Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence.

Autor/inn/en	Liou, Pey-Yan; Lawrenz, Frances
Titel	Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence.
Quelle	In: Science education, 95 (2011) 1, S. 121-144Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20409
Schlagwörter	Stipendium; Lehrerausbildung; Lehrerrekrutierung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Prädiktor; Finanzierung; Kredit; Studium
Abstract	This research used multilevel modeling to investigate the perceived effect of a teacher preparation loan forgiveness program on recruiting science and mathematics majors to become teachers and teach in high-need schools. The study investigated how and which personal perceptions, characteristics, and teacher preparation program variables influenced recipient perceptions. Data used for the study were collected from participants in the National Science Foundation Robert Noyce Teacher Scholarship Program, which provides funding for highly qualified science and mathematics majors to teach in high-need schools. Recipients agree to teach in high-need schools for at least 2 years in return for each year of funding. The results suggest that scholars' race, their path into teaching, their perceptions of their preparation for teaching in high-need schools, and the amount of funding were significant variables.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2