Teacher education programs need to prepare their preservice teachers to both implement current science education reforms and teach in culturally and linguistically diverse classrooms. In this qualitative study, we used a framework of four instructional principles to investigate 31 preservice secondary science teachers’ understanding of instruction aligned with current reforms and responsive to culturally and […]
STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration
Teacher residency programs integrate coursework with clinical practice in a year-long residency in which pre-service teachers work under the guidance of a cooperating teacher who has demonstrated excellence in teaching and mentoring. The purpose of this study was to examine the reasons for serving as a cooperating teacher and investigate how clinical residency pre-service teachers […]
Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community
Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning […]
Recruiting Future Physics Teachers through a Field-Based Summer Enrichment Program
Our study 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 was guided by the following questions: (1) In what ways does the program presented here compare to other Noyce programs being conducted at […]
Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics
We observed eight beginning secondary mathematics teachers’ classrooms to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn, coupled with an abundance of teacher directed instruction. Differences […]
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