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Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools
Science Education ( IF 6.000 ) Pub Date : 2019-11-12 , DOI: 10.1002/sce.21552
Stacy Olitsky 1 , Amy Perfetti 1 , Allyson Coughlin 1
Affiliation  

In recent years, there have been programs aimed at increasing the number of science and math teachers in high‐need areas by offering scholarships to candidates in exchange for their agreement to teach in a high‐need school for a period of time. However, there has been concern that recipients might fulfill the terms of their agreement, then leave for other jobs. This qualitative study of four science and math teachers who received Noyce scholarships examines whether commitment is stable or variable over time, and the impact of structural factors and supports on commitment, professional identity, and retention. Results suggest that while some aspects of commitment demonstrate stability, other aspects may change due to factors including the types of professional identities that are prioritized by teachers, and recognition and support of these identities in work settings. In this study, the teachers who emphasized student‐ and pedagogical‐centered identities, rather than subject‐centered identities, were more likely to stay in their positions, provided that these identities were supported through school structures and positive interactions with colleagues, supervisors, and students. Results suggest that scholarship programs may be useful not only for supporting teachers who have already expressed commitment to science and math teaching in high‐need schools, but also for encouraging new commitments.

中文翻译:

填补职位或开拓新途径?奖学金激励,承诺和留任高等学校的STEM教师

近年来,有一些计划旨在通过向候选人提供奖学金以换取他们同意在高需求学校任教一段时间的方式,来增加高需求地区的科学和数学老师的人数。但是,有人担心,受助人可能会履行其协议的条款,然后离开去从事其他工作。这项对获得诺伊斯奖学金的四名科学和数学老师的定性研究研究了承诺是稳定的还是随时间变化的,以及结构性因素和支持对承诺,专业身份和保留率的影响。结果表明,尽管承诺的某些方面表现出稳定性,但其他方面可能会由于某些因素而发生变化,这些因素包括教师优先考虑的专业身份类型,在工作环境中对这些身份的认可和支持。在本研究中,那些强调以学生和教学为中心的身份而不是以学科为中心的身份的教师更有可能保持原状,但前提是这些身份得到学校结构的支持以及与同事,主管和教师的积极互动的支持。学生们。结果表明,奖学金计划不仅可以用于支持已经表示对高中学校进行科学和数学教学的承诺的老师,而且还可以鼓励新的承诺。前提是这些身份通过学校结构和与同事,导师和学生的积极互动得到支持。结果表明,奖学金计划不仅可以用于支持已经表示对高中学校进行科学和数学教学的承诺的教师,还可以用于鼓励新的承诺。前提是这些身份通过学校结构和与同事,导师和学生的积极互动得到支持。结果表明,奖学金计划不仅可以用于支持已经表示对高中学校进行科学和数学教学的承诺的老师,而且还可以鼓励新的承诺。
更新日期:2019-11-12
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