- Year 2016
- NSF Noyce Award # 1540623
- First Name Lienne
- Last Name Medford
- Discipline Middle School/Middle Grades
- Co-PI(s)
Barbara Speziale, Clemson University, bjspz@clemson.edu
- Presenters
Lienne Medford, Clemson University, lienne@clemson.edu
Need
The longitudinal study was conducted to compare STEM and non-STEM majors who became middle grades math and science teachers over the last decade. 40 of the teachers included in the study were Phase I Noyce Scholars. The project is important as it will help us understand if being a STEM major makes for a more successful teacher or if other characteristics are as important or more important. This project benefits NSF and will provide information the organization may find helpful.
Goals
We began with a survey, administered electronically, to graduates of an MAT program over the last 10 years. We are currently analyzing this data. We will begin to interview survey participants in the fall. They will be a mix of STEM and non-STEM majors, and some will be Noyce Scholarship recipients.
Approach
The survey and interviews look at a variety of items: content preparation, teach self-efficacy, teacher achievement (awards such as teacher of the year, being department chair, being awarded a grant) and when possible, impact of student learning. The
PI, a graduate student, and an outside evaluator are involved in the survey, data collection, and data analysis.
Outcomes
At this time we are still evaluating the survey. The poster will reflect initial findings.
Broader Impacts
The project will either support or not the premise that STEM majors who go into education are the most successful teachers. If they are, this clearly supports NSF’s investment in the Noyce program. Once initial findings are determined, the PI will look at publishing and presenting the results at national conferences.
