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 […]
Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice
Research frameworks outline key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating this research into productive changes in teachers’ classroom practices remains a challenge, particularly in schools without an emphasis on STEM integration. In this article, we detail how a STEM education descriptive framework was used to design and enact a […]
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 (an undergraduate and a graduate program) 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. Also, […]
Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers
The University of Indianapolis Teach (STEM)3 (UIndy TS3) program is a clinical residency teacher preparation program in which candidates earn a Master of Arts in Teaching degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency with clinical mentor teachers and clinical faculty who also […]
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