Mathematics – Page 2

Developing STEM Teachers through Both Informal and Formal Learning Experiences

This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers. Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. The outcomes indicate that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.

A Glimpse into the Effectiveness of Mentoring and Enrichment Activities for Scholarship Recipients in a Teacher Preparation Program

Students selected for the TAMIU Robert Noyce Teacher Scholarship Program at Texas A&M International University in Laredo, TX receive additional mentoring from university faculty and other professionals in the field. This paper will outline this mentoring scheme as well as examine its preliminary effectiveness.

Evaluation of a Noyce Program: Development of Teacher Leaders in STEM Education

This paper describes how both the Utilization-Focused Evaluation and Theory-Driven Evaluation frameworks were used concurrently to design evaluation methods that were effective for assessing the impact of a dynamic teacher leadership program. The evaluation is situated within the context of a Robert Noyce Scholarship Program, which aimed to grow veteran science teachers into teacher leaders.

Comparing Robert Noyce Scholars and Non-Robert Noyce Scholars Perceptions of Teaching

Our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become high school mathematics or science teachers and their dispositions about teaching in schools. We administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.

First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings.