ARISE

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

NSF

Blog

Credit: Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action
The ADAPTATIONS blog advances research toward and replication of what works
in the education of STEM teachers for high-need school districts through sharing of evidence-based innovations
to encourage adaption and move forward collective evolution of effective preparation.

Please see the criteria for submitting an ARISE blog.

 

July 27, 2020
Educating K-12 Students of Color: Lessons from Minority-Serving Institutions
More than half of all children in public schools are students of color, but only about a fifth of educators are teachers of color (National Center for Education Statistics, 2016). This mismatch is problematic for a number of reasons. For one, there is considerable evidence that teachers of color provide academic as well as social... Read More
July 8, 2020
Growing STAR Teacher-Researchers
Can programs focused on helping pre-service educators build a teacher-researcher dual identity change the notion that STEM ability is something that one is either born with or without? There is a growing number of teacher-researcher programs that provide authentic laboratory experiences to aspiring and practicing teachers. Such programs span the gamut of Undergraduate Research Experiences... Read More
June 17, 2020
Pre-Service Mathematics Teachers’ Learning About Equity: Methods and Early Results of Our Study
Through our Noyce Track 4 research project, we are exploring middle and high school mathematics teacher development related to equity beginning during the students’ preparation programs and extending into their first two years of teaching. Improving our efforts to support future teachers’ learning about equity is important because “the prevailing ideological preference [among both preservice teachers... Read More
May 27, 2020
Unconscious Bias in the Classroom: How Cultural Stereotypes Affect Teachers’ Assessment of Students’ Math Abilities
There are troubling, persistent achievement gaps among students from different racial and ethnic backgrounds in the United States. In addition, women and people of color are underrepresented in STEM-related fields, which contributes to the wealth and wage inequity in our society. Cultural stereotypes, for example, that mathematics requires natural ability or that certain groups have... Read More
May 6, 2020
How Can We Prepare Teachers to Embed a Virtuous Cycle of Self-Evaluation into Their Practice?
Teacher Self-Improvement “Data-driven schools” have long served as a vision for educational reformers, with teachers positioned at the forefront of student data collection and use (Noyce, Perda, & Traver, 2000).  However, in the United States, the reality of instruction in public schools does not match the rhetoric. Recent educational reforms across levels of government have... Read More
April 6, 2020
Is This “TRE” for Me? A Review of the Literature on Teacher Research Experiences and Impact on K-12 STEM Classrooms
As today’s world continues to be shaped by science and technology, there is a pressing need to improve public understanding of what constitutes “science” (National Research Council [NRC], 2012). Despite decades of recommendations to involve learners in scientific activities that model authentic science, K–12 teachers still struggle to integrate scientific practices across their curricula (Capps... Read More

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.