The Robert Noyce Teacher Scholarship Program

NSF
NSF
  • Home
  • The Program
    • NSF Noyce Program Directors
    • NSF Noyce Program Solicitation
    • Consider Becoming an NSF Noyce Principal Investigator
    • Become a Noyce Scholar or Teacher Leader
      • Noyce Scholar Profiles
      • Noyce Alumni Profiles
    • Voices From the Field Videos
  • Project Locator
    • Select from Map
    • Advanced Search
    • Submit Information
  • In the News
    • In the News
  • Meetings
    • 2022 Noyce Summit
    • 2021 Noyce Summer Events
    • 2020 Virtual Noyce Summit
    • Archived Noyce Summit Materials
    • Noyce Regional Meetings
  • Resources
    • Noyce Track 4 Research Book
    • Proposal Preparation Toolkit
    • Noyce Project Videos
    • Noyce Summit Abstract Catalogs
    • Reports
    • Toolkits
    • ARISE Research Community
  • Contact

A Study on Promoting Reflective and Equitable Practice Through Science Teacher Induction

  • Year 2017
  • NSF Noyce Award # 1540789
  • First Name Gillian
  • Last Name Roehrig
  • Discipline N/A
  • Co-PI(s)

    Julie Brown, University of Minnesota, jcbrown@umn.edu Joshua Ellis, Michigan Tech, ellisj@mtu.edu

  • Presenters

    Gillian Roehrig, University of Minnesota, roehr013@umn.edu ellisj@mtu.edu

Need

Research into the design of induction programs to support the development of reflective practice and equitable science teaching for beginning secondary science teachers

Goals

Study 1 aims to answer the following research questions: How do teachers’ reflective practices, beliefs about reformed science teaching, and reform-based practices change throughout the induction period? How do TIN program elements support teachers’ reflective practice and reform-based practices? Study 1 aims to answer the following research questions: How do teachers’ reflective practices, beliefs about reformed science teaching, and reform-based practices change throughout the induction period? How do TIN program elements support teachers’ reflective practice and reform-based practices?

Approach

Cases of beginning teachers are developed over two years including interviews related to beliefs, observations of practice, and artifacts from participation in all three facets of the two-year induction program.

Outcomes

Through carefully structured induction support that focuses on reflective practice teachers are able to develop as equitable science teachers during their first two years in the classroom. The poster will provide details of how programmatic elements support this development.

What’s New

  • 2022 Noyce Summit
  • Noyce by the Numbers: 20 Years of Noyce
  • Proposal Preparation Webinars
  • Frequently Asked Questions for the Robert Noyce Teacher Scholarship Program
  • Become a Noyce Scholar or Teacher Leader
  • Consider Becoming an NSF Noyce Principal Investigator
  • Noyce Alumni: Where Are They Now?

Check out our ARISE website for research & opportunities!

Checking In

NSF

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 those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

The World's Largest General Scientific Society

  • About Noyce Program
  • AAAS ISEED
  • Subscribe to ARISE
  • Contact Us
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science