Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts

Research in Practice:Preparing and RetainingK–12 STEM Teachers inHigh-Need School Districts EDITORS: Lauren ManierTravis T. YorkBetty Calinger Acknowledgements We would like to thank Jennifer Carinci for her visioning and planning ofthis book. We would also like to thank Jennifer Lewis for her review of theresearch chapters and feedback to the authors. Finally, we would like tothank Sandra Richardson and Kathleen Bergin at the National ScienceFoundation for their review of the book chapters and guidance in theearly stages of the project. Manier, L., York, T. T., & Calinger, B. (Eds.). (2022).Research in practice:Preparing and retaining K-12 STEM teachers in high-need school districts.Washington, DC: American Association for the Advancement of Science. 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 thoseof its authors and do not represent the views of the AAAS Board of Directors, the Councilof AAAS, AAAS’ membership or the National Science Foundation. Table of Contents PrefacevSandra Richardson and Kathleen BerginIntroductionixTravis T. York, Lauren Manier, and Betty Calinger1An Exploratory Study: The Role of Social Networksand Self-Efficacy inthe Retention of Noyce Teachers3Meltem Alemdar, Jessica Gale, Christopher Cappelli, and Katherine Boice2Impacts of an Undergraduate STEM TeacherRecruitment and Preparation Program onProspective Teachers’ Aspirations and Understanding77Stacey L. Carpenter, Erik Arevalo, Meghan Macias, and Julie A. Bianchini3Opportunity Openers for Preservice Science TeachersExperiencing the “Two-Worlds Pitfall”153Caroline Long, Soo-Yean Shim, Mark Windschitl, and Karin Lohwasser4Impacts of the STEM Teacher and Researcher (STAR)Program on Teachers, Students, and Classrooms203Sanlyn Buxner, Stamatis Vokos, John Keller, Catherine Good,Dermot Donnelly-Hermosillo, Larry Horvath, Deidre Sessoms,Elsa Bailey, Martyna Citkowicz, Melissa Yisak, Dan Moreno, Bo Zhu,Eleanor Fulbeck, Charlotte Chen, and Max Pardo5Understanding High Need: Exploring School and DistrictEmployment and Retention Patterns of Noyce Scholars in Texas239Toni Templeton, Chaunté White, Michelle Tran, and Catherine Horn6Making Sense of Science Teacher Retention: TeacherEmbeddedness and Its Implications for New Teacher Support277Douglas B. Larkin, Liz Carletta, Suzanne Poole Patzelt, and Khadija Ahmed7How Early-Career Science Teachers Negotiate TheirBeliefs and Practices During an Online Induction Program323Joshua A. Ellis, Natalie Carro, Andrew Marichal, Preethi Titu, and Gillian H. Roehrig8Viewing STEM Teacher Leadership Through aCommunities-of-Practice Lens357Brett Criswell, Wendy M. Smith, Jan Yow, Christine Lotter, Sally Ahrens,GregRushton, Amanda Gonczi, S. Justin Polizzi, and Steve BarthClosing397 Preface Sandra Richardson and Kathleen Bergin National Science Foundation To paraphrase an adage, if it is worth doing, it is worthstudying and learning from. The National ScienceFoundation (NSF) is where discoveries begin. TheNSF Robert Noyce Teacher Scholarship (Noyce) Program isvital because it allows researchers to discover and generateknowledge that can transform the future of science, technology,engineering, and mathematics (STEM) teacher education. The importance of educational research directly related to discovering,studying, and promoting pathways for STEM teacher education iscritically important to informing actions in teacher education, generatingevidence for the broader STEM and STEM education communities, andcontributing to the development of a robust research community thatintegrates research and education and supports excellence in STEMteacher education. Congress authorized the Noyce Program in 2002 under the NSFAuthorization Act, and the program has continued to be reauthorizedunder subsequent legislations. Its original goal of supporting STEM majorsto become well-qualified K–12 classroom teachers is a driving force inproviding high-need schools and districts with well-prepared STEMteachers who possess a depth of content knowledge in their respectiveSTEM disciplines in concert with evidence-based pedagogies to supportK–12 learners in experiencing success in STEM. The Noyce Programtargets all areas of the teacher preparation and retention pipeline. The primary focus of the Noyce Program is the support of undergraduatesand post-baccalaureate students who have or wish to obtain a STEMdegree through scholarship, stipends, and teaching fellowships. Projectsprovide induction support to new teachers and support and developmaster teacher leaders across the following program tracks: Track1:Scholarships and Stipends, Track2: NSF Teaching Fellowships, andTrack3: NSF Master Teaching Fellowships. The program has grantedover 800 awards across Tracks 1, 2, and 3 that have produced over12,000 teachers who are currently teaching o