This chapter presents findings from several investigations connected to the preparation of secondary-level science teachers, comparing two secondary science teacher preparation programs (undergraduate and graduate) at a large Midwestern university. The different program designs resulted in a greater use of reform-based science instructional practices by graduate level candidates with science degrees.
Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers
The University of Indianapolis Teach (STEM)3 awards a MAT degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency, integrated and scaffolded coursework, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components. The 3-year retention rate of 93% over eight cohorts is higher than the national average.
Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers
This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African-American woman science teacher.
Promoting STEM Teacher Reflection through Self-Evaluation
Evaluators of a Robert Noyce Teacher Scholarship program developed templates and guidelines with program leaders so that teachers could conduct their own evaluations of student outcomes. They discuss the challenges, explain improvements, and reflect on strengths and shortcomings of this approach.
What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn
This popular article describes how STEM literacy and English language learner literacy can be used together to help all students learn.
