ARISE

Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

NSF

A Glimpse into the Effectiveness of Mentoring and Enrichment Activities for Scholarship Recipients in a Teacher Preparation Program

The extent and nature of mentoring determines the effectiveness and success of any educational program. A multi-faceted mentoring scheme has been designed for the Robert Noyce Mathematics Teacher Scholarship Program at Texas A&M International University, Laredo, TX.  As part of the scholarship, students receive additional mentoring from university faculty and other professionals in the field. […]

Evaluation of a Noyce Program: Development of Teacher Leaders in STEM Education

This paper describes how both the Utilization-Focused Evaluation and Theory-Driven Evaluation frameworks were used concurrently to design evaluation methods that were effective for assessing the impact of a dynamic teacher leadership program. The evaluation is specifically situated within the context of a Robert Noyce Scholarship Program, which aimed to grow veteran science teachers into teacher […]

Comparing Robert Noyce Scholars and Non-Robert Noyce Scholars Perceptions of Teaching

Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics […]

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, […]

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.