ERIC Number: EJ1194617
Record Type: Journal
Publication Date: 2017-Jul
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2471-0059
EISSN: N/A
The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates' Teaching Plans
Ticknor, Cindy S.; Gober, Deborah; Howard, Tim; Shaw, Kimberly; Mathis, Leigh A.
Georgia Educational Researcher, v14 n1 Article 3 p69-97 Jul 2017
The Robert Noyce Teacher Scholarship Program offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts. The Noyce Program has had uneven results in increasing the number of teachers in high needs schools. Large scale studies of its impact indicate the program is not likely to influence decisions to teach but may persuade participants to initially teach in high needs schools. To better understand the influence of the Noyce Program, we offer case studies of two Noyce scholarship recipients at different stages: (1) a former scholarship recipient who has graduated and is currently teaching, and (2) a second-year recipient who is currently pursuing a teaching certificate. This qualitative analysis provides insights that may have implications for optimizing scholarship programs for recruiting and retaining highly qualified STEM teachers.
Descriptors: Scholarships, Undergraduate Students, Student Teachers, Student Teaching, Career Choice, Occupational Aspiration, STEM Education, Disadvantaged Schools, Case Studies, Teacher Recruitment, Internship Programs, Motivation, Decision Making
Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A