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

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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.

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.

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.

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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