Projects: UTeach: Secondary Science and Mathematics Teacher Preparation Program

2001 ◽  
Vol 94 (9) ◽  
pp. 797
Author(s):  
Gina Foletta
Keyword(s):  
Science Teachers ◽  
The United States ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Independent School District ◽  
Austin Independent School District ◽  
And Mathematics ◽  
New Generation ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The UTeach program, funded by the National Science Foundation, constitutes a joint effort of the College of Natural Sciences, the College of Education, and the Austin Independent School District to recruit, prepare, and support a new generation of mathematics and science teachers for Texas and for the United States.

Book Review: An Ambitious Undertaking: Countering Mathematics and Science Teachers' Resistance to Teaching for Diversity: A Review of Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

2009 ◽  
Vol 40 (4) ◽  
pp. 466-472
Author(s):  
Jo Clay Olson
Keyword(s):  
Science Teachers ◽  
Teacher Educators ◽  
Culturally Relevant ◽  
Teaching Practice ◽  
Diverse Classrooms ◽  
Lead Teachers ◽  
Success Stories ◽  
And Mathematics ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teachers who enacted a personal pedagogy that led to high achievement among African American students. Stories such as these provide insights and can lead teachers to change aspects of their teaching practice. At times, teachers may be transformed by these success stories and radically change their actions. However, when teachers enact a new practice without an ideological shift in beliefs, the change is often superficial and may not result in the desired vision (Ball, 1992; Cohen, 1990; Fennema & Nelson, 1997). The question arises, how can teacher educators and professional developers help both practicing and prospective science and mathematics teachers recognize the need for culturally relevant pedagogy when science and mathematics are often considered devoid of culture?

Poles, Parking Lots, and Mount Piton: Classroom Activities that Combine Astronomy, History, and Mathematics

2006 ◽  
Vol 100 (2) ◽  
pp. 94-99
Author(s):  
Seán P. Madden ◽  
Jocelyn M. Comstock ◽  
James P. Downing
Keyword(s):  
Science Teachers ◽  
School Curriculum ◽  
The Moon ◽  
High School Curriculum ◽  
Classroom Activities ◽  
The Earth ◽  
And Mathematics ◽  
High Degree ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

How big is the earth? How far away is the moon? How big is the moon? How tall are the mountains on the moon? These wonderfully naïve questions have been asked for centuries by children and astronomers alike. A great bonus for mathematics and science teachers is that with basic concepts from the high school curriculum and data that students can collect themselves, these questions can be answered to a high degree of accuracy.

scholarly journals Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia

2021 ◽  
Vol 46 (3) ◽  
pp. 1-19
Author(s):  
Chrystal Whiteford ◽  
◽  
Nick Kelly ◽  
Les Dawes ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Subject Area ◽  
Parental Occupation ◽  
Policy Makers ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science Teachers ◽  
Insight Into ◽  
Mathematics And Science

There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.

scholarly journals Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Ahmad Fauzan ◽  
Fridgo Tasman
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
High School Mathematics ◽  
Junior High School Teachers ◽  
West Sumatra ◽  
Mathematics And Science Teachers ◽  
Test Result ◽  
Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

scholarly journals Common features of professional development activities for mathematics and science teachers

2011 ◽  
Vol 37 (4) ◽  
pp. 571-589 ◽  
Author(s):  
Patricia S. Moyer‐Packenham ◽  
Johnna J. Bolyard ◽  
Hana Oh ◽  
Nancy Irby Cerar
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Common Features ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science
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