Addressing the Crisis in Precollegiate Mathematics and Science Education.

Autor/in	Gifford, Bernard R.
Titel	Addressing the Crisis in Precollegiate Mathematics and Science Education.
Quelle	(1983), (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Improvement; Educational Quality; Educational Trends; Elementary Secondary Education; Employment Opportunities; Federal Aid; Higher Education; Incentives; Mathematics Education; Mathematics Instruction; Professional Recognition; School Business Relationship; Science Education; Science Instruction; Summer Science Programs; Teacher Improvement; Teacher Shortage + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Bildungsentwicklung; Berufschance; Beschäftigungschance; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anreiz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrermangel
Abstract	The current crisis in the quality and instruction of pre-college mathematics/science education is acknowledged to be one of the major problems confronting American education. Such future demographic changes as increasing numbers of immigrant and minority-group students in the school population will make the crisis more acute. Many factors need to be examined in an attempt to resolve the crisis, in particular those related to the shortage of science/mathematics teachers. These include low starting salaries, teachers being cut off from new disciplinary developments within a few years after entering the classroom, and the low prestige of pre-college science/mathematics teachers within the science community. Since the crisis cannot be "solved," solutions to smaller problems are offered. To increase the flow of highly qualified/enthusiastic science/mathematics teachers, establishment of incentives to encourage and the use of advanced, pedagogically qualified graduate students as part-time teachers in secondary schools is recommended. Hiring scientists/technicians to teach in schools of education is also recommended to help keep mathematics/science instruction and instructors current with changing developments; National Science Foundation-supported summer programs and provision of summer employment opportunities for teachers in university-industry research facilities are also recommended to achieve this goal. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01