Science

Coordinated and Intersecting: How Preservice Secondary Science Teachers Understand Science and Engineering Practices and Instructional Principles for Diverse Students

STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration

Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community

Recruiting Future Physics Teachers through a Field-Based Summer Enrichment Program

The study that informed this chapter proposed to determine whether any aspect of a Noyce program intervention, in particular a summer program, affected students’ decisions to teach or not teach physics in a high-need school. Research questions were: (1) In what ways does the program compare to Noyce programs being conducted at other universities for similar purposes? (2) How do physics majors’ ideas about education shift as a result of participating in a summer physics teaching program?

Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice

The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.