There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for
Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools.
Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours.
Contributors are: Lillie R. Albert, Cynthia Anhalt, Saman A. Aryana, Joy Barnes-Johnson, Lora Bartlett, Brezhnev Batres, Diane Bonilla, Patti Brosnan, Andrea C. Burrows, Alan Buss, Laurie O. Campbell, Phil Cantor, Michelle T. Chamberlin, Scott A. Chamberlin, Marta Civil, Lin Ding, Teresa Dunleavy, Belinda P. Edwards, Jennifer A. Eli, Joshua Ellis, Adrian Epps, Anne Even, Angela Frausto, Samantha Heller, Karen E. Irving, Heather Johnson, Nicole M. Joseph, Richard Kitchen, Karen Kuhel, Marina Lazic, Jacqueline Leonard, Rebecca H. McGraw, Daniel Morales-Doyle, Sultana N. Nahar, Justina Ogodo, Anil K. Pradhan, Carolina Salinas, David Segura, Lynette Gayden Thomas, Alisun Thompson, Maria Varelas, Dorothy Y. White, Desha Williams, and Ryan Ziols.
Jacqueline Leonard, Ph.D. (1997), University of Maryland, is Professor of Mathematics Education at the University of Wyoming and Fulbright Canada Research Chair in STEM Education at the University of Calgary. Her research interests include computational thinking, culturally specific pedagogy, and equitable STEM practices.
Andrea Burrows, Ed.D. (2011), University of Cincinnati, is an Associate Professor of Secondary Science Education at the University of Wyoming. A recent publication may be found in the
Journal of Science Education and Technology.
Richard Kitchen, Ph.D. (1996), University of Wisconsin, is Professor and Wyoming Excellence Chair of Higher Education in Mathematics Education at the University of Wyoming. Numerous publications include the
Journal for Research in Mathematics Education.
Table of contents
Preface Acknowledgements List of Figures and Tables Notes on Contributors
PART 1: Teacher Recruitment in the stem Content Areas
Using stem Internships to Recruit Noyce Scholars into Elementary Education Jacqueline Leonard, Scott Chamberlin, Saman A. Aryana, Marina Lazic and Anne Even 2
Stronger Together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation Jennifer A. Eli, Rebecca H. McGraw, Cynthia O. Anhalt and Marta Civil 3 Noyce at Vanderbilt: Exploring the Factors That Shape the Recruitment and Retention of Black Teachers 4
Rise, Defy, Teach, and Lead: The enable stem Project Justina Ogodo, Karen E. Irving, Patti Brosnan and Lin Ding
PART 2: Teacher Preparation in stem Education
Developing a Culturally and Linguistically Responsive Teacher Identity Belinda P. Edwards, Desha Williams, Karen Kuhel and Adrian Epps 6
Supporting Noyce Scholars’ Teaching of Mathematics in Rural Elementary Schools Dorothy Y. White, Jacqueline Leonard, Michelle T. Chamberlin and Alan Buss 7
Building Computational Thinking: Design and Making in Teacher Education Laurie O. Campbell and Samantha Heller 8 Teacher Preparation Programs, Teacher Diversity, and stem: Considering a “Race-Centered” Political Economy Perspective Ryan Ziols 9 World Class stem Faculty: An International Dual-Degree Program Karen E. Irving, Anil K. Pradhan and Sultana N. Nahar
PART 3: stem Teacher Mentoring and Retention
10 Negotiating Structures and Agency in Learning to Teach Science for Equity and Social Justice David Segura, Maria Varelas, Daniel Morales-Doyle, Brezhnev Batres, Phillip Cantor, Diana Bonilla, Angela Frausto, Carolina Salinas and Lynette Gayden Thomas 11 Exemplary Mathematics Teachers for High-Need Schools: A Two-Way Mentoring Model Lillie R. Albert 12 Becoming Equity-Minded stem Teachers through Mentoring and Internship Experiences Joy Barnes-Johnson, Saman A. Aryana and Jacqueline Leonard 13 Retention through Community Building: Secondary Science and Math Noyce Scholars’ Use of a Chat Room Andrea C. Burrows 14 Seeking to Stay: Job Search Process and Teacher Retention Lora Bartlett and Alisun Thompson 15 The Teacher Induction Network: Findings from over 10 Years of stem Teacher Induction Joshua A. Ellis
Graduate students, researchers, and teacher educators interested in preparing teachers in science, technology, engineering, and mathematics (STEM) with the skills to work effectively with diverse rural and urban students.