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Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

This article reports on observations of eight beginning secondary mathematics teachers’ classrooms, designed to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. Implications for supporting and preparing teachers are discussed.

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.

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.

Models are a “Metaphor in Your Brain”: How Potential and Preservice Teachers Understand the Science and Engineering Practice of Modeling

This research study explored beginning secondary science teachers' understandings of the science and engineering practice of developing and using models. The team conducted interviews and used grade-level competencies outlined in the NGSS to analyze the beginning teachers' understandings.
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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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