A Survey of Maine's Secondary School Principals and Mathematics Teachers.

Autor/in	Peterson, John C.
Titel	A Survey of Maine's Secondary School Principals and Mathematics Teachers.
Quelle	(1988), (159 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Mathematics; Course Selection (Students); Graduate Study; Higher Education; Interactive Video; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Principals; Secondary Education; Surveys; Maine + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktives Video; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Sekundarbereich; Survey; Umfrage; Befragung
Abstract	Survey instruments were mailed to all of Maine's secondary school principals and mathematics teachers. The purpose of these instruments was to: (1) measure the status quo of mathematics education in Maine's secondary shools; (2) measure the background and interests of Maine's mathematics teachers; and (3) obtain an indication of the graduate courses these teachers were interested in taking. Useable responses were returned by 115 principals (60.5%) and 433 teachers (45.1%). The list of mathematics, mathematics education, and graduate education courses desired by Maine's secondary school mathematics teachers was compared to the list of courses recommended by the National Council of Teachers of Mathematics Task Force to Develop Guidelines for the Post-Baccalaureate Education of Teachers of Mathematics. Over 82% of responding teachers were interested in taking a mathematics or mathematics education course via interactive television. Maine's secondary school mathematics teachers who were certified to teach mathematics included 27.4% who did not have either a mathematics major or minor when they received their bachelor's degree. The majority of Maine's secondary school mathematics teachers who were not certified did not have a mathematics major or minor. Almost all principals reported that they encourage their teachers to pursue professional development activities; however, only 65.1% of the teachers reported that their administrators encourage them to pursue such activities. (CW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC