The Report of the 2012 National Survey of Science and Mathematics Education was recently released and contains valuable data. The Report details the results of a survey of 7,752 science and mathematics teachers in schools across the United States. Areas addressed include: teacher backgrounds and beliefs, teachers as professionals, science and mathematics courses, instructional objectives and activities, instructional resources, and factors affecting instruction.
In 2012, the National Science Foundation supported the fifth in a series of national surveys of science and mathematics education through a grant to Horizon Research, Inc. (HRI). The first survey was conducted in 1977 as part of a major assessment of science and mathematics education consisting of a comprehensive review of the literature; case studies of 11 districts throughout the United States; and a national survey of teachers, principals, and district and state personnel. A second survey of teachers and principals was conducted in 1985–86 to identify trends since 1977, a third survey was conducted in 1993, and a fourth in 2000.
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:
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?
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?
To access the complete report: http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/20…