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Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African-American woman science teacher. In this study, the teacher experienced identity conflicts because structures in […]

Promoting STEM Teacher Reflection through Self-Evaluation

Evaluators face serious challenges assessing the impact of teaching practice on student outcomes, such as for assessing the impact of grant-funded teacher training programs. To overcome these barriers, the evaluators of an NSF-funded teacher scholarship/fellowship program elected to coach teachers on conducting their own evaluations of student outcomes. To facilitate this process, we collaboratively developed […]

What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn

A growing concern for STEM teachers is the responsibility of having students who do not speak English proficiently in their content area classrooms. This paper gives a background of how STEM literacy and English language learner (ELL) literacy can be used productively together as well as strategies for STEM teachers to help all students learn. Strategies for […]

Filling Positions or Forging New Pathways? Scholarship Incentives, Commitment, and Retention of STEM Teachers in High‐need Schools

In recent years, there have been programs aimed at increasing the number of science and math teachers in high‐need areas by offering scholarships to candidates in exchange for their agreement to teach in a high‐need school for a period of time. However, there has been concern that recipients might fulfill the terms of their agreement, […]

Bringing Math to the Informal Education World

MathHappens is a non-profit operating foundation. We design, build and staff math exhibits in the Austin Community and beyond. We are a site for the University of Texas internship program. The internship program is a work experience opportunity for preservice teachers so that they can earn money while in school doing relevant, meaningful work that develops personal and professional skills. Most jobs for math students are in tutoring, but Mathhappens offers an alternative. Students working for us learn to use a laser cutter to create and build new math models, they attend meetings and training with member institutions in the Austin Museum Partnership, they lead projects, staff special exhibits and field trips, present to teachers and administrators in private sessions and at conferences, and they interact with the general public.