A Nation at Risk

, 118

Academic experience

, 67

Academic gap

, 19–20

Active recruitment

, 14–16

Administrative leadership

, 215–216

Advanced Placement classes (AP classes)

, 148

Age of STEM

, 110

Agency

, 162–163

as student and human being

, 170–171

Alternative Certification Pathway for STEM (ACP for STEM)

, 219–220

American Educational Research Association (AERA)

, 38, 89–90

American STEM workforce

, 180

Analysis of variance (ANOVA)

, 89

Analysis tools

, 143–144

Attributes

, 19

Bachelor of arts (BA)

, 14–16

Bachelor of science (BS)

, 14–16

Biological Sciences Curriculum Study

, 43

Biology (BIO)

, 16–17

Broadening

, 118, 143, 164, 187

Brookhaven National Laboratory

, 73

Building relationships

, 78

Burrowing

, 143–144, 164, 187

California Polytechnic State University (Cal Poly)

, 72

Capacitor Aided System for Teaching and Learning Electricity curriculum (CASTLE curriculum)

, 58–59

Career developments

, 228–229

Center for Academic Support and Assessment (CASA)

, 12–14

Central data-yielding approach

, 92

Certified physics teacher production

, 36–37

Chemistry (CHEM)

, 16–17

Chiyoda Young Innovators’ Academy

, 33, 74

Civic responsibility

, 184

Classroom

improving classroom management

, 101–102

teacher leader

, 216–217

Classroom Interactions (CI)

, 16–19

Coleman Report

, 113, 137

College and Career Readiness Standards (CCRS)

, 34–35

College of Education (COE)

, 12, 14, 16, 27–28

College of Natural Science and Mathematics (NSM)

, 12, 14, 27–28, 50, 202

Computer science education

, 110–111

Conference/meeting attendance

, 71–72

Confidence

, 98

changed attitude and behavior toward teaching in STEM

, 102–104

improved classroom management

, 101–102

increased preservice teachers

, 98–104

strengthened teacher motivation and commitment

, 99–101

Contemporary American Research

, 113

Counterstories

, 152–153

“Cross-eye scripting”

, 168

Cultural competence

, 78

Culturally responsive pedagogy (CRP)

, 19–21, 75–76, 78, 219

characteristics of

, 21

incorporation of CRP into teachHOUSTON field-based courses

, 22

Curriculum. See also School curriculum

, 28, 44, 48–49

learner

, 141–142

making

, 111, 141–142

milieu

, 142

“small stories” of curriculum making

, 144–145

subject matter

, 142

teacher

, 141

Curriculum and Instruction (CUIN)

, 218–219

Darling Hammond’s metaanalysis of policy documents

, 19–20

Demonstration lessons

, 18

Department of Physics

, 29

Dialectics

, 164

Discipline specific teacher education courses

, 70–71

Earth Science Curriculum Project

, 43

Economic efficiency

, 184

Education in Multicultural Society (EMS)

, 221

Education(al)

, 41–42

purpose of education

, 184

system

, 47–48

EducationNEXT

, 137–138

Effective instructional strategies

, 18–19

English as a Second Language/English Language Learners (ESL/ELL)

, 217

English as Second Language (ESL)

, 148

Ethnographic approach

, 91

Experience

, 139–140, 161–162, 185

Experiential learning

, 67

Exxon Mobil Bernard Harris Summer Science Camp

, 33, 74

Faculty members

, 14–16

Familial curriculum making

, 126

Females in STEM disciplines

, 167–168

Fictionalization

, 143–144

Field-based courses

, 17

Field-based experiences

, 67

Financial incentives

scholarships

, 182

for STEM students

, 181

First time in college students (FTIC students)

, 207–208

Fluid inquiry

, 127–128

Formal activities, learning through

, 66–67

Formal learning experiences. See also Informal learning experiences (ILEs)

, 86

preservice teacher preparation enhancement through

, 66

Grade point averages (GPA)

, 19–20

Graduate students

, 119–120, 145

Grant opportunities

, 218–223

Higher education

, 159–160

Human being, agency as

, 170–171

Human preparation

, 194–195

Human relationship

, 184

Identity

, 116–117, 140–141, 162, 186

Improbability of certainty

, 128

In loco parentis

, 152

In-service science teacher preparation programs

, 12, 41–43

Informal activities, learning through

, 66–67

Informal learning experiences (ILEs)

, 14, 16, 86–89

mathematics education

, 90–91

in preservice teacher preparation

, 89–90

preservice teacher preparation enhancement through

, 66

science education

, 90

in STEM

, 89

Innovation

grant opportunities

, 218–223

leading through

, 218–223

Inquiry. See also Narrative inquiry

, 12

inquiry-based instruction

, 42

inquiry-based learning

, 30, 37, 43, 45, 47, 86, 220–221

Inquiry-based teaching

and learning

, 16–17

pedagogies

, 38–39

Instructional

approaches

, 18

coach

, 215–216

Instrumentalism

, 183–184

Integrated research-based professional development

, 14

Intellectual lineage of teaching

, 10–11

Interactive-based teaching tools

, 30–31

Interest and Recruitment in Science (IRIS)

, 113–114

Internships

, 67, 73

pathway to teaching profession

, 79

Interpretive themes

, 170–173

agency as student and agency as human being

, 170–171

students’ multilayered identities development

, 171–172

Interpretive tools

, 54, 92, 187

Invitations to inquiry

, 127

Jencks Report

, 113

K-12 teaching experience

, 18

Laboratory-based modules

, 35

Learner

, 141–142

learner-centeredness

, 160

relationships between learners and “teachers”

, 126

Learner Centered Proficiencies

, 19

Learning, 10. See also Informal learning experiences (ILEs)

through formal and informal activities

, 66–67

professors inquiry stance toward

, 169–170

science

, 53

in small moments

, 153

Lee Mitchell (LM)

, 145, 149, 151

5E lesson plan

, 73

Liberal Arts in STEM education

, 153–154

Long-term impact of teachers

, 136–137

Master Teacher Fellows (MTFs)

, 218–219

Master teachers

, 14, 16, 18–19

Mathematics education

, 90–91

Medical College Admission Test (MCAT)

, 189

Meganarratives

, 144–145

Memorization

, 44–45

Mentor teachers

, 14, 16, 18–19

Milieu

, 142

Mindedness

, 10–11

Minority teachers

, 8

Model lessons

, 19

Modus operandi

, 139

Multiple Teaching Strategies (MTS)

, 16–17, 19

Narrative

exemplars

, 165

research in STEM education

, 114–115, 138–139

in STEM curriculum

, 114–115

Narrative inquiry

, 49–50, 53–54, 87, 91, 117, 138, 142–143, 163–164, 186–187, 228

three-dimensional narrative inquiry space

, 163

NASA Armstrong Flight Research Center

, 73

NASA Jet Propulsion Lab

, 73

National Academy of Sciences

, 27–28, 86

National Association of Research in Science Teaching (NARST)

, 89–90

National Math and Science Initiative (NMSI)

, 218–219

National Research Council (NRC)

, 12, 41–42, 45

National Science Education Standards

, 12, 45

National Science Teachers Association (NSTA)

, 89–90

Noyce conference

, 35–36

Noyce Internship Institute

, 75, 78, 93

Noyce Intern week one training overview

, 77

Noyce Intern week two training overview

, 78

Noyce Internship Program

, 33–34, 74–75, 79, 181–182

Noyce Scholarship program

, 14, 16, 51, 182–183

and summer internship

, 33

“Opportunity gap”

, 8

Parents influence on student success

, 112–114

Coleman Report

, 113

Contemporary American Research

, 113

International Research

, 113–114

Jencks Report

, 113

US Research

, 112–113

Parents’ influence on undergraduate and graduate students

, 110–111

changed narratives=changed lives

, 128

conceptual framework

, 115–117

description of undergraduate and graduate students

, 119–120

experience

, 115

familial curriculum making

, 126

identity

, 116–117

improbability of certainty

, 128

influence of parents on student success

, 112–114

invitations to inquiry

, 127

Katrina Roderick

, 119–121

literature review

, 111–115

modes of inquiry

, 127–128

narrative in STEM curriculum and narrative research in STEM education

, 114–115

narrative inquiry

, 117

narratives of experience

, 120–126

relationships between learners and “teachers”

, 126

research method

, 117–120

Ryan Archer

, 119, 121, 123

Sam Bernard

, 119–120, 124, 126

sources of evidence

, 117–118

STEM in school curriculum

, 111–112

story

, 115–116, 126, 128

tools of analysis

, 118

trustworthiness of findings

, 118–119

Pedagogy

, 14–16

Peer coaching

, 18

Physical Science Study Committee

, 43

Physics (PHYS)

, 16–17

awards

, 38

certified physics teacher production

, 36–37

education courses

, 227–228

by Inquiry course

, 34–35

Noyce conference

, 35–36

Noyce scholarship and summer internship

, 33

physics/teachHOUSTON degree plans

, 31–32

PhysTEC Fellows

, 37–38

Professional Development Internship Institute

, 33–34

recruitment to physics/teachHOUSTON and Noyce programs

, 32–33

teacher education

, 2, 37

teachHOUSTON/physics collaboration

, 29–31

Physics by Inquiry course

, 16–17, 32, 34–35, 51, 53, 70–71, 121, 212

context of inquiry

, 50–53

course of teachHOUSTON program

, 42

data collection

, 54

essential features of classroom inquiry and variations

, 46

inquiry-based learning

, 43

interpretive tools

, 54

Jason’s background

, 56

Jason’s story

, 56–58

literature review

, 42–49

methodology

, 49–54

narrative inquiry

, 49–50, 53–54

NSF Noyce Grant

, 51

Physics Minor

, 51

potential roadblocks

, 47–49

reforms in teaching science/physics

, 45–47

results and analysis

, 54–60

scholarly significance of study

, 60–61

Schwab’s Curriculum Commonplaces

, 45

teacher as curriculum maker vs. teacher as curriculum implementer

, 44–45

teachHOUSTON program

, 50

teaching experience

, 58–60

Physics Education Research (PER)

, 28, 45, 47

“Physics for Pre-Service Teachers”

, 37

Physics Teacher Education Coalition Fellows (PhysTEC Fellows)

, 30–31, 37–38

Physics Teacher Education Program Analysis (PTEPA)

, 37–38

Practicums

, 14–16

Preservice elementary teacher education

, 28–29

Preservice science teacher preparation programs

, 12, 41–43

Preservice teacher preparation

conference/meeting attendance

, 71–72

discipline specific teacher education courses

, 70–71

enhancement through formal and informal learning experiences

, 66

ILEs in

, 89–90

internships

, 73, 79

learning through formal and informal activities

, 66–67

Noyce Internship Program

, 74

professional development

, 68–69

research experience

, 72–73

STEM summer camp

, 74–75

beyond traditional teacher training

, 67–68

traditional workshops

, 69–70

Preservice teachers’ self-efficacy

Ana’s account

, 96–97

Bernardo’s account

, 94–95

defining ILEs

, 88–89

implications and recommendations

, 104–105

increased preservice teachers’ confidence

, 98–104

interpretive tools

, 92

narratives of experience

, 93–97

Noyce Internship Institute

, 93

overarching themes

, 97–98

question

, 86–87

Raul’s account

, 95–96

research method

, 91–92

research question

, 87

SCT

, 87–88

situating inquiry

, 92–93

sources of evidence

, 92

Summer STEM Camp

, 93

teachHOUSTON program

, 92–93

themes of study and illuminating exemplars

, 98

theoretical foundation

, 87–88

President’s Council of Advisors on Science and Technology (PCAST)

, 180

Professional development

, 68–69, 75, 78

for practicing teachers

, 20–21

Professional Development Internship Institute

, 33–34

Professors influence on students enrolling

, 161

agency

, 162–163

experience and story

, 161–162

identity

, 162

interpretive themes

, 170–173

narrative exemplars

, 165

narrative inquiry

, 163–164

professor acts as navigator for students

, 168–169

professor cares

, 165–166

professor represents females in STEM disciplines

, 167–168

professors build STEM community

, 166–167

professors inquiry stance toward teaching and learning

, 169–170

professors’ engagement of themselves in interactions with students

, 172–173

research participants

, 164–165

STEM student attrition and retention

, 160–161

theoretical underpinnings

, 161–163

validation

, 164

Professors’ engagement in interactions with students

, 172–173

Project-based learning

, 75–76, 86

“Proof-of-concept”

, 168

Qualified physics teachers

, 33–34

content training of

, 34–35

Qualified STEM teachers

, 8–10

Qualitative research methods in STEM education

, 117

‘Re-culture’

, 43

Recruitment

, 30–31

Reflective thinking

, 10–11

Reforms in teaching science/physics

, 45–47

Research Experiences for Teachers (RET)

, 72

Research participants

, 164–165, 187–188

Research-based instructional lesson plan model

, 18

Restorying

, 143–144, 164, 187

Retention

, 30–31

“Rhetoric of conclusions”

, 11

Rote learning

, 44–45

S-STEM grant programs

, 164, 181–182, 187–188, 191–192

Scholarship for Service (SFS)

, 181–182

School curriculum

familial commonplaces of curriculum

, 112

Schwab’s commonplaces of curriculum

, 112

STEM in

, 111–112

Schwab’s notions of inquiry

, 47

Science

education

, 90

as inquiry

, 10–12, 117

teacher professional development

, 68–69

Science, technology, engineering, and mathematics (STEM)

, 7–8, 12, 14, 27–28, 30, 33–34, 51, 86, 100, 110, 136, 159–160, 180, 202, 227–228

Anton Ivanov

, 189

careers

, 144

changed attitude and behavior toward teaching in

, 102–104

conceptual framework

, 184–186

cradle-to-career trajectory

, 110

data sources

, 187

disciplines

, 20–21

Duong Pham

, 190

education

, 144–145

effects of scholarships

, 182–183

enabling students to discover new selves

, 194

experience

, 185

fields

, 41–42

filling void in students’ academic, personal, and/or professional lives

, 193–194

human preparation

, 194–195

identity

, 186

ILEs in

, 87–88

instrumentalism

, 183–184

interpretive tools

, 187

Joyce Harding

, 189–190

Kadeem Bello

, 191

Liberal Arts in STEM education

, 153–154

literature review

, 182–184

narrative in STEM curriculum

, 114

narrative inquiry

, 186–187

narrative research in

, 114–115, 138–139

NSF scholarships in study

, 181–182

Omid Kassen, STEM life blueprint

, 188–189

pipeline

, 110

professor represents females in STEM disciplines

, 167–168

purpose of education

, 184

qualified STEM teachers

, 8–10

qualitative research methods in

, 117

research participants

, 187–188

scholarship grants value

, 181

scholarship programs

, 183

in school curriculum

, 111–112

small stories of scholarship grant experiences

, 188–193

story

, 186

student attrition and retention

, 160–161

summer camp

, 74–75

Sunjay Ritzvi

, 191–192

teacher education program

, 1–3, 78

teacher preparation

, 9–10, 14

teacher workforce diversity

, 213

teachers

, 66

teachHOUSTON

, 9–10

Tonya Goodson

, 192–193

value

, 185

“Science by Inquiry” course

, 211–212

Science Teacher and Researcher program (STAR program)

, 72–73

Science Teacher Equity Project (STEP)

, 37

Scientific inquiry

, 12, 45, 47

Secondary STEM teacher

, 50

certification

, 27–28

education programs

, 20–21

Secondary teacher education

, 1–2

Security Analytics

, 168

Self-efficacy

, 66–68, 70–71, 87–88

Self-realization

, 184

Serial interpretation

, 118, 144, 151, 154

counterstories

, 152–153

learning in small moments

, 153

Liberal Arts in STEM education

, 153–154

in loco parentis

, 152

same programs, different narrative histories

, 151–152

Short-term impact of teachers

, 136–137

Social Cognitive Theory (SCT)

, 87–88

Standardized test scores

, 19–20

StatOil STEM Camp

, 33, 74

“Stories to live by” concept

, 140–141

Storying

, 143–144, 164, 187

Storytelling

, 186

Streamlined program

, 37–38

Student Teaching (ST)

, 16–17, 19

Student(s)

agency as

, 170–171

engagement

, 172

identity

, 172, 186

multilayered identities development

, 171–172

parents influence on Student success

, 112–114

preparation

, 30–31

professor acts as navigator for

, 168–169

reflection

, 18

teachers influence on student success

, 137–138

Subject matter in curriculum making

, 142

Summer STEM Camp

, 93

Teacher(s)

, 86, 141

education models

, 9–10

education programs

, 20–21, 68–69

efficacy

, 88

implementer

, 44–45

leader to master teacher

, 217–218

leadership

, 213–215

maker

, 44–45

quality

, 137

relationships between learners and

, 126

retention

, 209

Teachers influences on students enrolling

broadening

, 143

burrowing

, 143–144

conceptual framework

, 139–142

curriculum making

, 141–142

experience

, 139–140

fictionalization

, 144

identity

, 140–141

Joyce Harding

, 145–147

Leon Mitchell

, 149–151

literature review

, 137–139

narrative inquiry

, 142–143

narrative research in STEM education

, 138–139

Omid Kassem

, 147–149

research methodology

, 142–144

restorying

, 144

serial interpretation

, 144, 151, 154

small stories and meganarratives

, 144–145

small stories of experience

, 145–151

sources of evidence

, 143

story

, 140

storying

, 144

teachers influence on student success

, 137–138

tools of analysis

, 143–144

undergraduate and graduate students

, 145

teachHOUSTON program

, 1–5, 9–10, 27–28, 50, 52, 73, 92–93, 136, 145, 153, 164, 166, 169, 181–182, 187–190, 192–193, 209–210, 223–224, 227–229

additional opportunities through

, 67–68

awards

, 38

certified physics teacher production

, 36–37

course descriptions

, 18–19

culturally responsive pedagogy

, 19–21

cumulative secondary science students taught by

, 23

discipline specific teacher education courses

, 70–71

enrollment by major

, 204

and evolution

, 12–16

findings

, 210–211

graduates by gender

, 206–207

graduates by major

, 205–206

graduates by race/ethnicity

, 207

graduation demographics

, 205

intellectual lineage of teaching

, 10–11

leading through innovation

, 218–223

model of science as inquiry teacher education program

, 24

Noyce conference

, 35–36

Noyce Internship Institute

, 93

Noyce scholarship and summer internship

, 33

NSF Robert Noyce Program

, 32

by numbers

, 203–218

origins of

, 10–12

physics and teacher education course development

, 37

Physics by Inquiry course

, 34–35

physics teacher production

, 211–212

physics/teachHOUSTON degree plans

, 31–32

Professional Development Internship Institute

, 33–34

program

, 202

program enrollment

, 203

recruitment to physics/teachHOUSTON and Noyce programs

, 32–33

required coursework for teachHOUSTON certification

, 16–17, 19

retention rate

, 209

science as inquiry

, 11–12

STEM graduates

, 202–203

STEM teacher education program

, 129

STEM teacher workforce diversity

, 213

teacher leaders

, 213–218

teachHOUSTON/physics collaboration

, 29–31

time to degree completion

, 207–208

traditional workshops

, 69–70

Teaching. See also Inquiry-based teaching

, 19

intellectual lineage of

, 10–11

professors inquiry stance toward

, 169–170

reforms in Teaching science/physics

, 45–47

style

, 43

teaching-science-as-inquiry

, 41–42

Teaching science as inquiry

, 11

Team building activities

, 78

Texas Education Agency (TEA)

, 44

Texas Essential Knowledge and Skills (TEKS)

, 11, 34–35, 44

Traditional teacher training

, 67–68

UH-Advancing Cultural and Computational Engagement in STEM Scholars (UH-ACCESS)

, 212, 222–223

UK Department for Education

, 19–20

Undergraduate students

, 119–120, 145

Underrepresented students in STEM disciplines

, 180–181, 196

University of Houston (UH)

, 9–10, 27–29, 87, 164

University of Houston–Leadership through Equity and Advocacy Development (UH-LEAD)

, 218–219

University Physics Courses

, 51–52

University-based preservice teacher preparation programs

, 86

University-based STEM programs

, 136

University-based teacher preparation programs

, 202

Urban schools

, 20–21

Urban STEM teachers

, 223

Urban student teaching

, 19

Urban teacher education

, 1–2

US Department of Education

, 7–8, 182

US National Science Foundation (NSF)

, 3, 28, 43, 72, 110, 136, 160, 181, 187–188, 194, 202–203, 227

Noyce Grant

, 51

Noyce Scholarship program

, 51

NSF Robert Noyce Program

, 32

scholarship grants

, 164, 185

scholarships in study

, 181–182

STEM scholarship programs

, 181

UTeach program

, 12, 14, 27–28, 51–52

Validation

, 164

Value

, 185

Western Regional Noyce Conference (WRNC)

, 71–72

Workforce

, 202