Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs

Evans, Paige K.; Dillard, Koryn C.; Rodriguez-Wilhelm, Davinia; McAlister-Shields, Leah

doi:10.1007/s41979-019-00011-0

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…Little is known about how to create initial teacher education programs that prepare teachers who have either content knowledge in multiple STEM disciplines or the capacities and dispositions to work collaboratively with colleagues across individual STEM disciplines. Nevertheless, some promising initiatives have been reported in the literature on interdisciplinary collaborations between university STEM and education academics to build STEM teacher education programs (e.g., Evans et al, 2019;Goos & Bennison, 2018). Other research has reported on literature reviews (Margot & Kettler, 2019) or needs assessments (Shernoff et al, 2017) that identify challenges faced by teachers and the supports they need for implementing integrated STEM education.…”

Section: Nature and Scope Of Integrationmentioning

confidence: 99%

Mathematics and interdisciplinary STEM education: recent developments and future directions

Goos,

Carreira,

Namukasa

2023

ZDM Mathematics Education

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This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

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Section: Nature and Scope Of Integrationmentioning

confidence: 99%

Mathematics and interdisciplinary STEM education: recent developments and future directions

Goos,

Carreira,

Namukasa

2023

ZDM Mathematics Education

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“…Noyce participation was least at the Rural Doctoral university, where only 6% of teachers in the data set were Noyce recipients. The variability in Noyce participation is due to differences in grant intent and specifications (Evans et al, 2019).…”

Section: Ambiguity-conflict Matrix: Policy Implementation Processesmentioning

confidence: 99%

“…Prior research shows that minority teachers are likely to stay in high-need schools (Podolsky et al, 2019) and minority students benefit from having a teacher of their own race and ethnicity (Clotfelter et al, 2007;Egalite et al, 2015). In light of available literature identifying the benefits of Noyce financial support (Evans et al, 2019;Scott et al, 2006;Ticknor et al, 2017), such targeted efforts may also induce additional financial benefits-namely aiding in the reduction of college affordability-related disparities experienced by students of color in the teacher pipeline.…”

Section: Future Researchmentioning

confidence: 99%

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Understanding High Need: Exploring School and District Employment and Retention Patterns of Noyce Scholars in Texas

Templeton¹,

White²,

Tran³

et al. 2022

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

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A majority (61%) of Texas’s 5.4 million public school students are from economically disadvantaged backgrounds, ensuring that essentially all districts are serving substantial numbers of students with high need. This study seeks to understand a more nuanced story of Texas’s unique context by exploring the employment and retention patterns of Noyce Scholars at the school level. In particular, this study uses a descriptive analytical strategy to explore the first-year employment and retention patterns of Noyce program graduates from four Texas institutions. When the placement and retention of STEM teachers at highest-need schools were examined, researchers found that Noyce recipients were employed at highest-need schools at a modestly lower rate than their non-Noyce recipient peers (34% to 38%) and were retained into their second year of teaching at those schools at a lower rate than their non-Noyce peers (64% to 73%). Though Noyce participation had no observable association with placement or retention at highest-need schools, as indicated by a lack of statistical difference, more work could be done to ensure that those teachers are going to and staying in classrooms with the highest needs. The sustained federal investment in increasing the supply of quality STEM teachers in high-need districts brought about by the Noyce program continues to be an essential part of that effort. The findings here suggest that future iterations of this program and similarly designed interventions may benefit from increasingly intentional efforts to recruit and retain Noyce Scholars in the highest-need schools.

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“…Some of them were conducted through workshops/training related to STEM (Affouneh et al, 2020;Bergsten & Frejd, 2019;Gardner et al, 2019) as well as collaboration between teachers and STEM practitioners (Aslam et al, 2018;Yesilyurt et al, 2021). Many studies have shown that the STEM Teacher Professional Development (STEM-TPD) programme could improve teachers' capabilities, such as teachers' conceptions of STEM (Cavlazoglu & Stuessy, 2017;Suebsing & Nuangchalerm, 2021), STEM pedagogy (Aldahmash et al, 2019), technological pedagogical and content knowledge (Chaipidech et al, 2021), and attitude or motivation towards STEM education (Al Salami et al, 2017;Evans et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

STEM teacher professional development in pre-service teacher education: A literature review

Suryadi

Purwaningsih

Yuliati

et al. 2023

WJE

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Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.

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Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs

Cited by 6 publications

References 21 publications

Mathematics and interdisciplinary STEM education: recent developments and future directions

Mathematics and interdisciplinary STEM education: recent developments and future directions

Understanding High Need: Exploring School and District Employment and Retention Patterns of Noyce Scholars in Texas

STEM teacher professional development in pre-service teacher education: A literature review

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