Project Nexus Logo; Science Teacher Preparation Model; professional development activities that address the science education needs of minority and urban students; Randy McGinnis, Principal Investigator



 

  

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NARST 2009:

Anaheim, California

Dr McGinnis- NARST 09

Dr. Randy McGinnis (Project Nexus PI) introduces the presentation at NARST

 

Kelly Riedinger- NARST 09

Kelly Riedinger describes analysis of the "draw yourself teaching science" drawings produced by Project Nexus interns

 

Emily Hestness- NARST 09

Emily Hestness describes mental model analysis of the drawings

 

Phyllis Katz- NARST 09

Dr. Phyllis Katz describes the analysis of identity development as a result of Project Nexus interns' participation in an afterschool informal science program

 

 

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For additional information, please visit our Wikipedia page:

http://en.wikipedia.org/wiki/Project_Nexus

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There is a demonstrated and imperative need to investigate how to entice and prepare more prospective elementary teachers, particularly those traditionally unrepresented, to choose to become science specialist teachers in upper elementary and middle school contexts. The overarching research question that Project NEXUS proposes to investigate is: To what extent (and for what reasons) can undergraduate elementary teacher education majors -- particularly those from currently underrepresented groups, with demonstrated interest and performance in science -- be recruited and prepared to teach upper elementary/middle science in a manner consistent with standards-based recommendations? The research sample includes undergraduate teacher interns, their undergraduate departmental advisors, two college content instructors, two science methods instructors, field-based supervisors and mentor teachers, and informal science education adult leaders.

National Science FoundationUniversity of MarylandCoppin State University Hands on science outreach

 

This material is based on work supported by the National Science Foundation under Grant No. 0455752. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

© 2005 University of Maryland