| Figures | |
| 1.1 | Wind turbine. 24 |
| 1.2 | Math lesson. 26 |
| 1.3 | Girls and Wedo 2.0. 27 |
| 2.1 | AZ Noyce MaTh program. 39 |
| 4.1 | Triangular model of the urban teaching seminar. 81 |
| 6.1 | SMART Board work on fraction concepts. 147 |
| 6.2 | Comparing fractions to whole numbers. 149 |
| 6.3 | Student worksheet. 150 |
| 6.4 | Tangram area model. 152 |
| 6.5 | Partitioning and iterating (from Siebert & Gaskin, 2006). 154 |
| 6.6 | Fractions and set models. 155 |
| 7.1. | Computational Thinking Framework. 170 |
| 7.2 | Participants working on Pop-Up Makerspace activities. 176 |
| 7.3 | Knowledge wheel of computational thinking. 178 |
| 9.1 | Logic model for the STEM-ER program. 223 |
| 11.1 | Four quadrants of two-way mentoring (adapted from Wilber, 1995, 1998). 273 |
| 11.2 | Mentoring across the four quadrants. 278 |
| 11.3 | Beginning mathematics teacher (mentee) as expert 279 |
| 12.1 | Goldilocks’ bed: fabricated from cardboard. 310 |
| 12.2. | EqSTrEAM educational responses to high-need contexts. 315 |
| 15.1. | VideoANT screenshot of Edith (biology teacher). 373 |
| 15.2. | Comparison of Year 7 (2012–13, n=333) and Year 8 (2013–14, n=282) Venture/Vexation posts by reflective level (Ellis, Polizzi et al., 2017). 378 |
| Tables | |
| 1.1 | Demographic data for summer interns. 11 |
| 1.2 | Characteristics of interns in cohort 2. 11 |
| 1.3 | Assignments by internship site. 12 |
| 1.4 | Analyses of interns’ self-efficacy and interest in teaching (n=10). 16 |
| 1.5 | Analysis of STEM & knowledge practices (n=10). 19 |
| 1.6 | Demographics and dimensions of success ratings of focal interns (n=4). 20 |
| 1.7 | Cross-case analyses of interns by site. 21 |
| 4.1 | Council for the Accreditation of Educator Preparation (CAEP) Standards. 89 |
| 4.2 | Sample disciplinary focused projects for the Reformed Science Methods Course and student comments. 91 |
| 4.3 | STEM teacher leadership sample elements. 95 |
| 6.1 | Noyce scholar cohorts by race and gender. 140 |
| 6.2 | Sample of noyce scholars by major and cohort. 141 |
| 6.3 | Descriptive analyses of pre-post MTEBI scores. 143 |
| 6.4 | Descriptive analyses of spring MTEBI scores by cohort. 144 |
| 6.5 | Descriptive analyses of spring MTEBI scores by gender. 144 |
| 6.6 | Student teachers by STEM background and grade level taught. 144 |
| 6.7 | Dimensions of Success (DoS) ratings: Student teachers’ mathematics lessons. 145 |
| 7.1 | Pop-up makerspaces examined in the study. 174 |
| 7.2 | Confidence to teach science and engineering by gender. 177 |
| 7.3 | Behavioral themes from the pop-up makerspace event. 179 |
| 7.4 | Evidence of computational thinking behaviors in the pop-up makerspace. 180 |
| 7.5 | Affective themes from the pop-up makerspace event. 181 |
| 9.1 | Master of education program design. 224 |
| 9.2 | Cohort 1 description. 226 |
| 9.3 | Educational research topics for Cohort 1 fellows. 228 |
| 9.4 | Science research topics for Cohort 1 fellows. 230 |
| 9.5 | Apprenticeship undergraduate teaching assignments at AMU, Autumn 2015. 232 |
| 9.6 | Cohort 2 fellows. 233 |
| 9.7 | Obama-Singh fellow progress. 234 |
| 9.8 | Fellow achievement metrics. 235 |
| 11.1 | Participants’ characteristics. 271 |
| 12.1 | Demographic data for summer interns by cohort. 299 |
| 12.2 | Noyce interns’ STEM majors by cohort. 300 |
| 12.3 | Description of subjects/journals authors. 301 |
| 13.1 | Academic year 2016–2017 chat room information and response frequency. 336 |
| 14.1 | Entry-year teacher hiring process information level and pattern of retention and attritiona. 353 |
| 14.2 | Relationship between accepting first job offer and year 1 retention by information level. 357 |
| 15.1 | Timeline of events in the venture/vexation activity for presenter and peers. 376 |
List of Figures and Tables
In: Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation
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Jacqueline Leonard
Jacqueline Leonard
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Andrea C. Burrows
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Richard Kitchen
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