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

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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.

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.

What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn

This popular article describes how STEM literacy and English language learner literacy can be used together to help all students learn.

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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