ERIC Number: ED548255
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 High School Mathematics
Smith, Adrienne A.
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 high school mathematics teaching and is one of several subject and grade-level specific reports. An appendix with definitions of grade 9-12 mathematics course types and class mean scores for composites is included.
Descriptors: National Surveys, High Schools, Secondary School Teachers, Secondary School Mathematics, Educational Trends, Teacher Characteristics, Demography, Career Readiness, Pedagogical Content Knowledge, Faculty Development, Courses, Decision Making, Professional Autonomy, Teacher Attitudes, Class Activities, Behavioral Objectives, Homework, Educational Practices, Testing Programs, Mathematics Instruction, Instructional Materials, Educational Equipment, Educational Facilities, Performance Factors, Tables (Data), Questionnaires, Mathematics Curriculum, 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: High Schools; Secondary Education
Sponsor: National Science Foundation
Authoring Institution: Horizon Research, Inc.
IES Grant or Contract Numbers: DRL-1008228