Project Activities
Research plan
The PI used an iterative approach to develop STAY, an induction program for new teachers that includes mentoring, training, observation of exemplary teaching, formative assessment, and participation in a network of teachers. In phase 1, the PI developed the program using a mixed methods approach, including a review of relevant literature, focus groups with educators (novice and experienced teachers of students with ASD, school personnel, and district-level specialists), classroom observations, and meetings with an advisory board of researchers and practitioners. Stakeholder feedback shaped the essential components of the induction program and helped determine the feasibility of implementing these components within under-resourced schools. During phase 2, the PI implemented STAY with a small number of mentor/teacher/student triads; obtained extensive feedback during and after implementation through interviews with mentor teachers and novice teachers and the collection of data on teacher and student outcomes, fidelity, and feasibility; and refined the program based on the feedback. In the final phase, the PI conducted a pre/post study to evaluate the promise of STAY for improving teacher outcomes (self-efficacy, job satisfaction, teaching effectiveness, intention to stay in teaching, burnout, and role conflict and ambiguity) and outcomes for students with ASD (academic engagement and goal attainment).
Career plan
Through a career development plan, the PI (1) increased her capacity to conduct school-based research, (2) developed expertise in mixed methods and group design research, and (3) enhanced skills in grant and publication writing. This was accomplished through meeting with mentors; consulting with experts; attending collaborative meetings with university faculty and school and district level administrators; auditing courses and attending trainings in qualitative research, mixed methods, and cost analysis; and attending grant writing groups and workshops.
Key outcomes
The main findings of this project, as reported by the PI, are as follows:
- Teachers who participated in Project STAY demonstrated improvements in all areas measured by the Classroom Assessment Scoring System.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
