Noyce Results: Cultivating Equitable Teacher Preparation Systems for the 21st Century

Session Type: Symposium

Abstract

Addressing the critical need for retaining highly effective STEM teachers, the National Science Foundation’s Robert Noyce Teacher Scholarship program supports the recruitment and preparation of strong STEM teachers who will teach in high-need local educational agencies, serving diverse student populations. The Noyce research discussed in this symposium includes: findings from a study examining the impact of virtual informal learning experiences on pre-service teachers’ preparation and motivation to pursue teaching careers at a large urban, minority-serving institution; successes and challenges of middle school and high school teachers learning to implement culturally responsive mathematics teaching; and results of a community asset mapping project in which pre-service teachers combine community cultural wealth model and abolitionist teaching to better understand local schools and communities

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 07: Teacher Recruitment, Induction, Mentoring, and Retention For and From Diverse Communities and Contexts

Chair

• Jennifer E. Carinci, Engineering Research Visioning Alliance

Papers

• What's Going On? Preservice STEM Teachers' Asset Mapping of Urban Communities - Christine D. Thomas, Georgia State University; Natalie S. King, Georgia State University; Andrea Dziengue, Georgia State University

• Advancing Teachers of Mathematics to Advance Learning for All - Mark W. Ellis, California State University - Fullerton; Armando Martinez-Cruz; Ruth Yopp-Edwards, California State University - Fullerton

• Impacting Preservice STEM Teachers' Preparation and Motivation to Teach Through Virtual Informal Learning Experiences - Paige Evans, University of Houston; Mariam Manuel, University of Houston; Cheryl Craig

Discussant

• Sandra Richardson, National Science Foundation