ARISE

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

NSF

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?”

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.

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.