What Makes a Secondary School Science and-or Mathematics Teacher Highly QualifiedReport as inadecuate

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Science Educator, v15 n1 p56-59 Spr 2006

Issues facing schools abound from No Child Left Behind (NCLB) legislation. In science and mathematics teacher pre-service and in-service preparation, these issues are paramount for institutions of higher education, especially in terms of the definition of a "highly qualified" teacher. Within this paper, the authors discuss the science and mathematics issues facing the nation. Specifically, they examine the literature supporting the major/minor teaching certification (with a major certification required to be considered highly qualified) and NCLB's effect on the state of Montana. Their review indicates that increased content knowledge does not of itself guarantee that a teacher will be better able to increase student performance. Instead, the successful teacher must also possess considerable background in communicating effectively to students. Following the U.S. Department of Education's strict definition of "highly qualified" goes against the evidence and may cause considerable conflict in states like Montana, where teachers are deemed to be highly qualified if they are teaching in their area of certification. (Contains 1 figure.)

Descriptors: Mathematics Teachers, Secondary School Science, Science Teachers, Teacher Effectiveness, Teacher Education, Secondary School Teachers, Teacher Certification, Pedagogical Content Knowledge, Academic Achievement, Teacher Student Relationship

National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://www.nsela.org/publications/publications4.html

Author: Miller, Kenneth W.; Davison, David M.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4989&id=EJ773254

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