Gateway to Think Tanks
来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR-A134-7 |
来源ID | RR-A134-7 |
Changing the Subject: K–12 Teachers' Use of and Access to Science-Specific Instructional Materials, Feedback, and Professional Learning | |
Sy Doan; Al Lucero | |
发表日期 | 2021-04-21 |
出版年 | 2021 |
页码 | 11 |
语种 | 英语 |
结论 | Teachers are more likely to rely on self-created and non-curriculum materials in science than in math or ELA
Teachers are less likely to report that principals provide feedback on science curricula and know which science curricula are standards-aligned
Teachers engage in science-specific professional development significantly less than ELA- and math-specific professional development
|
摘要 | Ambitious federal goals for preparing students for careers in science, technology, engineering, and mathematics (STEM) fields require coordinated efforts and supports for the country's science instructors. Increased attention to the needs of science instructors and the provision of supports to address those needs are particularly important in light of documented shortages of STEM kindergarten through 12th grade (K–12) teachers across several states. ,In this Data Note, researchers use nationally representative survey data of K–12 teachers from the 2020 American Instructional Resources Survey to examine how teachers' science instruction is supported and whether these supports differ from those that teachers report for English language arts (ELA) and math instruction. ,Researchers found marked differences in teachers' reports of instructional supports as they relate to the science instructional environment relative to teachers' reports on instructional environments in ELA and math. These differences suggest that access to formal materials, feedback, and support is lacking for science instruction relative to instruction in ELA and math. |
目录 |
|
主题 | Academic Achievement ; Elementary Education ; Principals ; Science Education ; Secondary Education ; Teacher Training |
URL | https://www.rand.org/pubs/research_reports/RRA134-7.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/524426 |
推荐引用方式 GB/T 7714 | Sy Doan,Al Lucero. Changing the Subject: K–12 Teachers' Use of and Access to Science-Specific Instructional Materials, Feedback, and Professional Learning. 2021. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RRA134-7.pdf(164KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1619024902097.jpg.p(4KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
个性服务 |
推荐该条目 |
保存到收藏夹 |
导出为Endnote文件 |
谷歌学术 |
谷歌学术中相似的文章 |
[Sy Doan]的文章 |
[Al Lucero]的文章 |
百度学术 |
百度学术中相似的文章 |
[Sy Doan]的文章 |
[Al Lucero]的文章 |
必应学术 |
必应学术中相似的文章 |
[Sy Doan]的文章 |
[Al Lucero]的文章 |
相关权益政策 |
暂无数据 |
收藏/分享 |
除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。