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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 […]

The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates’ Teaching Plans

The Robert Noyce Teacher Scholarship Program offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts. The Noyce Program has had uneven results in increasing the number of teachers in high need schools. Large scale studies of its impact indicate […]

The Community of Practice among Mathematics and Mathematics Education Members at an Urban Minority Serving Institute in the U.S.

Using narrative inquiry as a research method, four mathematics and mathematics education faculty members explored the integration of theoretical perspectives into their personal narratives as they developed a community of practice. Initially their focus was strictly on improving their students’ mathematical knowledge. As their community of practice matured, however, their work took on a larger […]