An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients, most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?”
The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates’ Teaching Plans
Large scale studies of the impact of the Noyce program indicate that it is not likely to influence decisions to teach but may persuade participants to initially teach in high need schools. This article offers case studies of two Noyce scholarship recipients at different stages: (1) a former scholarship recipient who has graduated and is currently teaching, and (2) a second-year recipient who is currently pursuing a teaching certificate. This qualitative analysis provides insights that may have implications for optimizing scholarship programs for recruiting and retaining highly qualified STEM teachers.
The Community of Practice among Mathematics and Mathematics Education Members at an Urban Minority Serving Institute in the U.S.
Four mathematics and mathematics education faculty describe the development of a community of practice and the impact on them and their university.
Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives
This study adds to the literature around the benefits of service learning experiences for preservice science and math teachers. It follows Master of Arts in Teaching (MAT) students’ views of their service learning experiences throughout their MAT program and first two years teaching. Data sources included audiotaped individual interviews, focus group field notes, and surveys with seven preservice teachers over a three-year period.
Recruiting, Preparing, and Retaining High Quality Secondary Mathematics and Science Teachers for Urban Schools: The Cal Teach Experimental Program
This article focuses on the design of the Cal Teach program compared to the traditional pathway through which teachers are prepared. It focuses on challenging issues in recruiting strong candidates (i.e., STEM majors) and how they are addressed, the preparation of candidates, problematic aspects of traditional teaching education programs and how Cal Teach is modeled and designed to overcome these problems. Mechanisms used to help retain graduates in the teaching force are described.
