Noyce Scholars and Their Educational and Career Aspirations at TAMIU

Rohitha Goonatilake^1, , Runchang Lin¹, Oscar M. Benavides Jr.¹ and Lorena A. Sepulveda¹

¹Department of Mathematics and Physics, Texas A&M International University, Laredo, Texas

Cite this paper:
Rohitha Goonatilake, Runchang Lin, Oscar M. Benavides Jr. and Lorena A. Sepulveda. Noyce Scholars and Their Educational and Career Aspirations at TAMIU. American Journal of Educational Research. 2018; 6(8):1206-1212. doi: 10.12691/education-6-8-21

Abstract

This presentation attempts to examine the distinction between the educational and career aspirations among Noyce scholars at Texas A&M International University (TAMIU), Laredo, Texas. In addition, data collected throughout the last three years of the program will be reviewed together with the progress the scholars have made so far. Positive expectations on these matters together with scholarship experience will definitely lead to positive outcomes and the attitudes for them to succeed in becoming successful high school mathematics teachers. The investigation of these positive outcomes and attitudes from the scholars’ participation, through extensive research, is essential for the continued success and growth of the Noyce Program in progress.

Keywords:
Noyce Scholarship Program career aspirations educational

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Quaglia, R. J., Cobb, C. D. (1996). Toward a theory of student aspirations. Journal of Research in Rural Education, 12, pp. 127-132.
[2]	Rinn, A. N. (2005). Trends among honors college students: An analysis by year in school. Journal of Secondary Gifted Education, 16, pp. 157-167.
[3]	Holland, J. L., & Lutz, S. W. (1967). The predictive value of a students' choice of vocation. Personnel and Guidance Journal, 46, pp. 428-436.
[4]	Schoon, I., & Parsons, S. (2002). Teenage aspirations for future careers and occupational outcomes. Journal of Vocational Behavior, 60(2), pp. 262-288
[5]	Greene, M. (2006). Helping build lives: Career and life development of gifted and talented students. Professional School Counseling, 10, pp. 34-43.
[6]	Kerr, B., & Sodano, S. (2003). Career assessment with intellectually gifted students. Journal of Career Assessment, 11, pp. 168-186.
[7]	Herzberg F., Mausner B., Synderman B. (1959). The motivation to work. John Wiley & Sons Publishing Company, Inc. New York.
[8]	Hafsyan, Amnah S. (2015). Educational and Career Aspirations of University Honors and Non-Honors Students. Doctoral Dissertations. 687. http://digitalcommons.uconn.edu/dissertations/687.
[9]	Weidman, J. C. (1989). Undergraduate socialization: a conceptual approach. In Higher education: handbook of theory and research. Edited by Smart, John C. Vol. V, pp. 289-322. New York: Agathon Press.
[10]	Gale, T., Parker, S., Rodd, P., Stratton, G., Sealey, T. and Moore, T. (2013). Student Aspirations for Higher Education in Central Queensland: A survey of school students’ navigational capacities. Report submitted to Central Queensland University, Australia. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne, Australia.
[11]	Brim, Jr., O. G. (1966). Socialization through the life cycle. In O. G. Brim, Jr., and S. Wheeler, Socialization after childhood: Two essays (pp. 1-49). New York: Wiley.
[12]	Shah, Bindi, Dwyer, Claire, & Modood, Tariq (2010). Explaining Educational Achievement and Career Aspirations among Young British Pakistanis: Mobilizing ‘Ethnic Capital’? Volume: 44 issue: 6, page(s): pp. 1109-1127.
[13]	Haggarty, L; Postlethwaite, K. (2012). An exploration of changes in thinking in the transition from student teacher to newly qualified teacher. Research Papers in Education. Volume 27, Issue 2, pp. 241-262.
[14]	Wood, M. B.; Jilk, L. M.; Paine, L. W. (2012). Moving Beyond Sinking or Swimming: Reconceptualizing the Needs of Beginning Mathematics Teachers. Teachers College Record. Volume 114, Issue 8, Article Number 080303.
[15]	Jones, N; Youngs, P. (2012). Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers. Teachers College Record. Volume 114, Issue 2, Article Number: 020301.
[16]	Hobson, A. J.; Ashby, P. (2012). Reality aftershock and how to avert it: second-year teachers' experiences of support for their professional development. Cambridge Journal of Education. Volume 42, Issue 2, pp. 177-196.
[17]	Wurdinger, D. D., Carlson, J. A. (2010). Teaching for experiential learning: Five approaches that work. Lanham, MD: Rowman & Littlefield Education.