| Description |
1 online resource |
|
text file |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Teacher recruitment in the stem content areas -- Using stem internships to recruit Noyce scholars into elementary education -- Stronger together: the Arizona mathematics teaching (math) Noyce program's collaborative model for secondary teacher preparation -- Noyce at Vanderbilt: exploring the factors that shape the recruitment and retention of black teachers -- Rise, defy, teach, and lead: the enable stem project -- Teacher preparation in stem education -- Developing a culturally and linguistically responsive teacher identity -- Supporting Noyce scholars' teaching of mathematics in rural elementary schools -- Building computational thinking: design and making in teacher education -- Teacher preparation programs, teacher diversity, and stem: considering a "race-centered" political economy perspective -- World class stem faculty: an international dual-degree program -- stem teacher mentoring and retention -- Negotiating structures and agency in learning to teach science for equity and social justice -- Exemplary mathematics teachers for high-need schools: a two-way mentoring model -- Becoming equity-minded stem teachers through mentoring and internship experiences -- Retention through community building: secondary science and math -- Noyce scholars' use of a chat room -- Seeking to stay: job search process and teacher retention -- The teacher induction network: findings from over 10 years of stem -- Teacher induction. |
| Summary |
"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"-- Provided by publisher. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Science teachers -- Training of.
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Science teachers -- Training of. |
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Science teachers. |
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Mathematics teachers -- Training of.
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Mathematics teachers -- Training of. |
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Science teachers -- Recruiting.
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Science teachers -- Recruiting. |
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Mathematics teachers -- Recruiting.
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Mathematics teachers -- Recruiting. |
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Mathematics teachers. |
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Teacher turnover -- Prevention.
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Teacher turnover -- Prevention. |
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Teacher turnover. |
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Educational equalization.
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Educational equalization. |
| Genre/Form |
Electronic books.
|
| Added Author |
Leonard, Jacqueline, editor.
|
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Burrows, Andrea C., editor.
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Kitchen, Richard S., editor.
|
| Other Form: |
Print version: Recruiting, preparing, and retaining stem teachers for a global generation. Boston : Brill Sense, [2019] 9789004399976 (DLC) 2019011297 |
| ISBN |
9004399992 |
|
9789004399990 (electronic book) |
|
9789004399976 (hardback ; alkaline paper) |
|
9004399984 |
|
9789004399983 |
| Standard No. |
10.1163/9789004399990 |
|
