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Title: Advancing Teacher Training Programs at Historically Black Colleges and Universities through Technical Assistance and Federal Investments (Editor’s Commentary)
We evaluated the efficacy of a technical assistance (TA) model for increasing the competitiveness of historically Black colleges and universities (HBCUs) and other minority-serving institutions (MSI) seeking funding to expand their teacher training through the National Science Foundation (NSF)’s Robert Noyce Teacher Scholarship (Noyce) Program. The Noyce Program addresses the President’s Council of Advisors on Science and Technology (PCAST) goal to support at least 100,000 new STEM middle and high school teachers. The Quality Education for Minorities (QEM) Network engaged in a series of strategies to broaden participation of Noyce to MSIs, with the long-term goal of diversifying the pipeline of new STEM teachers. Results found that of the 335 active Noyce awards, 39 were awards to MSIs. Of the 39, 23 (59%) were awarded to institutions represented in at least one QEM Noyce TA workshop. This study looks at the potential of TA models for HBCUs and MSIs to generalize across a spectrum of initiatives aimed at strengthening the nation’s teacher education programs, and graduating quality STEM teachers.
Authors:
;
Award ID(s):
1644294 1742877
Publication Date:
NSF-PAR ID:
10042334
Journal Name:
Journal of Negro education
Volume:
86
Issue:
2
Page Range or eLocation-ID:
83-93
ISSN:
2167-6437
Sponsoring Org:
National Science Foundation
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