Retention

Recruitment and Retention

Day: 
Thu

Recruitment and retention are key issues for applied research; this roundtable will discuss how to attract and retain study participants.

Date/Time: 
4:30 pm to 5:30 pm
Session Type: 
Project Management & Implementation Roundtable
Facilitators: 

How can we identify the right people to participate in our studies, and then attract them to participate? What strategies can we use to then retain them for the life of the study?

Content Mentoring and Its Impact on Middle Grades Mathematics and Science Teacher Effectiveness

This project tests whether mentoring middle school science and math teachers by University Ph.D. STEM faculty has a positive effect on the teachers' understanding of science, their teaching ability and the learning outcomes of their students. The goal of this research study is to strengthen the theoretical underpinning of best practices in middle grades math and science teaching and to enhance the knowledge base for teacher recruitment, preparation, induction and retention.

Award Number: 
0554441
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011

Enhanced Earth System Teaching Through Regional and Local (ReaL) Earth Inquiry

The ReaL Earth Inquiry project empowers teachers to employ real-world local and regional Earth system science in the classroom. Earth systems science teachers need the pedagogic background, the content, and the support that enables them to engage students in asking real questions about their own communities. The project is developing online "Teacher-Friendly Guides" (resources), professional development involving fieldwork, and inquiry-focused approaches using "virtual fieldwork experiences."  

Award Number: 
0733303
Funding Period: 
Wed, 08/15/2007 to Sat, 07/31/2010
Project Evaluator: 
BridgeWater Education Consulting LLC
Full Description: 

This recruitment and informational video provides an overview of the ReaL Earth Inquiry Project. 

Quality Cyber-enabled, Engineering Education Professional Development to Support Teacher Change and Student Achievement (E2PD)

In this project, a video and audio network links elementary school teachers with researchers and educators at Purdue to form a community of practice dedicated to implementing engineering education at the elementary grades. The research plan includes identifying the attributes of face-to-face and cyber-enabled teacher professional development and community building that can transform teachers into master users and designers of engineering education for elementary learners.

Lead Organization(s): 
Award Number: 
0822261
Funding Period: 
Mon, 09/15/2008 to Tue, 08/31/2010
Project Evaluator: 
Rose Marra, University of Missouri-Columbia

Persistent, Enthusiastic, Relentless: Study of Induction Science Teachers (PERSIST)

This project examines the effect of four different types of induction programs (district-based, e-mentoring, university-based, intern programs) on 100 5th year teachers of secondary science. The teachers involved in the study have participated in a previous study during their first three years of teaching.

Award Number: 
1247096
Funding Period: 
Sat, 08/01/2009 to Wed, 07/31/2013
Full Description: 

This project examines the effect of four different types of induction programs on 100 5th year teachers of secondary science. The teachers involved in the study have participated in a previous study during their first three years of teaching.

The four types of induction programs are described as follows.

1. General induction programs offered by school districts/regional centers,

2. Science-specific e-mentoring programs offered by higher education or science organizations,

3. Science-specific programs offered by higher education institutions, and

4. Intern programs that allow teachers to earn their teaching credential while they complete their first year of teaching.

Dr. Luft's research concentrates on providing the details that give insights into why newly qualified science teachers are leaving or persisting in the profession and how induction programs affect their beliefs and practices. The research questions for this study are:

1. Do induction programs make a difference in the retention of secondary science teachers during their fourth and fifth year?

2. What characterizations can be made about teachers who persist, their performance, and the assistance they receive?

3. How do beginning science teachers develop over their first five years? How do induction programs contribute to this development?

Data collection includes 8 interviews and 2 classroom observations of each teacher. The CETP-COP and Oregon Teacher Observation Protocol are used for classroom observations. Quantitative data analysis utilizes ANOVAs and HLM, to be followed by a qualitative analysis exploring the findings.

The research team is based at Arizona State University and includes Dr. Luft, Dr. Marilyn Thompson, five graduate students and one undergraduate student. The products will include papers submitted to professional journals, postings to the Arizona Science Coordinators Association listserv, and direct dissemination to school administrators and local meetings.

The impacts will be increased understanding of induction programs, what they achieve and what characteristics are effective. This will help policy makers and administrators modify the programs for increased effectiveness. Given the high rate of teachers leaving the profession during the first five years and the popularity of induction programs, the primary impact would be increased retention of quality teachers.

An Examination of the Impact of Teachers' Domain as a Professional Development Tool on Teacher Knowledge and Student Achievement in Biology

Using an experimental design, this project examines the effects of online professional development courses on high school biology teachers' content and pedagogical knowledge, and on their students' knowledge. The project is testing the impact of using digital resouces and is using hierarchal linear modeling techniques to analyze data. It will contribute to the knowledge base of what impacts student achievement by testing the efficacy of online professional development for science teachers.

Award Number: 
0732186
Funding Period: 
Sat, 09/01/2007 to Fri, 08/31/2012
Project Evaluator: 
N/A
Full Description: 

The goal of this project is to investigate what teachers learn from an online professional development course, and whether teacher learning impacts student learning. High school biology teachers were randomly assigned to take an online course designed to enhance the teaching of genetics and evolution. in the course, participants explore the “big ideas” of the hard-to-teach topics of genetics and evolution through an exploration of online media resources and reflection on a range of teaching strategies. The course was created by WGBH Teachers’ Domain, an online library of free media resources from public television with funding from NSF and is administered by PBS TeacherLine.

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