Several recent frameworks and standards development groups, including the National Research Council and the Conference Board of the Mathematical Sciences, have called for a change in science, technology, engineering, and mathematics (STEM) teacher education and professional development, as well as for changes in teacher certification. As the community seeks to change STEM teacher preparation, it will need to build the research base.
The 2010 NRC report Preparing Teachers: Building Evidence for Sound Policy indicates that there is a consensus on the knowledge and skills that STEM teachers need, but more research is needed to reach a general agreement on what constitutes effective STEM teacher preparation, particularly as related to preparing STEM teachers who are effective in high-need schools.
In response, Advancing Research & Innovation in the STEM Education of Preservice Teachers in High-Need School Districts (ARISE) is fostering:
ARISE is providing resources, tools, and a community for:
- Current and prospective researchers who seek to expand the research base on STEM teacher preparation, especially as related to high-need schools
- Teacher education programs that are pursuing evidence-based changes in STEM preservice teacher education, as related to high-need school districts
