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

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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.

 

April 26, 2022
Lessons Learned from Running a Scholarship Program for Undergraduate Pre-Service STEM Teachers
With good reason, there has been a great deal of attention over the past two decades on the structures and strategies of STEM teacher education, particularly in regard to the preparation of teacher candidates for high-need schools and diverse student populations through well-designed coursework and fieldwork components of teacher education programs (Anderson & Stillman, 2013;... Read More
March 28, 2022
Consider the Source(s): Supporting the Cultivation of Early Career STEM Teachers’ Self-Efficacy Beliefs
Teachers’ beliefs in what they can do are powerful. Decades of research illustrates interconnections between teaching self-efficacy, teacher effectiveness, (Wolters & Daugherty, 2007; Woolfolk et al., 1990) and student achievement (Anderson et al., 1988; Caprara et al., 2006). Teaching self-efficacy, defined as teachers’ beliefs in their ability to effectively handle the tasks, obligations, and challenges... Read More
boy waiting for school bus
March 2, 2022
How Can We Prepare STEM Teachers to Work and Thrive in Rural Schools?
Rural schools can be amazing places for STEM teachers to work. Rural schools may be a new teacher’s first choice because of a location near family or friends, or because they are seeking outdoor recreational opportunities—skiing, fishing, boating, or natural beauty—that can be found in rural places. Rural schools offer opportunities for leadership that may... Read More
February 2, 2022
Using the T.R.U.T.H. Framework to Advance Inclusive and Equitable Pedagogy in Education
As education professionals (for S.T.E.M. education, humanities, and the arts) who have taught in diverse K-20 settings and have facilitated faculty and staff development programs, we noticed a need for a systemic approach to promote inclusion, attend to equity, reflect on the implications of bias and systems of oppression, and to collectively move forward to... Read More
January 20, 2022
Prototyping the STEMM K-12 Teachers of 2042 – Is It Possible?
This year we will celebrate the 20th Anniversary of the NSF Robert Noyce Teacher Scholarship Program! This milestone has me celebrating two decades of success and evolution while also asking: What must the next 20 years of Noyce look like to cultivate a national cadre of K-12  STEM teachers and teacher leaders equipped to support America’s richly diverse... Read More
December 8, 2021
What Preservice Teachers and Teacher Educators Can Learn from Trajectories
Teacher diversity is a contemporary issue in education circles that is prevalent in the current educational discussions. Few would discount the power and promise of diversifying the teaching force, especially in STEM fields; however, our research offers the field of STEM education new insight into the conversation. We counter that any discussions of teacher diversity... Read More

Additional Posts

Simulations as a Platform for Understanding and Improving Teachers’ Classroom Skills | November 3, 2021

Solutions to Strengthening the Pipeline for Black Male Pre-service STEM Teachers | October 13, 2021

Don’t Give Up on Algebra: Let’s Shift the Focus to Instruction | September 22, 2021

Seeing As to Become As: Professional Vision Evolution as Part of Teacher Leader Development | September 1, 2021

The Equitable Classroom: What’s the Mathematical Education of Teachers Got to Do with It? | August 11, 2021

Do Aspiring Teachers Get Opportunities to Learn About Ambitious and Equitable Instruction During their Clinical Experience? The Benefits of Being in a “Congruent” Classroom | July 16, 2021

What Do We Know About How to Effectively Prepare Teachers to Engage with Families? | June 23, 2021

Preparing Pre-service Teachers for Success in Linguistically Diverse Science Classrooms | June 2, 2021

How Professional Organizations Can Support Noyce Scholars: The Case for NSTA | May 12, 2021

Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability | April 28, 2021

Centering Youth Lives in Science Teacher Education | April 13, 2021

Pushing the Boundaries of Practice-Based Teacher Education: How Can Online Simulated Classrooms Be Used Productively to Support STEM Teacher Learning? | March 30, 2021

Engineering Education as the Development of Critical Sociotechnical Literacy | March 10, 2021

Reimagining the STEM Education Pipeline for Teachers of Color | February 16, 2021

How Can STEM Disciplines and STEM Education Work in Concert to Address Systemic Racism and the COVID-19 Pandemic? Creating a New Normal for STEM Education | January 26, 2021

Seizing Opportunities in 2021: Building on What We Know | January 6, 2021

Assuming Brilliance in Boys of Color in Our STEM Education Classrooms | December 9, 2020

What Are Teachers Learning About the Science of Learning? | November 20, 2020

Program Evaluation Frameworks: Why Do They Matter? | November 4, 2020

How Can We Disrupt Ideologies Around Normalcy, Difference, and Identity that Dis/able Students in Mathematics Education? | October 14, 2020

How Do Teachers Learn to Work Against Oppressive Systems? | September 29, 2020

Supporting Newly Hired Science Teachers for Continuous Learning | September 8, 2020

How to Center Equity and Humanize the Process of Coming Back Together: A Focus on Joy and Justice in STEM Education | August 14, 2020

Educating K-12 Students of Color: Lessons from Minority-Serving Institutions | July 27, 2020

Growing STAR Teacher-Researchers | July 8, 2020

Pre-Service Mathematics Teachers’ Learning About Equity: Methods and Early Results of Our Study | June 17, 2020

Unconscious Bias in the Classroom: How Cultural Stereotypes Affect Teachers’ Assessment of Students’ Math Abilities | May 27, 2020

How Can We Prepare Teachers to Embed a Virtuous Cycle of Self-Evaluation into Their Practice? | May 6, 2020

Is This “TRE” for Me? A Review of the Literature on Teacher Research Experiences and Impact on K-12 STEM Classrooms | April 6, 2020

What Do Preservice Science Teachers Understand about Principles of Effective Teaching for Diverse Learners? | February 26, 2020

Four Things You Need to Know about STEM and Education for 2020 | January 21, 2020

How Can Pre-service STEM Teachers Enact Project-Based Learning for Authentic Community Engagement? | December 30, 2019

STEM Professional Development That Works | November 13, 2019

How Can Elementary Teachers Improve Their Ability to Run Productive Science Discussions? | October 28, 2019

Opportunity to Learn Mathematics: Time, Task, & Talk | October 9, 2019

Preparing Our Next Generation of Science Teachers: What Should a Science Teacher Know and Be Able to Do? | September 25, 2019

Preparing New Teachers: How Collaboration Across Professional Associations Can Advance Technology Infusion | August 7, 2019

STEM Teacher Preparation as a Process of Purposeful Disruption and Rebuilding | June 24, 2019

Bulldozing the STEM Silos in Omaha While Engaging P-12 Teachers and Building Campus STEM Excellence | March 25, 2019

Return on Investment: How do we know if we are preparing teachers who are ready for today’s classrooms? | January 25, 2019

Reflecting On Our Roots – Part Seventeen: Teachers for the 21st Century | September 13, 2018

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.

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