This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African-American woman science teacher.
Promoting STEM Teacher Reflection through Self-Evaluation
Evaluators of a Robert Noyce Teacher Scholarship program developed templates and guidelines with program leaders so that teachers could conduct their own evaluations of student outcomes. They discuss the challenges, explain improvements, and reflect on strengths and shortcomings of this approach.
Filling Positions or Forging New Pathways? Scholarship Incentives, Commitment, and Retention of STEM Teachers in High‐need Schools
This article describes a study of Noyce scholarship recipients to determine if commitment to teach in high-need schools is stable or variable over time, and the impact of program structure and supports on commitment, professional identity, and retention.
Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles
The authors report the results of a case study designed to follow a teacher candidate's development and use of pedagogical language knowledge and the integration of science and language learning in a linguistically diverse classroom.
