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?”
Influence of Scholarships on STEM Teachers: Cluster Analysis and Characteristics
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.