- Year 2019
- NSF Noyce Award # 1439839
- First Name Christina
- Last Name McCartha
- Discipline Biology, Chemistry, Math
- Co-PI(s)
Charles Horn, Newberry College, charles.horn@newberry.edu; Renee Stubbs, Newberry College, renee.stubbs@newberry.edu; Sara Peters, Newberry College, sara.peters@newberry.edu; Naomi Simmons, Newberry College, naomi.simmons@newberry.edu
- Presenters
Sara Peters, Newberry College, sara.peters@newberry.edu; Katie Simmons, Newberry College, katie.simmons@newberry.edu
Need
This Phase II Noyce project will continue much of the work initiated in Newberry College’s Phase I Noyce award. This Recruit and Engage-Mathematics AND Science Teachers (REMAST) Phase II project will produce additional STEM teachers, have professional development (PD) for all parties in the project, and conduct a longitudinal study of factors that contribute to Noyce Scholar recipients’ pre- and in-service effectiveness and their persistence and leadership in the teaching profession.
This research study will examine factors at both the program level and the Noyce Scholar level. The project is explicit in its intent to benefit others through the sharing of research derivatives, including protocols, instruments, and professional development materials appropriate for use by practicing school professionals and teacher educators, as well as through scholarly publication of results and findings.
Goals
REMAST Phase II research questions include the following: 1. How can a cohesive professional learning community of math and science educators focused on conducting research and made up of both pre- and in-service teachers across multiple schools be created? 2. Does participation in a research-focused, multi-level professional learning community increase math and science teacher persistence and effectiveness? 3. What aspects of a research-focused, multi-level professional learning community have the most impact on math and science teacher persistence and effectiveness? How can these aspects be replicated? 4. What leadership development is possible and appropriate for math and science educators when focused on research and working at pre- and in-service levels? 5. Does research-focused, multi-level leadership development increase math and science teacher persistence and effectiveness? 6. What aspects of research-focused, multi-level leadership development have the most impact on math and science teacher persistence and effectiveness? Our goals are to extend current research in the field, contribute to the knowledgeable of effective teacher preparation, and disseminate findings.
Approach
The REMAST program has formed a Professional Learning Community of scholars, teaching fellows, mentor teachers, and grant personnel. Specific activities of the REMAST Phase II project include 1. recruiting thirteen additional STEM majors into teaching; 2. delivering educational support for Noyce Scholars; 3. providing professional development opportunities for Mentors, Noyce Teaching Fellows (former Noyce Scholars), and grant personnel; and 4. pursuing a rigorous research agenda related to teacher retention, or persistence of mathematic and science teachers in the teaching profession.
Outcomes
Goals: 1. To date thirteen scholars have been recruited with eight graduates currently teaching in high need school districts, ten graduates will be teaching in high need districts as of fall 2019. 2. Educational support provided to scholars during year 5 have included advising/mentoring, professional development events, conference attendance, opportunities to work in outreach in informal education settings-SC Science Olympiad, assistant with labs, and homeschool chemistry days. 3. semester meetings. 4.REMAST collected at a from in-service STEM teachers (teaching fellows) for analysis this summer. In addition over the summer representatives from the project will attend the SE Regional Noyce Conference and National Noyce Summit.
Broader Impacts
The broader impacts of the program will be achieved in two ways. In addition to the project publication and presentation schedule, research derivatives will include protocols, instruments, and/or professional development materials appropriate for use by practicing school professionals and teacher educators. Research products will be useable and widely available through the REMAST website. In-house and on-line publication of research results and products on the REMAST website will ensure that findings are appropriately available to other researchers, but also project participants, partners, and the target audience of public school educators and teacher educators. Second, broader impacts will be achieved through REMAST’s focus on an inquiry model of science and mathematics teaching and learning.
