Reasons for Teaching: A Mixed-Methods Examination of the Sherman STEM Teacher Scholars Program.
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| Title: | Reasons for Teaching: A Mixed-Methods Examination of the Sherman STEM Teacher Scholars Program. |
|---|---|
| Authors: | Goings, Ramon B.1 rgoings@umbc.edu, Boyd, Brittany2 bboyd@air.org |
| Source: | Teacher Education Quarterly. Fall2024, Vol. 51 Issue 4, p6-27. 22p. |
| Subject Terms: | *STEM education, *Teacher education, *Educational benefits, *Psychology of students, *Scholarships, *Curriculum, *Vocational guidance, *Mixed methods research |
| Abstract: | This sequential explanatory mixed-methods study explored the reasons why 36 college students who participated in the Sherman science, technology, engineering, and mathematics (STEM) Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, pursued careers in teaching and which program components influenced their career decisions. Findings reveal that STEP students who rated teaching benefits higher were more likely to plan to teach. Interviews with 7 STEP members revealed that STEP provided an opportunity for students to connect coursework to their future careers as teachers. Similarly, STEP participants were provided space to develop meaningful relationships within the program, which strengthened their desire to teach. Findings indicate that support services, as well as hands-on experiences, contributed to positive student perceptions of the program and increased interest in teaching while simultaneously showing some students that teaching was not their desired career. [ABSTRACT FROM AUTHOR] |
| Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187076535 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reasons for Teaching: A Mixed-Methods Examination of the Sherman STEM Teacher Scholars Program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Goings%2C+Ramon+B%2E%22">Goings, Ramon B.</searchLink><relatesTo>1</relatesTo><i> rgoings@umbc.edu</i><br /><searchLink fieldCode="AR" term="%22Boyd%2C+Brittany%22">Boyd, Brittany</searchLink><relatesTo>2</relatesTo><i> bboyd@air.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teacher+Education+Quarterly%22">Teacher Education Quarterly</searchLink>. Fall2024, Vol. 51 Issue 4, p6-27. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+benefits%22">Educational benefits</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This sequential explanatory mixed-methods study explored the reasons why 36 college students who participated in the Sherman science, technology, engineering, and mathematics (STEM) Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, pursued careers in teaching and which program components influenced their career decisions. Findings reveal that STEP students who rated teaching benefits higher were more likely to plan to teach. Interviews with 7 STEP members revealed that STEP provided an opportunity for students to connect coursework to their future careers as teachers. Similarly, STEP participants were provided space to develop meaningful relationships within the program, which strengthened their desire to teach. Findings indicate that support services, as well as hands-on experiences, contributed to positive student perceptions of the program and increased interest in teaching while simultaneously showing some students that teaching was not their desired career. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187076535 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 6 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Educational benefits Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Scholarships Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Vocational guidance Type: general – SubjectFull: Mixed methods research Type: general Titles: – TitleFull: Reasons for Teaching: A Mixed-Methods Examination of the Sherman STEM Teacher Scholars Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Goings, Ramon B. – PersonEntity: Name: NameFull: Boyd, Brittany IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Fall2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 07375328 Numbering: – Type: volume Value: 51 – Type: issue Value: 4 Titles: – TitleFull: Teacher Education Quarterly Type: main |
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