Report of the 2012 National Survey of Science and Mathematics Education.

Report of the 2012 National Survey of Science and Mathematics Education.

Eric R. Banilower, P. Sean Smith, Iris R. Weiss, Kristen A. Malzahn, Kiira M. Campbell, Aaron M. Weis - Show less +2 more

01 Feb 2013-

About: The article was published on 2013-02-01 and is currently open access. It has received 295 citations till now. The article focuses on the topics: Connected Mathematics & Core-Plus Mathematics Project.

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Journal Article•DOI•

Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last:

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David Cohen, Jal Mehta

11 Apr 2017-American Educational Research Journal

TL;DR: The authors argue that reform sometimes succeeds and seek to understand why, drawing on examples from the founding of public schools to the presen... and argue that reforms sometimes succeed and why they succeed.

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Abstract: Counter to narratives of persistently failed school reform, we argue that reforms sometimes succeed and seek to understand why. Drawing on examples from the founding of public schools to the presen...

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123 citations

Additional excerpts

...See Hiebert et al. (2005) and Banilower et al. (2013)....
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Journal Article•DOI•

Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors

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David M. Quinn¹, North Cooc²•Institutions (2)

Harvard University¹, University of Texas at Austin²

01 Aug 2015-Educational Researcher

TL;DR: This article used nationally representative data following students from Grades 3 to 8, and found that the Black-White science test score gap (1.07 SD in Grade 3) remains stable over these years, the Hispanic-White gap narrows (−1.85 to −.65 SD), and the Asian-White grade 3 gap (−2.31 SD) closes by Grade 8.

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Abstract: Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black–White science test score gap (–1.07 SD in Grade 3) remains stable over these years, the Hispanic–White gap narrows (–.85 to –.65 SD), and the Asian–White Grade 3 gap (–.31 SD) closes by Grade 8. The female–male Grade 3 gap (–.23 SD) may narrow slightly by eighth grade. Accounting for prior math and reading achievement, socioeconomic status, and classroom fixed effects, Grade 8 racial/ethnic gaps are not statistically significant. The Grade 8 science gender gap disappears after controlling for prior math achievement.

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116 citations

Cites background from "Report of the 2012 National Survey ..."

...344 EDUCATIONAL RESEARCHER Hispanic students tend to experience less rigorous and engaging science curricula and have access to fewer or lower quality science facilities and less qualified teachers (Banilower et al., 2013; Jacob, 2007; Oakes et al., 1990)....
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...344 EDUCATIONAL RESEARCHER Hispanic students tend to experience less rigorous and engaging science curricula and have access to fewer or lower quality science facilities and less qualified teachers (Banilower et al., 2013; Jacob, 2007; Oakes et al., 1990)....
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...They are less likely to be taught by qualified science teachers, are less likely to have important science lab facilities and equipment, and tend to be exposed to less rigorous curricula (Banilower et al., 2013; Oakes, Ormseth, Bell, & Camp, 1990; Ruby, 2006)....
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What Professional Development Strategies Are Needed for Successful Implementation of the Next Generation Science Standards

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Brian J. Reiser

01 Jan 2013

104 citations

Cites background from "Report of the 2012 National Survey ..."

...Tools including new curriculum materials and new assessments will be important supports to help the K-12 system move in these directions, but without a strong focus on aligned professional development, adopting NGSS and providing these resources will not be sufficient....
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...Brian J. Reiser Learning Sciences, Northwestern University Introduction: The Central Role for Professional Development in Implementing NGSS The new vision for science learning and teaching established in the Framework for K-12 Science Education (National Research Council, 2012) and carried forward in the Next Generation Science Standards (NGSS; NGSS Lead States, 2013) requires a dramatic departure from approaches to teaching and learning science occurring today in most science classrooms K-12 (Banilower et al., 2013)....
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...The Framework and NGSS have the potential to move our K-12 science system forward in important ways....
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...The new vision for science learning and teaching established in the Framework for K-12 Science Education (National Research Council, 2012) and carried forward in the Next Generation Science Standards (NGSS; NGSS Lead States, 2013) requires a dramatic departure from approaches to teaching and learning science occurring today in most science classrooms K-12 (Banilower et al., 2013)....
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...…Science Education (National Research Council, 2012) and carried forward in the Next Generation Science Standards (NGSS; NGSS Lead States, 2013) requires a dramatic departure from approaches to teaching and learning science occurring today in most science classrooms K-12 (Banilower et al., 2013)....
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Journal Article•DOI•

Problematizing teaching and learning mathematics as “given” in STEM education

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Yeping Li¹, Alan H. Schoenfeld²•Institutions (2)

Texas A&M University¹, University of California, Berkeley²

01 Dec 2019-International Journal of STEM Education

TL;DR: The authors argue that how mathematics is traditionally viewed as "given" or "fixed" for students' expected acquisition alienates many students and needs to be problematized, and propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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Abstract: Mathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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98 citations

Cites background from "Report of the 2012 National Survey ..."

...Horizon Research, Chapel Hill, NC. Retrieved from http://www. nnstoy.org/download/stem/2012%20NSSME%20Full%20Report.pdf Berger, C. (2016)....
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...Based on the 2012 US national survey of science and mathematics education conducted by Horizon Research, Banilower et al. (2013) reported that a vast majority of mathematics teachers, from 81% at the high school level to 90% at the elementary level, believe that students should be given definitions of new vocabulary at the beginning of instruction on a mathematical idea....
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...Based on the 2012 US national survey of science and mathematics education conducted by Horizon Research, Banilower et al. (2013) reported that a vast majority of mathematics teachers, from 81% at the high school level to 90% at the elementary level, believe that students should be given definitions…...
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Journal Article•DOI•

How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

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Robyn M. Gillies¹, Kim Nichols¹•Institutions (1)

University of Queensland¹

01 Apr 2015-Research in Science Education

TL;DR: This study reports on the reflections of nine grade 6 teachers who taught two cooperative, inquiry science units once a term for two consecutive school terms, investigating their perceptions of teaching inquiry science as well as the processes they employed, including the benefits and challenges of this student-centred approach to teaching.

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Abstract: Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the reflections of nine grade 6 teachers who taught two cooperative, inquiry science units once a term for two consecutive school terms. The study focused on investigating their perceptions of teaching inquiry science as well as the processes they employed, including the benefits and challenges of this student-centred approach to teaching, with longer task structures that characterises inquiry learning. Although the teachers reflected positively on their experiences teaching the inquiry science units, they also expressed concerns about the challenges that arise when teaching through inquiry. Implications for teacher education are discussed.

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88 citations

Cites background from "Report of the 2012 National Survey ..."

...These findings were virtually unchanged in the 2012 National Survey of Science and Mathematics Education (Banilower et al. 2013), with only 5 % of elementary teachers indicating that they have science/engineering or science education degrees....
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Report of the 2012 National Survey of Science and Mathematics Education.

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Cites background from "Report of the 2012 National Survey ..."

Cites background from "Report of the 2012 National Survey ..."

Cites background from "Report of the 2012 National Survey ..."

Cites background from "Report of the 2012 National Survey ..."

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