Educating Teachers of Science, Mathematics, and Technology (New Practices for the New Millennium)

Committee on Science and Mathematics Teacher Preparation,National Research Council,Preparation, Mathematics Teacher,Science, Committee on

ISBN 10: 0309070333 / ISBN 13: 9780309070331

Published by National Academies Press, 2001

About this Item

This is a used book in good condition and may show some signs of use or wear . This is a used book in good condition and may show some signs of use or wear .

Seller Inventory # mon0000797275

Bibliographic Details

• Title: Educating Teachers of Science, Mathematics, and Technology (New Practices for the New Millennium)
• Publisher: National Academies Press
• Publication Date: 2001
• Language: English
• ISBN 10: 0309070333
• ISBN 13: 9780309070331
• Binding: paperback
• Condition: Good

About this title

Synopsis

Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. Education Teachers of Science, Mathematics, and Technology puts the whole picture together by synthesizing what we know about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, and then outlining recommendations for accomplishing the most important goals before us.

As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers. It then looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn.

Also examined are important issues in teacher professionalism: what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional Development Schools are reviewed and vignettes presented that describe exemplary teacher development practices.

About the Author

Committee on Science and Mathematics Teacher Preparation, National Research Council