More than half of all children in public schools are students of color, but only about a fifth of educators are teachers of color (National Center for Education Statistics, 2016). This mismatch is problematic for a number of reasons. For one, there is considerable evidence that teachers of color provide academic as well as social […]
Blog
The ADAPTATIONS blog advances research toward and replication of what works in the STEM education of preservice teachers in high-need school districts through programs’ sharing of evidence-based innovations to encourage adaption by other programs and move forward collective evolution of effective STEM teacher preparation.
Growing STAR Teacher-Researchers
Can programs focused on helping pre-service educators build a teacher-researcher dual identity change the notion that STEM ability is something that one is either born with or without? There is a growing number of teacher-researcher programs that provide authentic laboratory experiences to aspiring and practicing teachers. Such programs span the gamut of Undergraduate Research Experiences […]
Pre-Service Mathematics Teachers’ Learning About Equity: Methods and Early Results of Our Study
Through our Noyce Track 4 research project, we are exploring middle and high school mathematics teacher development related to equity beginning during the students’ preparation programs and extending into their first two years of teaching. Improving our efforts to support future teachers’ learning about equity is important because “the prevailing ideological preference [among both preservice teachers […]
Unconscious Bias in the Classroom: How Cultural Stereotypes Affect Teachers’ Assessment of Students’ Math Abilities
There are troubling, persistent achievement gaps among students from different racial and ethnic backgrounds in the United States. In addition, women and people of color are underrepresented in STEM-related fields, which contributes to the wealth and wage inequity in our society. Cultural stereotypes, for example, that mathematics requires natural ability or that certain groups have […]
How Can We Prepare Teachers to Embed a Virtuous Cycle of Self-Evaluation into Their Practice?
Teacher Self-Improvement “Data-driven schools” have long served as a vision for educational reformers, with teachers positioned at the forefront of student data collection and use (Noyce, Perda, & Traver, 2000). However, in the United States, the reality of instruction in public schools does not match the rhetoric. Recent educational reforms across levels of government have […]
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