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This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers…
This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers. Participating youths were awarded scholarships from large funded US grant programmes. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education program; the third is enrolled in computer science. National reports emphasizing the importance of parents on their children's education are presented, along with diverse international literature. The use of narrative in STEM curriculum and narrative inquiry in STEM research are also documented. Experience, story, and identity form the study's conceptual frame. The narrative inquiry research method employs broadening, burrowing, and storying and restorying to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data were serially interpreted. Other noteworthy themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. These small stories, while not generalizable, map how students, shaped by their parents' nurturing, enter the STEM disciplines and STEM-related careers through multiple pathways in addition to the identified pipeline.
This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM…
This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM teacher education program in Chapter 2 and is followed by an account of the collaboration that took place between a Physics professor and a teachHOUSTON Physics teacher educator and its impact on STEM teacher preparation in Chapters 3-4. Chapters 5 and 6 include discussions about formal and informal learning opportunities and include a narrative of a student's experience on how the Noyce Internship Institute contributed to their STEM teacher learning. In Chapters 7–9, readers learn about the influence of parents, teachers, and professors on students' entry into and decision to work in the STEM and/or STEM education field, with an emphasis on those in STEM teacher education. Chapter 10 highlights the value of scholarship grants; Chapter 11 addresses the growth and development of teachHOUSTON, the impact of the scholarships awarded to many of its students and traces where its graduates currently are teaching in order to demonstrate that teachHOUSTON has fulfilled its mission. The final chapter of the book reflects on teachHOUSTON as a secondary urban teacher education program and summarizes significant points that have led to its success.
This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National…
This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalization, and serial interpretation. Three diverse students' narratives constituted the science education cases: one from teacher education, another about cybertechnology, and a third involving cybersecurity. The influence of the university students' former teachers cohered around five themes: (1) same program-different narratives, (2) in loco parentis, (3) counterstories, (4) learning in small moments, and (5) the importance of the liberal arts in STEM education. The students' narratives form instructive models for their siblings and other students pursuing STEM degrees/careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of “unsung teachers” whose long-term influence is greatly underestimated by the public.
This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended…
This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.
In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes…
In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.
In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme…
In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.
This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching…
This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.
Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary…
Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.
This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It…
This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.