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Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments

We evaluated the efficacy of a technical assistance (TA) model for increasing the competitiveness of historically Black colleges and universities (HBCUs) and other minority-serving institutions (MSI) seeking funding to expand their teacher training through the NSF’s Robert Noyce Teacher Scholarship Program. The Quality Education for Minorities (QEM) Network engaged in a series of strategies to […]

First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, […]

Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment

This study examined the first 3 years of the University of Portland Noyce program to determine its effectiveness in attracting science, technology, engineering, and mathematics majors to the teaching profession, using surveys and focus group interviews. The internship portion of the program, which sponsors a summer experience, was successful in opening the eyes of the […]

Transforming Teacher Education to Reform America’s P-20 Education System

Moving beyond reform, teacher education programs need to be transformed to better prepare teachers, school counselors, and administrators to teach, guide, and lead in this complex society. Educators must have the skills, knowledge, and commitment to be part of the leadership team that assumes the responsibility for carrying the mantra of the transformational process. This […]

The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools

An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients (“scholars”), most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career […]