Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools

Olitsky, Stacy; Perfetti, Amy; Coughlin, Allyson

doi:10.1002/sce.21552

Cited by 9 publications

(2 citation statements)

References 93 publications

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“…The early-career model of teacher retention presented here will support further research on questions such as the impact of mentoring and induction programs (Ingersoll & Strong, 2011), understanding the consequences of obligations for service on STEM teacher education scholarship recipients (e.g. Olitsky et al, 2020;Podolsky & Kini, 2016), and the recruitment and retention of teachers from immigrant populations into the workforce (e.g. Ennerberg & Economou, 2021;Ross, 2003).…”

Section: Implications and Future Researchmentioning

confidence: 75%

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

et al. 2022

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This study uses state‐level staffing data to analyze the five‐year career trajectories of all 231 first‐year secondary science teachers in New Jersey who began teaching during the 2010‐2011 school year. The person‐position framework for studying teacher retention is introduced in this analysis, and the authors present a case for the importance of specifying both location and duration in empirical reporting on teacher retention, as well as distinguishing between the employers’ and individual teachers’ perspectives on retention. In the cohort studied here, the 5‐year retention‐by‐employer rate was 38%, but the retention‐in‐profession rate for those actively teaching was 65%. An additional 24% of science teachers changed districts during or immediately after their first year, and were retained in their second districts for four or more years. 16% of the science teachers in the cohort identified as non‐White or Hispanic and these teachers were retained at similar rates to their White/non‐Hispanic counterparts. Alternate route preparation programs attracted many more secondary science teachers who identified as non‐White or Hispanic, but teachers from these programs had a far lower 5‐year retained‐in‐profession rate (45%) than non‐White or Hispanic traditional route teachers (75%). It was more common for science teachers in higher SES districts to transfer to lower SES districts than the reverse. The position turnover rate for science teachers was slightly lower in higher SES districts. As a category, charter schools had the lowest 5‐year science teacher retention rate (13%). There was no identifiable relationship between the age, sex, subject area certification, or starting salary of science teachers and the measures of retention used in this study. The authors discuss the characterization of retention itself in research, including the use of descriptors related to retention. Implications relating to science teacher education policy are discussed, as is the future use of state‐level data systems in retention research.

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Section: Implications and Future Researchmentioning

confidence: 75%

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

et al. 2022

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“…Other areas of inquiry have centered on general trends in securing teacher labor (Balter & Duncombe, 2008;Mngomezulu, Lawrence, & Mabusela. 2021), hiring international teachers (Ingersoll et al, 2018;Kissau et al, 2019) or incentivizing specific segments of the labor pool to enter and remain in the classroom (Baker, 2014;Olitsky, Perfetti, & Coughlin, 2020).…”

Section: Existing Researchmentioning

confidence: 99%

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2022

ije

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He has a background in k-12 education as a classroom teacher at the elementary, middle, and high school levels, and has served as a governmental administrator in Massachusetts and with the Colorado Department of Higher Education. Robert received his Ph.D. in Global Education from The Ohio State University and has presented at academic conferences in Australia, the United States, Morocco, Iran, Egypt, Brunei, and Bahrain, and continues to focus on challenges related to rural education across the globe. His recent work has been published in The Rural Educator, American School Board Journal, and Action in Teacher Education.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools

Cited by 9 publications

References 93 publications

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Untitled

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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