scholarly journals Recruitment of Science and Mathematics Teachers: Review of Literature and Analysis of Findings From Three Years Efforts of A Recruitment

2019 ◽  
Vol 5 (2) ◽  
pp. 119-137
Author(s):  
Kadir Demir ◽  
Tugce Gul ◽  
Charlene Czerniak
Keyword(s):  
High School ◽  
Science Teacher ◽  
Mathematics Teachers ◽  
Teacher Recruitment ◽  
Teaching Staff ◽  
Career Changers ◽  
Math And Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
The U.S

Across the US, many school districts are finding increasing difficulties to fill the ranks of their science and mathematics teaching staff with highly qualified teachers. To alleviate the problem, several national policies, such as the No Child Left Behind Act and the American Recovery and Reinvestment Act, have been enacted to improve the quality of education while reducing teacher shortages.  Consequently, many agencies, such as the National Science Foundation, the U.S. Dept. of Education, and the U.S. Dept. of Energy, to name a few, have awarded large grants to universities and other organizations to implement math and science teacher recruitment programs and prepare them to deliver high quality instruction.  These programs vary in terms of their target populations (high school students, undergraduates, graduates, or career changers), the type and frequency of the early teaching experience provided, the academic and financial support systems, and the public relations campaigns regarding the rewarding aspects of becoming a science or mathematics teacher. Given the urgency of the national math and science teacher shortage and the high cost of these programs, examining their impact is critical. In this paper, we present findings from three years efforts of a science and mathematics teachers recruitment program to start mapping the landscape of teacher recruitment. Our discussion and implications suggest that… program’s focus was on recruiting students at all career levels (direct from high school, transfer from community college, change of major, and career changers).

News Notes

1934 ◽  
Vol 27 (2) ◽  
pp. 102-105
Author(s):  
Elizabeth Harmon
Keyword(s):  
High School ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Achievement Testing ◽  
Mathematics Section ◽  
And Mathematics ◽  
The University ◽  
Science And Mathematics Teachers

The mathematics Section of The Central Association of Science and Mathematics Teachers held its annual meeting at the Congress Hotel in Chlcago on Friday December 1, 1933, with Mr. Maurice L. Hartung of the University High School of Madison, Wisconsin presiding. The following program was given: Appointment of Nominating Committee; “Achievement Testing in Secondary Mathematics,” H. T. Lundholm, The Blake School, Minneapolis, Minnesota; “Dimensionality,” Prof. E. P. Lane, University of Chlcago; “Geometry's Tribute to Tradition,” Dr. Elizabeth B. Cowley, Pittsburgh, Pennsylvania; General Discussion; Election of Officers.

Interactive Boards in Schools

2014 ◽  
pp. 306-319
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board’s different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

Interactive Boards in Schools

2017 ◽  
pp. 437-451
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board's different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

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