- Year 2024
- NSF Noyce Award # 1758401
- First Name Rebecca
- Last Name McGraw
- Institution University of Arizona
- Role/Position Principal Investigator (PI)
- Proposal Type Workshop
- Workshop Category Track 4: Noyce Research
- Workshop Disciplines Audience Mathematics
- Target Audience Co-PIs, Evaluators/Education Researchers, Other Faculty/Staff, Project PIs
- Topics Lessons learned from developing/implementing a Track 1 project / Track 2 project / Track 3 project / or Track 4 Research project, Managing high-need classrooms/building trust for all students
Goals
The session goals are 3-fold, (1) to deepen or expand session participants’ (and presenters’) thinking related to the potential of research frameworks and methods to understand and interpret the experiences of beginning mathematics teachers (grades 6-12), particularly around equitable instructional practices, (2) to learn about the published and preliminary findings from this Noyce Track 4 research project, and (3) to gain additional knowledge about the “nuts and bolts” of proposing and implementing a Noyce Track 4 project by learning from one project’s experiences (i.e., lessons learned).
Evidence
The evidence behind the content is based in published and preliminary results from the Track 4 research study, and insights the researchers have gained through the process related to the use of theoretical frameworks and supporting literature, study participant recruitment and retention, and qualitative research methodologies.
Proposal
In this session, participants will learn about the research results and lessons learned from a Noyce Track 4 research project that focused on equitable mathematics instruction and end-of-program students/beginning teachers (grades 6-12). This research study was longitudinal and included a combination of theoretical frameworks and multiple data sources. Data was collected from 5 Noyce Track 1 programs and 45 participants, as well as 20 non-Noyce participants. Findings include the multifaceted ways end-of-program students thought about equity as it related to their future teaching, as well as the ways in which equitable instruction was conceptualized and reflected/interpreted in their beginning teacher practice. In addition to sharing findings and insights from the research study, this session will also include significant time for discussion related to practical lessons learned from proposing and implementing a Noyce Track 4 project.
