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本文引用的文献

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The metatheory of resilience and resiliency.复原力和恢复力的元理论。
J Clin Psychol. 2002 Mar;58(3):307-21. doi: 10.1002/jclp.10020.
2
Selecting, developing, and evaluating research instruments.选择、开发和评估研究工具。
Soc Psychiatry Psychiatr Epidemiol. 1999 Aug;34(8):399-409. doi: 10.1007/s001270050161.

归属感：高等教育在留住高质量 STEM 教师中的作用。

A sense of belonging: The role of higher education in retaining quality STEM teachers.

机构信息

Department of Biology/Graduate Degree Program in Ecology, Colorado State University, Fort Collins, Colorado, United States of America.

Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, United States of America.

出版信息

PLoS One. 2022 Aug 17;17(8):e0272552. doi: 10.1371/journal.pone.0272552. eCollection 2022.

DOI:10.1371/journal.pone.0272552
PMID:35976904
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9385046/
Abstract

There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates in future STEM innovation. At three points during the pandemic, we surveyed early career teachers who were supported by the National Science Foundation as they began teaching in high-needs school districts. Teachers who felt connected to their professional and academic communities reported intentions to remain in the profession, while those who felt isolated reported intentions of leaving. It is critical for STEM academics to maintain professional relationships with graduates who pursue STEM teaching professions after graduation.

摘要

美国 PK-12 学校合格的 STEM 教师严重短缺。COVID-19 大流行可能会使这一危机恶化，并因此影响未来谁会参与 STEM 创新。在大流行期间的三个时间点，我们调查了由美国国家科学基金会支持的刚在高需求学区任教的新教师。与他们的专业和学术社区有联系的教师表示有留在该行业的意愿，而那些感到孤立的教师则表示有离开的意愿。对于 STEM 学者来说，与毕业后从事 STEM 教学职业的毕业生保持专业关系至关重要。