任率的研究。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 need of determining factors that influence effectiveness and retention for secondary mathematics teachers in high-need school districts. The project aims to identify and describe the role of individual, interpersonal, organizational, community, and policy factors in early-career secondary mathematics teachers’ enactment of effective mathematics teaching practices and decisions to either stay, move, or leave the profession. Data will be collected from single subject credential program (SSCP) mathematics completers in their first five years of teaching in both high-need and non-high-need school districts in California. The results of the study will be used to generate recommendations for improving and strengthening the connections between credential and induction programs and initiatives to support long-term retention and effective, inclusive, and equitable mathematics teaching practices. This three-year project at San Jose State University includes partnerships with the following seven California State University (CSU) campuses: Cal Poly Pomona; CSU East Bay; CSU Long Beach; CSU Monterey Bay; CSU Sacramento; CSU San Marcos; and Fresno State University. A central focus of the project is to uncover successful pathways that enable teacher candidates and interns to move from universities into middle and high schools and to be retained as highly effective mathematics teachers. The conceptual framework includes the complex nature of teachers' enacted practices, collective self-study of teaching practice, and a social ecological model of factors that contribute to teacher retention. Four research questions will be addressed using an explanatory sequential mixed methods design. First, what is the nature and quality of SSCP math completers' professional experiences in their classrooms and work environments in the first three years of teaching, and the various supports they receive to become effective, highly qualified mathematics teachers? Second, what factors motivate those in their fourth and fifth year of teaching to persist? Third, what factors shape the decisions of those who move to a different school or leave the teaching profession within the first five years? Fourth, to what extent are teacher characteristics, school demographics, and working conditions associated with teaching effectiveness and decision to stay, move, or leave? At least 500 SSCP mathematics completers will be recruited to complete a survey with the possibility of a follow-up individual interview. 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.