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

FSU-Teach Noyce: Preparing and Supporting Equitable Teachingin Mathematics and Science Classrooms

  • Year 2017
  • NSF Noyce Award # 1439763
  • First Name Joseph
  • Last Name Travis
  • Discipline Other: Math and Science
  • Co-PI(s)

    Sherry Southerland, Florida State University, ssoutherland@coe.fsu.edu ;Chiang Shih, Florida State University, cshih@admin.fsu.edu; Alec Kercheval, Florida State University, akercheval@fsu.edu; Christine Andrews-Larson, Florida State University, cjlarson@fsu.edu

  • Presenters

    Karen Rose, Florida State University, kr04@fsu.edu;Kirby Whittington, Florida State University, kmb07t@my.fsu.edu

Need

Students of color and low-income students are less likely to be taught by experienced teachers and are less likely to be engaged in ambitious STEM instruction than their more affluent peers. This lack of opportunity limits their future STEM potential. It is well documented that low-income students are more likely than their more affluent peers to be taught by teachers not certified in their field (Chambers et al., 2010), and this is particularly true in STEM fields (Haycock, 2001). Although the limited number of STEM teachers is in part due to the lack of teacher production, many argue that the problem is not teacher production but teacher attrition. One third of all novice teachers leave the profession within 3 years, and the turnover by year 5 is 50% (Darling-Hammond & Sykes, 2003). These figures are higher in the STEM disciplines where the attrition rate is increased by 33% (Ingersoll & May, 2010). Ingersoll and Perda (2010) report that this attrition is greater in schools with limi

Goals

The FSU-Teach Noyce project (NSF #1439763 ) is designed to address two of the most central factors influencing the ?opportunity gap?(Gorski, 2013): 1) access to effective STEM teachers and 2) engagement in challenging instruction. This project has three interconnected areas of action- recruitment, preparation and support of effective STEM teachers in high needs settings. Recruitment involves not only the recruitment of students who are interested in teaching in the STEM field but also situates the Noyce internships in opportunities to explore teaching through STEM faculty outreach efforts. Noyce pre-service teacher preparation efforts support the development of Noyce scholars through monthly seminars that provide the scholars with additional opportunities to understand how student-centered teaching practices provide all students an opportunity to engage in the content and practices of mathematics and science. Furthermore, these scholars are supported in this effort with program mentors and school-based mentors. Scholars volunteer in the classrooms of the school-based mentors to provide them with additional opportunities with work with excellent teachers in high needs schools and their students. Finally, the Noyce Phase II project offers strong induction support for Noyce graduates by providing on-site support visits in which mentors and Noyce scholars identify areas that need additional support and construct a plan for accomplishing the identified goals.

Approach

The Noyce Phase II project continues to address the Research questions. 1. What constellation of affective dispositions and beliefs position preservice teachers’ for success in delivering ambitious STEM instruction in high needs settings during apprentice teaching? During the first year of work? 2. How can STEM teacher preparation programs support preservice teachers whose affect and beliefs do not align with this profile? 3. What factors related to school setting and leadership in high needs settings best support ambitious STEM instruction by all novice Noyce graduates? Methodology and Analytic Approach. Videos are being analyzed using cultural responsiveness of the Noyce scholars are being analyzed using the Culturally Responsiveness Instruction Observation Protocol ( CRIOP) by Rightmyer, E. C., Powell, R., Cantrell, S. C., Powers, S., Carter, Y., Cox, A. & Aiello, R. (2008).

Outcomes

The outcomes of the project to date include: Teacher Recruitment—in the three years of the projects we have funded over 16 STEM majors to intern with faculty in designing and delivering STEM outreach projects to local schools. Teacher Production– we have funded 21 students, 12 of which have graduated and 11 of which are already teaching in high needs settings. Currently, the program has 7 Noyce scholars. Teacher Support—Ongoing induction visits with graduates each semester encourage novice teachers to identify areas of support needed. Noyce mentors observe the classrooms and offer insights and advice on ways to improve or strengthen those areas. Research—Data collection on the Noyce scholars began during their student teaching experience and continues with their local education site.

Broader Impacts

We have funded over 16 STEM majors to intern with faculty in designing and delivering STEM outreach projects to local schools. Additionally, we have funded 21 students, 12 of which have graduated and 11 of which are already teaching in high needs settings. Currently, the program has 7 Noyce scholars. Ongoing induction visits with graduates each semester encourage novice teachers to identify areas of support needed. Noyce mentors observe the classrooms and offer insights and advice on ways to improve or strengthen those areas. Anecdotal data suggests that Noyce graduates are persisting in their placements and yielding academic successes with their students as expressed by administrators and others familiar with their work in the classroom.

What’s New

  • 2023 Noyce Summit
  • 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