Search results for: Lawrenz Frances
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The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
Updated: Mar. 19, 2013