This paper describes how both the Utilization-Focused Evaluation and Theory-Driven Evaluation frameworks were used concurrently to design evaluation methods that were effective for assessing the impact of a dynamic teacher leadership program. The evaluation is situated within the context of a Robert Noyce Scholarship Program, which aimed to grow veteran science teachers into teacher leaders.
Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments
A technical assistance model for increasing the competitiveness of HBCUs and other minority-serving institutions in seeking funds to expand teacher training through the Noyce program was evaluated by the Quality Education for Minorities network. This study looks at the potential of the models.
First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings.
Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment
This study examined the first 3 years of the University of Portland Noyce program to determine its effectiveness in attracting science, technology, engineering, and mathematics majors to the teaching profession, using surveys and focus group interviews.
Transforming Teacher Education to Reform America’s P-20 Education System
This article briefly reviews the history of reforming teacher preparation and describes several potentially transformative initiatives currently under way to redefine and strengthen teacher education programs.
- « Previous Page
- Next Page »