(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2016)
(2016)
Special Issue - (2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2015)
(2015)
Special Issue - (2015)
(2015)
(2015)
(2015)
(2012)
(2012)
(2012)
Special Issue - (2012)
pp. 1217-1232 | Article Number: ijese.2017.080
Published Online: July 22, 2017
Abstract
In the United States, principal investigators of the National Science Foundation’s Noyce Scholars program are challenged with identifying college STEM majors who have a fledgling interest in science teaching and preparing them to teach in high-needs school districts. The purpose of this longitudinal research project was to quantitatively and qualitatively identify STEM majors’ self-view on becoming a science teacher when they applied to one college campus based, Noyce Scholars program, and to describe how their self-view on becoming a science teacher in a high-needs school district evolved from their college years into their early careers as science teachers. To address the purpose of the study, researchers quantitatively analyzed emergent themes in a series of three reflective essays written by sixteen Noyce Scholars over a five-year period. The first essay was part of their Noyce Scholars program application; the second essay was written approximately three-years later during their undergraduate coursework; and the final essay was written during their induction year as a science teacher in a high-needs school district. Essay analyses revealed that the Noyce scholars’ self-view of teaching science in high-needs schools spreads from a narrow focus on personal experiences as students, to an in-service self-view characterized by broad understandings of some of the challenges, rewards and pedagogical competencies needed to teach science in a high-needs school.
Keywords: disposition, high-needs, Noyce scholars, reflection, self-view
References
Adamson, F., & Darling-Hammond, L. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. Education Policy Analysis Archives, 20(37), 1-41.
Authors (2014). School Science & Mathematics
Bower, J., van Kraayenoord, C., & Carroll, A. (2015). Building social connectedness in schools: Australian teachers’ perspectives. International Journal of Educational Research, 70,101-109. doi:10.1016/j.ijer.2015.02.004
Browne-Ferrigno, T., & Maynard, B. (2005). Meeting the learning needs of students: A rural high-need school district's systemic leadership development initiative. Rural Educator, 26(3), 5-18.
Chen, C., Lee, S., & Stevenson, H. (1996). Long-term prediction of academic achievement of American, Chinese, and Japanese adolescents. Journal of Educational Psychology, 88, 750-759.
Conger, R. D., Xiaojia, G., Elder, G. J., Lorenz, F. O., & Simons, R. L. (1994). Economic stress, coercive family process, and developmental problems of adolescents. Child Development, 2, 541-562.
Creswell, J. W. (2005). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Los Angeles, CA: Sage Publications.
Desimone, L., & Long, D. (2010). Teacher effects and the achievement gap: Do teacher and teaching quality influence the achievement gap between black and white and high- and low-SES students in the early grades? Teachers College Record, 112(12), 3024-3073.
Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 2, 296-318.
Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23(4), 504-514.
Gay, L. R., Mills, E., & Airasian, P. (2006). Educational research: Competencies for analysis and application (8th ed.). Upper Saddle River, NJ: Pearson Education.
Ganchorre, A., & Tomanek, D. (2012). Commitment to teach in under-resourced schools: Prospective science and mathematics teachers’ dispositions. Journal of Science Teacher Education, 23, 87–110.
Goldhaber, D., Krieg, J., Theobald, R., & Brown, N. (2015). Refueling the STEM and special education teacher pipelines. Phi Delta Kappan, 97(4), 56.
Holt, C. B., & Garcia, P. (2005). Preparing teachers for children in poverty. School Administrator, 62(11), 22-25.
Ingersoll, R., & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47(3), 563–594.
Jeanpierre, B. (2007). Becoming an urban school middle-level science teacher. Journal of Elementary Science Education, 19, 45–55.
Jeong, Y., Young, L., Sung, P., Wong- Ratcliff, M., Ahangar, R., & Mundy, M. (2015). Discovering the needs assessment of qualified STEM teachers for the high-need schools in south Texas. Journal of STEM Education: Innovations & Research, 16(4), 55-60.
Jupp, J., & Slattery, G. P. (2012). Becoming teachers of inner-city students: Identification creativity and curriculum wisdom of committed white male teachers. Urban Education, 47, 280–311.
Kaylor, M., & Flores, M. M. (2007). Increasing academic motivation in culturally and linguistically diverse students from low socioeconomic backgrounds. Journal of Advanced Academics, 19(1), 66-89.
Kearney, C. (2016). Efforts to Increase Students’ Interest in Pursuing Mathematics, Science and Technology Studies and Careers. National Measures taken by 30 Countries – 2015 Report, European Schoolnet, Brussels.
Klerman, L. V. (1991). Alive and well? A research and policy review of health programs for poor young children. New York, NY: Columbia University, National Center for Children in Poverty.
Ladson-Billings, G. (2006). It's not the culture of poverty, It’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104-109.
Ladson-Billings, G. (2011). Is meeting the diverse needs of all students possible? Kappa Delta Pi Record, 48(1), 13-15.
Liou, P. Y., & Lawrenz, F. (2011). Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence. Science Education, 95, 121–144.
Moseley, C., Bilica, K., Wanless, A., & Gdovin, R. (2014). Exploring the relationship between teaching efficacy and cultural efficacy of novice science teachers in high-needs schools. School Science & Mathematics, 114(7), 315-325. doi:10.1111/ssm.12087
Miranda, R. J. (2012). Urban high school teachers’ beliefs concerning essential science teaching dispositions. Science Educator, 21, 44–50.
National Center for Educational Statistics. (2013). Education and certification qualifications of departmentalized public high school-level teachers of core subjects. Retrieved from http://nces.ed.gov/pubs2011/2011317.pdf
National Center for Education Statistics. (2015). Trends in high school dropout and completion rates in the United States: 1972–2012. Retrieved from http://nces.ed.gov/pubs2015/2015015.pdf
Ng, J., & Thomas, K. (2007). Cultivating the cream of the crop: A case study of urban teachers from an alternative teacher education program. Action in Teacher Education, 29, 3–19.
Noble, K. J., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87.
Osisioma, I. U., & Moscovici, H. (2008). Profiling the beliefs of the forgotten teachers: An analysis of intern teachers’ frameworks for urban science teaching. Journal of Science Teacher Education, 19, 285–311.
Proweller, A., & Mitchener, C. P. (2004). Building teacher identity with urban youth: Voice of beginning middle school science teachers in an alternative certification program. Journal of Research in Science Teaching, 41, 1044–1062.
Saka, Y., Southerland, S., Kittleson, J., & Hutner, T. (2013). Understanding the induction of a science teacher: The interaction of identity and context. Research in Science Education, 43(3), 1221-1244.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
Siry, C., & Martin, S. N. (2014). Facilitating reflexivity in preservice science teacher education using video analysis and co-generative dialogue in field-based methods courses. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 481-508.
Siwatu, K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching and Teacher Education, 27, 357-365. doi:10.1016/j.tate.2010.09.004
The New York State Center for Rural Schools. (2016). Expanding the options for small rural school districts in New York State. Retrieved from http://www.nyruralschools.org/downloads/Policy_Brief_Reorganization.pdf
The state of New York’s failing schools. (2015). Retrieved from http://www.governor.ny.gov/sites/governor.ny.gov/files/atoms/files/NYSFailingSchoolsReport.pdf
Tobin, K., Roth, W. M., & Zimmerman, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38, 941–964.
Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75, 167–202.
Yendol-Hoppey, D., Jacobs, J., & Dana, N. F. (2009). Critical concepts of mentoring in an urban context. New Educator, 5(1), 25-44.
Yilmaz-Tuzun, O., & Topcu, M. S. (2008). Relationships among pre-service science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs. International Journal of Science Education, 30(1), 65-85.