The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.
Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers
The University of Indianapolis Teach (STEM)3 awards a MAT degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency, integrated and scaffolded coursework, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components. The 3-year retention rate of 93% over eight cohorts is higher than the national average.
Models are a “Metaphor in Your Brain”: How Potential and Preservice Teachers Understand the Science and Engineering Practice of Modeling
This research study explored beginning secondary science teachers' understandings of the science and engineering practice of developing and using models. The team conducted interviews and used grade-level competencies outlined in the NGSS to analyze the beginning teachers' understandings.
Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers
This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African-American woman science teacher.
Promoting STEM Teacher Reflection through Self-Evaluation
Evaluators of a Robert Noyce Teacher Scholarship program developed templates and guidelines with program leaders so that teachers could conduct their own evaluations of student outcomes. They discuss the challenges, explain improvements, and reflect on strengths and shortcomings of this approach.
