Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

Ji Shen,Libby Gerard,Jane Bowyer

doi:10.1007/s10972-009-9180-5

Abstract

In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students’ data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.

Highlights

Science and modern technology are the cornerstones of economic growth in the United States (National Research Council (NRC) 2006)
Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers
This study focuses on the professional perspectives and actions of national and state policy makers and school principals as they address the problem of science teacher quality

Summary

Introduction

Science and modern technology are the cornerstones of economic growth in the United States (National Research Council (NRC) 2006). Even in California, the biggest employer of high-tech personnel, students are among the most poorly prepared in the nation in science (California Council on Science and Technology (CCST) 1999; National Center for Education Statistics (NCES) 2000, 2006; National Education Goals Panel 1998). Research suggests that students’ success in science is determined by the quality of their teacher when controlling for non-school factors (e.g., Darling-Hammond 2000; Ferguson 1991; Johnson et al 2007; Rivkin et al 2005). Teachers are too often unprepared in terms of both their science subject matter and pedagogical knowledge (NSB 2004; NCES 2004). The number of under-prepared math and science teachers in California who serve schools with the highest proportion of minority students is four times greater than that in non-urban settings (CFTL 2006)

Methods

Results

Discussion

Conclusion