Characteristics of Presidential Awardees: How Do They Compare with Science and Mathematics Teachers Nationally?

Autor/inn/en	Weiss, Iris R.; Raphael, Jacqueline B.
Institution	Horizon Research, Inc., Chapel Hill, NC.
Titel	Characteristics of Presidential Awardees: How Do They Compare with Science and Mathematics Teachers Nationally?
Quelle	(1996), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Awards; Creative Teaching; Educational Improvement; Elementary Secondary Education; Instructional Innovation; Leadership Qualities; Learning Strategies; Mathematics Education; Mathematics Teachers; Professional Development; Questionnaires; Science Education; Science Teachers; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Qualifications; Teaching Skills + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching improvement; Unterrichtsentwicklung; Educational Innovation; Bildungsinnovation; Führungseigenschaft; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fragebogen; Naturwissenschaftliche Bildung; Science; Science teacher; Wissenschaft; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The Presidential Awards for Excellence in Science and Mathematics Teaching program was established in 1983 to recognize outstanding science and mathematics teachers in the United States. In 1993 a national probability sample was taken of approximately 6,000 elementary/secondary teachers asking about their backgrounds and preparation, classroom practices, and professional activities. Questionnaires were also sent to all teachers who had received the Presidential Award for Excellence in Science and Mathematics Teaching. The purpose of this monograph is to provide information on the nature and extent of the differences between these groups. Presidential Awardees generally are much more experienced and more highly educated than their national counterparts. Differences in attitudes translate into differences in instruction, with Presidential Awardees' classes considerably more likely to work in small groups and use manipulative materials and considerably less likely to read a textbook in class or do worksheet problems. Awardees were much more likely to be active professionally, serving on school or district committees, teaching in-service workshops for colleagues, and participating in science- and mathematics-related professional development activities. The process of selecting Presidential Awardees seems to be effective in recognizing teachers whose backgrounds, beliefs, teaching styles, and professional involvement are consistent with the recommendations of professional associations and state and national standards. (PVD)
Anmerkungen	Horizon Research, Inc., 111 Cloister Court, Suite 200, Chapel Hill, NC 27514-2296.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC