ERIC Number: ED400236
Record Type: Non-Journal
Publication Date: 1995-Jan
Reference Count: N/A
Science and Mathematics Teacher Preparation within the Alliances for Minority Participation Program: A Feasibility Study.
National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.
While African Americans, Hispanics, and American Indians constitute 30 percent of the U.S. K-12 school population, only about 11 percent of science and mathematics teachers come from these groups. This feasibility study examines the Alliance for Minority Participation (AMP) program as a mechanism for increasing the number of minorities in the science and mathematics teaching work force. The initiative would be articulated with teaching and research capabilities of colleges and universities and coordinated with K-12 schools, business and industry, and other government and nongovernmental entities. Partnerships and collaboration are central to the AMP design, and new teacher preparation elements would be based upon expanded alliances that are highly feasible, advisable, and cost-effective. Several AMP alliances are participating in promising teacher preparation activities. Most share common elements that are consistent with: (1) strong disciplinary foundation for teacher preparation; (2) collaborative initiatives that build upon the established infrastructure of institutional partnerships; and (3) coordination with other National Science Foundation-funded initiatives to achieve systemic impact and efficiency. The chapters are: chapter 1, "Introduction: Diversifying the Science and Mathematics Teaching Work Force"; chapter 2, "The Need for Additional Qualified Minority Teachers in Science and Mathematics"; chapter 3, "Overview of the Alliances for Minority Participation"; chapter 4, "Teacher Preparation Through the Alliances for Minority Participation: A New Paradigm"; chapter 5: "Utilizing Programs of the Directorate for Education and Human Resources That Relate to Teacher Preparation"; and chapter 6, "Opportunities for Significant Coordination and Efficiency." Appendices include: "Indicators of Mathematics and Science Teacher Qualifications and Shortages" (six figures and four tables) and "Minority Participation in the Mathematics and Science Teaching Work Force" (seven tables). (Contains 31 references.) (ND)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.