Literaturnachweis - Detailanzeige
Autor/inn/en | McGinnis, J. Randy; Parker, Carolyn |
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Titel | What Happens to First Year Teachers Prepared To Make Connections between Science and Mathematics When They Enter the Workplace? |
Quelle | (2000), (19 Seiten)
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Tagungsbericht; Beginning Teachers; Case Studies; Cultural Influences; Educational Change; Elementary Education; Interdisciplinary Approach; Mathematics Instruction; Mathematics Teachers; Middle Schools; Science Instruction; Science Teachers; Surveys Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Bildungsreform; Elementarunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Mittelschule; Mittelstufenschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Survey; Umfrage; Befragung |
Abstract | This study's purpose was to present a detailed description and an interpretation of what happens to first year new teachers who are prepared to make connections between science and mathematics and to teach in a manner consistent with the recommendations in the national science education reform movement. The focus was on two sets of participants: (1) all new graduates (N=57) from the Maryland Collaborative for Teacher Preparation [MCTP], a statewide reform-based undergraduate teacher preparation program supported by National Science Foundation funding, and (2) a select sample of first year new graduates of the program in the workplace (elementary and middle level schools) (N=5). Survey and case study methodologies were used. Survey results were reported in comparison to a national sample. Also reported were differing social strategies enacted by the five new teacher case study participants in response to perceived constraints in the workplace. Research suggests that a reform-oriented mathematics and science teacher preparation program can recruit, educate, and graduate a cadre of new teachers who are employed by school districts. The new teachers from such a teacher preparation program have the capabilities and intentions to teach mathematics and science in a reform-based manner that makes connections between the disciplines by using high quality science mathematics. However, the new teachers' school cultures were a major factor in whether reform-aligned mathematics and science teaching was implemented regularly by the new teachers and if the new teachers continued to teach in those schools. (Contains 17 references.) (Author/ASK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |