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 […]
Using the UTeach Observation Protocol (UTOP) to Understand the Quality of Mathematics Instruction
The UTeach Observation Protocol (UTOP) was designed to inform STEM teacher education. The instrument has been used in prior studies examining inter-rater reliability and relationships to teacher value-added scores. However, prior work has not shown examples of how rating with the UTOP works in practice nor has it discussed the instrument’s strengths and limitations. We […]
Developing STEM Teachers through Both Informal and Formal Learning Experiences
This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers at a time when there is a considerably shortage of qualified teachers in America’s urban centers. Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. These included a Noyce Internship […]
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