Annotated Bibliography

Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns’ subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program.

This article focuses on the design of the Cal Teach program compared to the traditional pathway through which teachers are prepared. It focuses on challenging issues in recruiting strong candidates (i.e., STEM majors) and how they are addressed, the preparation of candidates, problematic aspects of traditional teaching education programs and how Cal Teach is modeled and designed to overcome these problems. Mechanisms used to help retain graduates in the teaching force are described.

This manuscript presents findings from a study that focuses on different types of teacher preparation programs and how they may affect teacher retention.

This study adds to the literature around the benefits of service learning experiences for preservice science and math teachers. It follows Master of Arts in Teaching (MAT) students’ views of their service learning experiences throughout their MAT program and first two years teaching. Data sources included audiotaped individual interviews, focus group field notes, and surveys with seven preservice teachers over a three-year period.

This 2013 document is an update of one published by the Association of Mathematics Teacher Educators (AMTE) in 2009. This version includes alignment with the recommendations in the Mathematics Education of Teachers II and content to implement Common Core State Standards – Mathematics.

This publication outlines some of the challenges that educator preparation programs face including more teacher candidates from underrepresented groups and provides literature-based strategies for meeting the challenges.

The University of Indianapolis Teach (STEM)3 awards a MAT degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency, integrated and scaffolded coursework, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components. The 3-year retention rate of 93% over eight cohorts is higher than the national average.

This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African-American woman science teacher.

Four mathematics and mathematics education faculty describe the development of a community of practice and the impact on them and their university.

Large scale studies of the impact of the Noyce program indicate that it is not likely to influence decisions to teach but may persuade participants to initially teach in high need schools. This article offers case studies of two Noyce scholarship recipients at different stages: (1) a former scholarship recipient who has graduated and is currently teaching, and (2) a second-year recipient who is currently pursuing a teaching certificate. This qualitative analysis provides insights that may have implications for optimizing scholarship programs for recruiting and retaining highly qualified STEM teachers.

The Mathematical Education of Teachers II (MET II) report focuses on the mathematics education and professional development needs of K-12 mathematics teachers.

An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients, most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?”

This article briefly reviews the history of reforming teacher preparation and describes several potentially transformative initiatives currently under way to redefine and strengthen teacher education programs.

We describe how the UTeach Observation Protocol draws upon theories and practices heavily emphasized in teacher preparation—including deep student engagement, classroom management, STEM content fluency, lesson structuring, and innovative instructional models. We then present the ratings of three sample elementary mathematics lessons on the UTOP.

This popular article describes how STEM literacy and English language learner literacy can be used together to help all students learn.