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ARISE / Annotated Bibliography / The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates’ Teaching Plans

The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates’ Teaching Plans

Summary

The Robert Noyce Teacher Scholarship Program offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts. The Noyce Program has had uneven results in increasing the number of teachers in high need schools. Large scale studies of its impact indicate the program is not likely to influence decisions to teach but may persuade participants to initially teach in high need schools. To better understand the influence of the Noyce Program, we offer 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.

Authors

Leigh A. Mathis, Kimberly Shaw, Tim Howard, Deborah Gober, Cindy S. Ticknor

Organization/Affiliation

Columbus State University, Lee County (AL) School District

Year

2017

Discipline

General

Resource Type

Article - Peer-reviewed Journal

URL

https://digitalcommons.georgiasouthern.edu/gerjournal/vol14/iss1/3/?utm_source=digitalcommons.georgiasouthern.edu%2Fgerjournal%2Fvol14%2Fiss1%2F3&utm_medium=PDF&utm_campaign=PDFCoverPages

Citation

Ticknor, C.S., Gobert, D., Howard, T., Shaw, K., & Mathis, L.A. (2017). The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates’ Teaching Plans. Georgia Educational Researcher 14(1).

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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