ARISE

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

NSF

Educating Effective Science Teachers: Preparing and Following Teachers into the Field

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.

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.

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.

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.