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Caption: Example of Teaching Timeline used in the autoethnographic process. View full size. “I was able to create my own niche at the school.”  -Math Teacher, Narrative Inquiry Cohort #2 How can we better equip and support STEM teachers for long (10 years+) careers in high-need schools? Even people peripherally connected with the field of education are […]

“Someone saw something in me that I didn’t see in myself.” ~CT MTL Fellow “This program has reinvigorated me. I’m doing things I never thought possible.” ~CT MTL Fellow The CT Noyce Math Teacher Leaders Project supported a talented cadre of math teachers as they grew from respected classroom practitioners into skilled, confident teacher leaders […]

Caption: Fall 2024 Kean NSF Noyce CREST Scholar Cohort #1 – Jairo M. Victoriano (Mathematics Education); Deirdre Corbett and Aliyah Wilson (Mathematics Education/Teacher of Students w/Disabilities); Hailey Kassteen (Biology Education); Matthew Velasquez (Biology Education/Teacher of Students w/Disabilities) Higher education, in many academic disciplines, maintains professional silos over collaboration. Our university is likely common among others […]

STEM teacher educators are responsible for preparing prospective and in-service teachers with the knowledge and skills to optimize positive learning outcomes within their own classrooms. Thus, faculty often have to ensure the content of the professional learning activities they facilitate is timely and responsive to their community needs and is sensitive to constraints that may […]

STEM teachers, whether in rural, urban, suburban, or First Nations settings, are acutely aware of the mandate to provide equitable access for students with learning differences (e.g., learning disabilities, exceptionalities, or special education needs). Yet, data indicate that STEM teachers have not received adequate opportunities to learn how to meet the needs of students with […]