ERIC Number: ED548253
Record Type: Non-Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: N/A
2012 National Survey of Science and Mathematics Education: Status of Middle School Science
Weis, Aaron M.
Horizon Research, Inc.
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 design and implementation of the study 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. This report examines the status of middle school science teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is included.
Descriptors: National Surveys, Science Education, Middle School Teachers, Teacher Surveys, Questionnaires, Educational Trends, Teacher Characteristics, Demography, Career Readiness, Science Teachers, Faculty Development, Courses, Science Instruction, Decision Making, Professional Autonomy, Behavioral Objectives, Homework, Educational Practices, Testing Programs, Class Activities, Instructional Materials, Educational Equipment, Educational Facilities, Performance Factors, Tables (Data), Teacher Attitudes, Science Curriculum, Pedagogical Content Knowledge, Teacher Background, Teaching Experience
Horizon Research, Inc. 326 Cloister Court, Chapel Hill, NC 27514. Tel: 919-489-1725; Fax: 919-493-7589; e-mail: email@example.com; Web site: http://www.horizon-research.com
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Sponsor: National Science Foundation
Authoring Institution: Horizon Research, Inc.
IES Grant or Contract Numbers: DRL-1008228