The Math and Science Teaching Workforce in the KC Metro Area

2006 ◽  
Author(s):  
Mark Ehlert ◽  
Michael J. Podgursky
Keyword(s):  
Science Teaching ◽  
Metro Area ◽  
Math And Science

scholarly journals State Standards & Opportunity to Learn in New Jersey

2000 ◽  
Vol 8 ◽  
pp. 35 ◽  
Author(s):  
William A. Firestone et al ◽  
Gregory Camili ◽  
Michelle Yurecko ◽  
Lora Monfils ◽  
David Mayrowetz
Keyword(s):  
Professional Development ◽  
New Jersey ◽  
Science Teaching ◽  
Instructional Practice ◽  
Opportunity To Learn ◽  
State Standards ◽  
The State ◽  
Middle Income ◽  
Teaching To The Test ◽  
Math And Science

A survey of 245 New Jersey teachers provides a baseline for examining how the introduction of state standards and assessments affects the teaching of math and science in the 4th grade. These policies are promoting teaching of additional topics in both areas. The changes in the delivery of professional development have not yet been sufficient to lead to substantial changes in instructional practice. While inequities in access to material that characterized the state in the early 1990s have diminished, we find a pattern of inquiry-oriented science teaching more prevalent in wealthy districts and teaching to the test more prevalent in poorer ones. We also note some areas where middle-income districts appear disadvantaged.

scholarly journals Investigating pre-service teachers' self efficacy beliefs in STEM fields

2019 ◽  
Author(s):  
◽  
Hanan Shehab
Keyword(s):  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
Stem Fields ◽  
Teachers Perceptions ◽  
Math And Science ◽  
Math Teaching ◽  
Science Teaching Efficacy

The subject of self-efficacy beliefs has been studied for over four decades now. The purpose of this study was to explore pre-service self-efficacy beliefs in Math and Science (STEM fields) in the context of Pedagogical Content Knowledge (PCK) courses at a private university in Lebanon. A sequential explanatory mixed methods design was adopted and a purposive sample of 22 pre-service teachers was selected for the study. Two quantitative instruments, the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and the Science Teaching Efficacy Beliefs Instrument (STEBI-B) were administered, pre-and post, to determine the levels of the pre-service teachers’ self-efficacy beliefs. For the qualitative data, participants wrote reflections on the PCK methods course 3 times during the semester and were interviewed at the beginning and at the end of the semester about the changes in their efficacy beliefs, namely in the Personal Math Teaching Efficacy Beliefs (PMTE), Personal Science Teaching Efficacy Beliefs (PSTE), Personal Science Outcome Expectancy (STOE), and Math Teaching Outcome Expectancy (MTOE). Findings indicate somewhat significant changes in PMTE, MTOE, and STOE as a result of teaching experiences during PCK courses, whereas the changes in PSTE were less influenced than in the other subfields. Moreover, STOE has improved for all branches, whereas PMTE, PSTE, MTOE’s change varied between the branches. These changes were represented by a shift in teachers’ perceptions concerning their abilities to teach math and science and the proficiency with which they can teach these subjects.

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