April 30, 2020 4:00 pm - 5:30 pm
The American Association for the Advancement of Science (AAAS) offered a series of information sessions, delivered by NSF Program Officers, about preparing proposals for the National Science Foundation (NSF) Robert Noyce Teacher Scholarship Program. A 90-minute webinar was held on April 30, 2020 and focused on proposal development for Track 4: Noyce Research. (Learn about Capacity Building and Tracks 1-3 here.)
Who May Submit Proposals?
For Track 4 Noyce Research proposals, only institutions of higher education, professional societies and similar organizations that are directly associated with educational or research activities may submit proposals.
View the NSF Noyce Program solicitation.
Peruse the presentation slides.
The on-demand version of the webinar is now available.
Overview of Noyce Project Track Covered
Track 4: The Noyce Research Track
The Noyce Research Track of the Robert Noyce Teacher Scholarship Program offers awards to institutions, professional societies, and similar organizations that are directly associated with educational or research activities, to support planning, exploratory research, and research proposals that address the issue of STEM teacher effectiveness, persistence, or retention in high-need local educational agencies.
The Noyce Research Track is interested in research studies related to teacher effectiveness and persistence, as well as teacher retention by high-need local educational agencies. The program will support proposals that investigate effectiveness and/or persistence of STEM teachers in high-need local educational agencies. Such studies might examine the teacher candidate characteristics and/or programmatic features that are shown to result in highly effective teachers who persist in teaching in high-need local educational agencies. Studies on persistence of Noyce scholarship, stipend, or fellowship recipients as teachers in high-need school districts beyond their service requirement are strongly encouraged. Studies that identify characteristics of high-need schools or districts that result in retention of STEM teachers are welcomed.
Research studies may range from research synthesis to experimental investigations in order to show relationships between teacher preparation and learning (National Research Council report, Preparing Teachers: Building Evidence for Sound Policy, 2010, p. 6).
Noyce Research Track projects must include substantive collaboration among STEM faculty, STEM education faculty, and researchers in education (and/or the social, behavioral, and economic sciences). Proposals must include the theory which underlies the research design and provide appropriate methodologies and strategies and are expected to contribute to the knowledge base of scholarly research in STEM education. Studies that involve examination of only a single institution’s teacher preparation program are discouraged unless the proposal provides a compelling argument that the results can be generalized to the larger community.
Track 4 proposals are encouraged to be informed by the Common Guidelines for Education Research and Development as well as basic tenets of Design-Based Implementation Research (DBIR).