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Descriptors:
Teaching Methods; Teacher Recruitment; Social Studies; Teacher Characteristics; Foreign Countries; Effect Size; Knowledge Base for Teaching; Secondary School Teachers; History; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Background

Abstract:
Case studies have pointed out that teachers' disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers' knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers' subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers' subject matter knowledge and pedagogy. (Contains 7 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Education; Mathematics Education; National Surveys; Mathematics Teachers; Science Teachers; Best Practices; Teacher Attitudes; Influences; Factor Analysis; Pedagogical Content Knowledge; Teacher Background; Teacher Characteristics; Teaching Experience; Faculty Development; Textbooks; Instructional Materials; Educational Technology; Evidence; Educational Research; Science Instruction; Mathematics Instruction; Science Achievement; Mathematics Achievement; Questionnaires; Data Collection; Elementary Secondary Education

Abstract:
The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The research questions addressed by the survey are: (1) To what extent do science and mathematics instruction and ongoing assessment mirror current understanding of learning?; (2) What influences teachers' decisions about content and pedagogy?; (3) What are the characteristics of the science/mathematics teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness?; (4) What are the most commonly used textbooks/programs, and how are they used?; (5) What formal and informal opportunities do science/mathematics teachers have for ongoing development of their knowledge and skills?; and (6) How are resources for science/mathematics education, including well-prepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels? The design and implementation of the 2012 National Survey involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. These activities are described in this paper. This report of the 2012 National Survey is organized into major topical areas. In most cases, results are presented for groups of teachers categorized by grade level--elementary, middle, and high. In addition, factor analysis was used to create several composite variables related to key constructs measured on the questionnaires. Composite variables, which are more reliable than individual survey items, were computed to have a minimum possible value of 0 and a maximum possible value of 100. Appended are: (1) Sample Design; (2) Survey Questionnaires; (3) Pre-Data Collection Communication; (4) Description of Data Collection; (5) Description of Reporting Variables; and (6) Additional Equity Cross-tabulations. (Contains 55 figures, 236 tables, and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Experience; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Teacher Education Curriculum; Teacher Educators; Elementary School Mathematics; Preservice Teacher Education; Elementary School Teachers; Teacher Background; Teacher Characteristics; Teacher Qualifications; National Surveys; School Surveys

Abstract:
This article reports on a national survey of higher education institutions in the United States to answer the question, "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8 %) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, "2001"), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, "2005"), and the National Council on Teacher Quality (Greenberg and Walsh "2008") for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Attitudes; Beliefs; Urban Schools; Urban Teaching; Race; Teacher Education; Student Diversity; Teacher Background; Sociolinguistics; Language Role; Comparative Analysis; Cultural Context; Definitions; Standards; Suburbs; Labeling (of Persons); Cultural Capital; Preservice Teachers; Semi Structured Interviews

Abstract:
This study explores teachers' beliefs about urban students and urban teaching. The author discusses some cultural aspects of these teachers' definitions of urban and points out their highlighting of race as an essential component of urban teaching. Even though race is rarely named, it is often at play in the teachers' descriptions of urban teaching. The author introduces the phenomenon of norming suburban and demonstrates that implicit beliefs about teaching students of color dominate these teachers' definitions and descriptions of urban teaching. (Contains 2 notes and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Physical Environment; Rural Schools; Personal Narratives; Educational Environment; Teacher Attitudes; Teacher Characteristics; Rural Environment; Social Environment; Early Experience; Student Experience; Educational Background; Teacher Background

Abstract:
Teachers who attended unitary rural schools in northwestern Spain were asked to relate their early school experiences in the form of a personal reflective and analytical narrative. Our analysis of these narratives revealed some strikingly difficult conditions; nevertheless, students tended to relate these hardships with a strong sense of nostalgia, focussing on the sense of community that they experienced. These results shed some light on the relevance of personal relations and the broader social and physical environment to the school ethos, and provides practice and design implications for urban as well as rural schooling contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Evaluation; Formative Evaluation; Focus Groups; Genetics; Science Teachers; Teacher Background; Middle School Teachers; Data Analysis; Prediction; Questionnaires; Video Technology; Professional Development; Models; Educational Strategies; Science Instruction

Abstract:
Using a framework of assessment literacy that included teachers' view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers' predictions about students' ideas, students' written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers' predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students' ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students' alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Teacher Induction; Mentors; Beginning Teachers; Teacher Persistence; Academic Achievement; Correlation; Program Effectiveness; Context Effect; Teacher Background; Teaching Experience; Elementary School Teachers; Teacher Surveys; Program Implementation; Comparative Analysis; Help Seeking; Helping Relationship; Classroom Techniques

Abstract:
Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994). Mentoring is only one facet of a successful induction program, but it is the most common component of induction across districts (Fideler & Haselkorn, 1999; National Foundation for the Improvement of Education, 1999; Scherer, 1999). This chapter investigates the implementation of a mentoring program in New York City to explore its effectiveness in meeting the needs of beginning teachers. The authors seek to understand the extent to which new teachers perceived their mentor as helpful, how much time teachers spent with mentors, and what topics were addressed during mentoring. Furthermore, they analyze how these three elements differ by the background characteristics and experiences of the teachers, by school context, and by attributes of mentor assignment. (Contains 4 tables, 3 figures, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Educational Research; Qualitative Research; Data Analysis; Self Efficacy; Attitude Change; Teacher Attitudes; Pretests Posttests; Teacher Collaboration; Program Effectiveness; Program Evaluation; Gender Differences; Career Development; Teacher Qualifications; Beliefs; Teacher Background; Teacher Characteristics; Context Effect; Research Proposals; Foreign Countries; Elementary School Teachers

Abstract:
The authors extend findings from qualitative research on the effects of action research by reporting two linked quantitative studies (N = 80 and 105). They found that teachers who participated in collaborative action research experienced statistically significant improvements in attitudes to educational research and teacher efficacy. The pre-post changes were robust across conditions of teacher gender, career stage, and qualifications. Teachers benefited more if they (i) recognized the importance of the data analysis and process reflection stages of action research; (ii) participated in action research that was rigorous and/or led to changes in their conceptual understanding; (iii) worked in schools that fostered professional learning; and (iv) had participated in research activities prior to these action research studies. (Contains 2 notes, 7 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Social Justice; Action Research; Preservice Teacher Education; Race; Teacher Background; Multicultural Education; Case Studies; English (Second Language); African Languages; Native Language; Pronunciation; Second Language Learning; Team Teaching; Hypothesis Testing; Diaries; Teacher Evaluation; Critical Theory; Teacher Student Relationship; Females; Teacher Effectiveness; Student Attitudes; Intervention

Abstract:
This article draws from an action research case study undertaken by an African-born faculty member who speaks English with a foreign accent. The study employed co-teaching as an intervention method to (a) test the hypothesis that co-teaching with an instructor born in the United States from the dominant racial and linguistic group might reduce levels of resistance to the content of the social justice in education course and (b) to examine student-instructor interactions on the basis of instructor background. Data were collected from the reflective journals and teaching evaluations of instructors as well as from students' journals and assignments. Critical race theory was utilized as the framework to analyze these documents. Results reveal that the students' judgment of the African-born instructor's teaching efficacy appeared to be closely linked to her background as an African-born faculty member who speaks English with a foreign accent. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Ethnic Groups; Productivity; Teaching Experience; Faculty Mobility; Teacher Persistence; Foreign Workers; Disproportionate Representation; Teacher Background; Teacher Characteristics; Higher Education; Statistical Distributions; Job Satisfaction; Profiles; Cross Cultural Studies; Institutional Research

Abstract:
In the past 20 years, the number of international faculty members at American universities has continued to increase rapidly. This growth is evident in data showing that the proportional representation of foreign-born faculty easily surpasses that of domestic underrepresented racial/ethnic groups. The increasing presence of international faculty members is validated using multiple data sources, and their professional experience is examined in terms of the perception of academic life, productivity, and career mobility. The primary interest of this chapter on international faculty and their professional experiences in U.S. higher education institutions is based on the assumption that international faculty are considered to be different than domestic faculty in their academic experiences, largely due to their cultural, educational, and language backgrounds. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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