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Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

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ARISE / Caroline Long

Caroline Long

Caroline Long
Doctoral Student
University of Washington

While teaching high school chemistry, Ms. Long became interested in ways to improve teacher supports that help them grow in and develop their practice.  Now as a doctoral student, she is part of a research team funded by the National Science Foundation that studies clinical placement and how a suite of resourses may impact teacher candidates’ opportunities to learn.  Her research investigates how science teachers make sense of NGSS-aligned curriculum and ways that they and their students think about connections across lessons.  Through these different roles, she has presented at national conferences, including NSTA, NARST, and the Noyce Summit.

Blog Posts

Do Aspiring Teachers Get Opportunities to Learn About Ambitious and Equitable Instruction During their Clinical Experience? The Benefits of Being in a “Congruent” Classroom | July 16, 2021

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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