ARISE

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

NSF

News & Announcements

Credit: Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

Our monthly NEWSLETTER highlights research, resources, community tools, and opportunities for researchers and preparation program personnel, as well as teachers, looking to expand the STEM teacher preparation research base and implement evidence-based strategies.

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Our BLOG advances research toward and replication of what works in preservice STEM teacher education for high-needs school districts through sharing of evidence-based innovations to encourage adaption and move forward collective evolution of effective preparation.

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Announcements

ARISE Webinar Series Article | January 26, 2019

In fall 2018, ARISE hosted a free series of webinars for the education and pre-service education communities on topics critical to the preparation and retention of teachers.

Regional Dialogues Summary: the Surprising Difficulty and Opportunity of Giving Away Millions to Improve STEM Teacher Preparation | November 27, 2018

In 2017, the American Association for the Advancement of Science (AAAS) organized a series of five regional dialogues to facilitate conversations focused on preservice STEM teacher education. Learn more about common themes from the 200 faculty, scholars and researchers, in-service and pre-service teachers, administrators, and others attended the meetings to crowd-source problem solving.

STEM Teacher Training Needs to Incorporate All Scientific Fields | August 8, 2018

Cross-disciplinary scientific training and collaborations produce more effective math and science teachers and enhance learning outcomes for elementary, middle and high school students, said participants at a conference co-hosted by AAAS.

This material is based upon work supported by the National Science Foundation (NSF) under Grant No. 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.