Challenges & Opportunities for STEM Teachers in Rural Schools: A Case Study
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| Title: | Challenges & Opportunities for STEM Teachers in Rural Schools: A Case Study |
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| Language: | English |
| Authors: | Seema Rivera, Isaac Kiiza, Katie Kavanagh, Jan DeWaters, Ben Galluzzo, Michael Ramsdell |
| Source: | Thresholds in Education. 2023 46(3):420-432. |
| Availability: | Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Barriers, Opportunities, STEM Education, Rural Schools, Mathematics Teachers, Teaching Experience, Decision Making, Influences, Teacher Persistence, Teacher Recruitment, Teacher Shortage, School Community Relationship, Personality Traits, Teacher Characteristics |
| Abstract: | This project is a single ongoing case study that focuses on the teaching experiences of two early-career math teachers working in rural schools and the factors that influenced their decision to work in these environments (Yin, 2014). Both teachers are graduates of Clarkson University's STEM Up NY program, a National Science Foundation (NSF)-funded Robert Noyce Teacher Scholarship Program designed to strengthen STEM teaching and to learn in high-need schools. This project is part of a larger, 14-partner Noyce research collaboration focusing on STEM teacher persistence, retention, and recruitment (TPR2) in rural schools. TPR2 addresses the national shortage of STEM teachers in rural communities, which is critical for future student success. This larger project seeks to identify programmatic features of STEM teacher preparation programs that aid in rural STEM teachers' recruitment, retention, and persistence. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435566 |
| Database: | ERIC |
| Abstract: | This project is a single ongoing case study that focuses on the teaching experiences of two early-career math teachers working in rural schools and the factors that influenced their decision to work in these environments (Yin, 2014). Both teachers are graduates of Clarkson University's STEM Up NY program, a National Science Foundation (NSF)-funded Robert Noyce Teacher Scholarship Program designed to strengthen STEM teaching and to learn in high-need schools. This project is part of a larger, 14-partner Noyce research collaboration focusing on STEM teacher persistence, retention, and recruitment (TPR2) in rural schools. TPR2 addresses the national shortage of STEM teachers in rural communities, which is critical for future student success. This larger project seeks to identify programmatic features of STEM teacher preparation programs that aid in rural STEM teachers' recruitment, retention, and persistence. |
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