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

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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.

Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment

This study examined the first 3 years of the University of Portland Noyce program to determine its effectiveness in attracting science, technology, engineering, and mathematics majors to the teaching profession, using surveys and focus group interviews.

The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools

An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients, most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?”

In Pursuit of Sustainable STEM Certification Programs

This article investigates the impact of a prescholarship internship available to freshman and sophomore science majors exploring the possibility of becoming secondary STEM teachers. Based on positive results with a limited number of students, recommendations are made on how a university-based certification program can better accommodate STEM undergraduates who want to explore teaching as a career possibility.
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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.

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