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

Supporting Noyce Scholars’ Development of Sociocultural Awareness

  • Year 2019
  • NSF Noyce Award # 1239945
  • First Name Lisa
  • Last Name McDonald
  • Institution Barnard College
  • Role/Position Doctoral Research Assistant
  • Workshop Category Track 1: Scholarships and Stipends
  • Workshop Disciplines Audience N/A
  • Target Audience Evaluators/Education Researchers, Noyce Teaching Fellows, Project PIs / Co-PIs / Other Faculty/Staff, Undergraduate and/or Graduate Noyce Scholars
  • Topics Preparing Teachers for High-Need School Districts
  • Session Length 30 minutes
  • Additional Presenter(s)

    Romi Messer, Barnard College, Noyce Scholar

Goals

1. Understand the ways in which scholars need support
2. Analyze the ways in which sociocultural factors impact teachers inside and outside the classroom
3. Learning the trajectory of a scholar’s growth from a pre-service teacher to classroom teacher.

Evidence

Research results from the analysis of data, including: interviews, transcripts, journal reflections, teaching reflections, and teaching philosophy.

Proposal

The support of scholars in the Barnard Noyce Teacher Scholars Program has been shown to be beneficial in facilitating the scholars’ growth inside and outside of the classroom. In our elementary cohort, new teachers have expressed the importance of forming relationships with the students that they teach to build a sense of classroom community and effective practices. Teacher preparation experiences and mentorship from their professors and peers allows scholars to examine and expand their sociocultural awareness within their teacher identity, a process that scholars identify as significant to their development. This workshop will provide findings from an in-depth case study regarding a scholar’s experience as a preservice teacher to classroom teacher within the Barnard Noyce program. The findings from this case study illustrate strategies and supports for scholars that prepare them for success in high-need schools.

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