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ARISE / Annotated Bibliography

Annotated Bibliography

 

Displaying 26-40 of 40 for the search ""

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Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

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.

Recruiting, Preparing, and Retaining High Quality Secondary Mathematics and Science Teachers for Urban Schools: The Cal Teach Experimental 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.

Retaining Teachers: How Preparation Matters

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

Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives

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.

Standards for Elementary Mathematics Specialists: A Reference for Teacher Credentialing and Degree Programs

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.

Strategies for Supporting Educator Preparation Programs’ Efforts to Attract, Admit, Support, and Graduate Teacher Candidates From Underrepresented Groups

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.

Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers

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.

Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

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.

The Community of Practice among Mathematics and Mathematics Education Members at an Urban Minority Serving Institute in the U.S.

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

The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates’ Teaching Plans

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)

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

The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools

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?”

Transforming Teacher Education to Reform America’s P-20 Education System

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.

Using the UTeach Observation Protocol (UTOP) to Understand the Quality of Mathematics Instruction

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.

What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn

This popular article describes how STEM literacy and English language learner literacy can be used together to help all students learn.
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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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