Annotated Bibliography

In this report, the non-profit organization 100Kin10 presents findings from its survey of 165 100Kin10 partner organizations. The report highlights the best practices, challenges, and trends reported by collaborators who support STEM teachers.  

Students selected for the TAMIU Robert Noyce Teacher Scholarship Program at Texas A&M International University in Laredo, TX receive additional mentoring from university faculty and other professionals in the field. This paper will outline this mentoring scheme as well as examine its preliminary effectiveness.

A technical assistance model for increasing the competitiveness of HBCUs and other minority-serving institutions in seeking funds to expand teacher training through the Noyce program was evaluated by the Quality Education for Minorities network. This study looks at the potential of the models.

This article describes and evaluates an intensive, integrated model for teacher preparation, specifically, a preservice STEM teacher education model which incorporates science or mathematics content with pedagogical content knowledge in an early, intensive classroom immersion program based entirely in a local school.

This article reports on observations of eight beginning secondary mathematics teachers’ classrooms, designed to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. Implications for supporting and preparing teachers are discussed.

This report by the Computer Science Teachers Association (CSTA) and the Association for Computing Machinery (ACM) provides an overview of the landscape of K-12 Computer Science (CS) education and teacher certification.

Our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become high school mathematics or science teachers and their dispositions about teaching in schools. We administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.

This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers. Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. The outcomes indicate that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.

This chapter presents findings from several investigations connected to the preparation of secondary-level science teachers, comparing two secondary science teacher preparation programs (undergraduate and graduate) at a large Midwestern university. The different program designs resulted in a greater use of reform-based science instructional practices by graduate level candidates with science degrees. 

This report provides strategies, recommendations, and cost estimates to improve STEM education during the first two years of post-secondary education.

This policy brief provides an overview of how teacher preparation programs are evaluated for the purposes of accountability and support.

This paper describes how both the Utilization-Focused Evaluation and Theory-Driven Evaluation frameworks were used concurrently to design evaluation methods that were effective for assessing the impact of a dynamic teacher leadership program. The evaluation is situated within the context of a Robert Noyce Scholarship Program, which aimed to grow veteran science teachers into teacher leaders.

This article describes a study of Noyce scholarship recipients to determine if commitment to teach in high-need schools is stable or variable over time, and the impact of program structure and supports on commitment, professional identity, and retention.

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings.

In 2012 the National Academies of Science was commissioned by the National Research Council to develop a framework that includes the practices, concepts, and core ideas that students should recognize by the end of high school.

This study examined the first 3 years of the University of Portland Noyce program to determine its effectiveness in attracting science, technology, engineering, and mathematics majors to the teaching profession, using surveys and focus group interviews.

The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.

This article investigates the impact of a prescholarship internship available to freshman and sophomore science majors exploring the possibility of becoming secondary STEM teachers. Based on positive results with a limited number of students, recommendations are made on how a university-based certification program can better accommodate STEM undergraduates who want to explore teaching as a career possibility.

STEM teachers' perceptions about the influence of scholarship on their decision to teach and to teach in a high-needs school were examined using cluster analysis. Three hundred and four Noyce scholars responded to the survey.

This article describes a study that analyzed the motivation, development and sustainability of collaborations between STEM and Education faculty and university supervisors to enhance STEM teacher education programs. Seven universities with NSF Robert Noyce Teacher Scholarship programs participated.

This research study explored beginning secondary science teachers' understandings of the science and engineering practice of developing and using models. The team conducted interviews and used grade-level competencies outlined in the NGSS to analyze the beginning teachers' understandings.

The authors report the results of a case study designed to follow a teacher candidate's development and use of pedagogical language knowledge and the integration of science and language learning in a linguistically diverse classroom.

The National Research Council (NRC) was asked by the U.S. Department of Education Institute of Education Sciences to conduct this consensus report in response to a mandate from Congress to assemble all available information on key questions related to teacher preparation to guide future policy decisions.

Evaluators of a Robert Noyce Teacher Scholarship program developed templates and guidelines with program leaders so that teachers could conduct their own evaluations of student outcomes. They discuss the challenges, explain improvements, and reflect on strengths and shortcomings of this approach.

The study that informed this chapter proposed to determine whether any aspect of a Noyce program intervention, in particular a summer program, affected students’ decisions to teach or not teach physics in a high-need school. Research questions were: (1) In what ways does the program compare to Noyce programs being conducted at other universities for similar purposes? (2) How do physics majors’ ideas about education shift as a result of participating in a summer physics teaching program?