- Year 2023
- NSF Noyce Award # 2050650
- First Name Elizabeth
- Last Name Lewis
- Discipline Chemistry, Geosciences, Life Sciences, Physics
- Co-PI(s)
Gina Matkin, Wendy Smith, Dan Claes, David Harwood
- Presenters
Elizabeth Lewis, Elizabeth Hasseler, Rachel Benzoni, Gina Matkin, Wendy Smith, Dan Claes, David Harwood, and Brandon Helding
Need
There is insufficient research on the opportunities and activities of teacher-leaders in science education and policy. Our project is important because it focuses on the recruitment, education, and engagement with systemic supports of science teacher leaders and the evolution of a statewide science teacher network.
Research Questions
How does the development of science teacher leaders affect statewide science education reform?
Approach
We are using a multi-method approach that includes qualitative research methods, network analysis, and design-based research.
Outcomes
We are in the first phase of our Track 3 Noyce-funded MTF program, but we have baseline measures and an initial science teacher leadership program design to share with other Noyce PIs/co-PIs and are interested in their experiences and feedback. Eventually, as a result of our research of these MTFs, we will produce transferable models for effective science teaching based upon specific, well-known challenges (i.e., high teacher turnover and low retention rates in Title I schools and marginalization of underrepresented students in STEM education and careers) such that science education leadership activities can be targeted in ways that positively affect change to meet a vision of scientific literacy for all.
Broader Impacts
This Noyce Track 3 project will improve science teaching and learning in Nebraska by educating 26 highly qualified teacher leaders, who will not only model effective science teaching in high-need schools but also provide local and statewide leadership. By employing critical and social justice perspectives themselves, MTFs will encourage science teachers and other educators to improve culturally diverse students’ learning experiences in urban and rural schools.
