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?”
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.
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.
Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs
This article describes a study that analyzed the motivation, development and sustainability of collaborations between STEM and Education faculty and university supervisors to enhance STEM teacher education programs. Seven universities with NSF Robert Noyce Teacher Scholarship programs participated.
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.
