The study that informed this chapter proposed to determine whether any aspect of a Noyce program intervention, in particular a summer program, affected students’ decisions to teach or not teach physics in a high-need school. Research questions were: (1) In what ways does the program compare to Noyce programs being conducted at other universities for similar purposes? (2) How do physics majors’ ideas about education shift as a result of participating in a summer physics teaching program?
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.
