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Exploring Factors related to Entry and Persistence in the STEM Classroom

  • Year 2019
  • NSF Noyce Award # 1439904
  • First Name Jerry
  • Last Name Dwyer
  • Discipline Math
  • Presenters

    Jessica Gottlieb, Texas Tech University, jessica.gottlieb@ttu.edu

Need

This research contributes to our understanding about the factors Noyce scholarship recipients perceive as related to their entry into and persistence in their teaching careers.

Goals

Our research questions are: What are the factors, as reported by Noyce scholarship recipients, that are perceived to be related to entry into the teaching profession? What are the factors, as reported by Noyce scholarship recipients, that are perceived to be related to persistence in the teaching profession?

Approach

This is a qualitative study, using open-ended survey questions. Questionnaires were distributed to approximately 40 Noyce scholars who have finished their teaching education and have entered their postsecondary careers.

Outcomes

Data collection and analysis are ongoing. Key deliverables will include coded and analyzed survey results.

Broader Impacts

These results will contribute to our understanding how and why Noyce scholars choose to enter and remain in the classroom.

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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.

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