Description
Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. Education Teachers of Science, Mathematics, and Technology puts the whole picture together by synthesizing what we know about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, and then outlining recommendations for accomplishing the most important goals before us.
As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers. It then looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn.
Also examined are important issues in teacher professionalism: what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional Development Schools are reviewed and vignettes presented that describe exemplary teacher development practices.
Reviews
"...readers may find this publication beneficial for a number of reasons. For those new to these national efforts, the report provides useful summaries and examples of the National Science Education Standards, the Principles and Standards for School Mathematics, the key principles of accomplished teaching offered by the National Board for Professional Teaching Standards, and the standards for novice teaching offered by the Interstate New Teacher Assessment and Support Consortium. ... this bold new vision of a continuum of teacher development will likely prove most useful to those charged with designing teacher education and development at universities and in school districts. The recommendations are specific enough to be used as critical points of discussion during the collaborative re-design of teacher education."
-- Journal of Industrial Teacher Education, Spring 2002
