STEM teachers' perceptions about the influence of scholarship on their decision to teach and to teach in a high-needs school were examined using cluster analysis. Three hundred and four Noyce scholars responded to the survey.
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.
Filling Positions or Forging New Pathways? Scholarship Incentives, Commitment, and Retention of STEM Teachers in High‐need Schools
This article describes a study of Noyce scholarship recipients to determine if commitment to teach in high-need schools is stable or variable over time, and the impact of program structure and supports on commitment, professional identity, and retention.
