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.
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
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.
