Abstract
The purpose of this case study was to document the journey of three novice career change science inductees as they became middle-level science teachers in urban low socioeconomic status (SES) schools and included post-internship employment status data on all nine science teachers who completed the alternative certification program, up to the time of this writing. All teachers participated in a fast track master’s alternative certification degree program and received in-depth education coursework and mentoring. Reults indicated that support (i.e., administrative, parents, mentors) and teachers’ beliefs about their students’ capabilities may affect their effectiveness in urban, low SES middle-level science classrooms.
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