The career paths of mathematics and science teachers in high need schools

The career paths of STEM teachers in high need schoolsAllison L. KirchhoffFrances LawrenzAnica Bowe

March 21, 2010NARST ConferenceBackgroundTeacher quality affects student achievement (Goldhaber & Brewer, 2000; Darling-Hammond, 1999; National Research Council, 2000; Rivkin, Hanushek & Kain, 2005)Local differences in teacher quality existUnder-qualified teachers are more common in low income schools with high minority student populations (Murphy, DeArmond & Guin, 2003; Scafidi, Sjoquist & Stinebrickner, 2005)40% of low income students are taught by under-qualified mathematics teachers (Ingersoll, 2008)High attrition rates in high need schools compared to low need schools (Ingersoll, 2001; Lankford, Loeb & Wyckoff, 2002)BackgroundUnderstanding recruitment and retention issues require understanding the career decisions made by teachersWhy teach? (e.g. Lortie, 1975)Interpersonal, service-oriented, family/time friendlyWhere to teach? (e.g. Boyd et al., 2003)Why remain in teaching? (e.g. Ingersoll, 2001; Weiss, 1999)Studies have begun to link career decisions with career movesCase studies of select groups (e.g. Rinke, 2009; Johnson & Birkeland, 2003)PurposeTo address the recruitment and retention problems of high need schools by investigating the career decisions and career moves of STEM teachers in high need schools Construct a grounded theory model representing career pathsWhat are Noyce scholars reasons for the decisions made on the career path of becoming and remaining teachers in high need schools? Research DesignContextNoyce Scholarship ProgramAwards funding to STEM majors or professionals to become teachers in high need schoolsScholars agree to teach for two years in high need districts for every year of fundingActual implementation of Noyce program at teacher education institutions variesHigh need districtsDefined according to FRL rates, percentage of teachers without minimal qualifications and teacher attrition rates

Research designData collectionData collectionIn-depth, semi-structured interviewsProtocol modified based on participants current situationsProtocol modified throughout data collection as ongoing analysis revealed areas of interestInterviews audio recorded and transcribed verbatimOver 250 single-spaced pages of transcriptsResearch DesignParticipants38 past and present Noyce scholars50% teaching in high need schools beyond Noyce commitment26% were not teaching66% had 3-4 yrs of experience; skewed toward less experience37% were career changers35% held leadership positions in their schools52% mathematics teachers80% high school teachersResearch DesignAnalysisStrauss & Corbin (1990) grounded theory methodologyA grounded theory is one that is inductively derived from the study of the phenomenon it representsOne does not begin with a theory, then prove it. Rather, one begins with an area of study and what is relevant to that area is allowed to emerge (p. 23).Coding in Nvivo 8.0 1) Open codingBreaking down and labeling the raw dataCategorizing, defining properties and dimensions2) Axial codingDetermining relationships between codes, categories3) Selective codingValidating relationships, finalizing model, searching and accounting for discrepant dataLimitationsSelection biasSmall numbers of certain groups of scholars (e.g. left teaching in high need schools for other schools), tentative associated findingsNot longitudinalInexperienced sample

FindingsResearch question

What are Noyce scholars reasons for the decisions made on the career path of becoming and remaining teachers in high need schools?Findingsserviceworksummary

FindingsChoosing teachingDesire to make a differenceDesire to give backAidenGarrettLucyMelanieJasonAmyBrendaJessicaNot teachingTeaching, HN, 3-6 yrs.DirkEmmaSeanCindyCelesteTeaching, HN, 1-6 yrs.FindingsChoosing teaching

FindingsRole of Content PrepThere seems to be a lack of knowledge for what science is and it seems like [the students are] not prepared. Some students will say to me, well I want to be a dentist, or I want to be (inaudible), but they say they dont really like science, but thats a science. You might not think of it like that, but I have a love for science and I wanted to use it. (Karen)

FindingsRole of content prepContent preparation was related to the school settingCourses taughtLeadership opportunitiesImpacted job satisfaction and career moves

I think if I would have had maybe, I taught geometry which I enjoyed teaching. I felt like that challenged me but I also taught a class which was called applied math. And that class was sort of frustrating to me that it was basically like another way for students to get an extra math credit in high school and I mean, sometimes I would, literally, be teaching seniors how to add integers (Stacy)

FindingsRole of content prep

ImplicationsContributions to future researchModel is rich with relationships to explore furtherConstruct surveys using categories, properties and dimensionsLongitudinal, quantitative studies

More nuanced studies of role of motivation to teachdesire to make a difference; pathway of career changers; what informs desire to give back and make a difference

Compare findings with other groups of teachers

AcknowledgementsResearch funded by NSF Grant REC0514884. Any opinions, findings, and conclusions or recommendations expressed are those of the author and do not necessarily reflect the views of the National Science Foundation.

Thank you!Questions?Research DesignAnalysisOpen CodingThe data are broken down into discrete parts, closely examined, compared for similarities and differences (p. 62)CategorizingThe process of grouping concepts that seem to pertain to the same phenomenacategories have conceptual power because they are able to pull together around them other groups of concepts or subcategories (p. 65)Research DesignAnalysisDefining properties and dimensionsProperties: attributes or characteristics of a phenomenon (category) (p. 70)Dimensions: represent locations of a property along a continuum (p. 69)Past work experience