Cargando…
Diagnosing the current state of out-of-field teaching in high school science and mathematics
The U.S. government has acknowledged the critical role that teachers play in the production of Science, Technology, Engineering, and Mathematics (STEM) professionals who will drive our nation’s economy. The No Child Left Behind Act of 2001 (NCLB) was passed to improve the quality of education nation...
Autores principales: | , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2019
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6760793/ https://www.ncbi.nlm.nih.gov/pubmed/31553781 http://dx.doi.org/10.1371/journal.pone.0223186 |
_version_ | 1783453918947180544 |
---|---|
author | Shah, Lisa Jannuzzo, Cooper Hassan, Taufiq Gadidov, Bogdan Ray, Herman E. Rushton, Gregory T. |
author_facet | Shah, Lisa Jannuzzo, Cooper Hassan, Taufiq Gadidov, Bogdan Ray, Herman E. Rushton, Gregory T. |
author_sort | Shah, Lisa |
collection | PubMed |
description | The U.S. government has acknowledged the critical role that teachers play in the production of Science, Technology, Engineering, and Mathematics (STEM) professionals who will drive our nation’s economy. The No Child Left Behind Act of 2001 (NCLB) was passed to improve the quality of education nationwide, in part, by decreasing the number of out-of-field (OOF) teachers. However, the impact of NCLB and related efforts on the current state of OOF teaching in high school science and mathematics has yet to be examined. Our analysis of data from the National Teacher and Principal Survey (NTPS) indicates that from 2003–2016, the proportion of OOF teachers in chemistry and physics has increased, and there has been an increase in the number of students assigned to OOF teachers across subjects. We discuss the societal impact of our results and the critical role that policymakers, school administrators, and academic institutions, particularly university faculty, can play in its solution. |
format | Online Article Text |
id | pubmed-6760793 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-67607932019-10-04 Diagnosing the current state of out-of-field teaching in high school science and mathematics Shah, Lisa Jannuzzo, Cooper Hassan, Taufiq Gadidov, Bogdan Ray, Herman E. Rushton, Gregory T. PLoS One Research Article The U.S. government has acknowledged the critical role that teachers play in the production of Science, Technology, Engineering, and Mathematics (STEM) professionals who will drive our nation’s economy. The No Child Left Behind Act of 2001 (NCLB) was passed to improve the quality of education nationwide, in part, by decreasing the number of out-of-field (OOF) teachers. However, the impact of NCLB and related efforts on the current state of OOF teaching in high school science and mathematics has yet to be examined. Our analysis of data from the National Teacher and Principal Survey (NTPS) indicates that from 2003–2016, the proportion of OOF teachers in chemistry and physics has increased, and there has been an increase in the number of students assigned to OOF teachers across subjects. We discuss the societal impact of our results and the critical role that policymakers, school administrators, and academic institutions, particularly university faculty, can play in its solution. Public Library of Science 2019-09-25 /pmc/articles/PMC6760793/ /pubmed/31553781 http://dx.doi.org/10.1371/journal.pone.0223186 Text en © 2019 Shah et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Shah, Lisa Jannuzzo, Cooper Hassan, Taufiq Gadidov, Bogdan Ray, Herman E. Rushton, Gregory T. Diagnosing the current state of out-of-field teaching in high school science and mathematics |
title | Diagnosing the current state of out-of-field teaching in high school science and mathematics |
title_full | Diagnosing the current state of out-of-field teaching in high school science and mathematics |
title_fullStr | Diagnosing the current state of out-of-field teaching in high school science and mathematics |
title_full_unstemmed | Diagnosing the current state of out-of-field teaching in high school science and mathematics |
title_short | Diagnosing the current state of out-of-field teaching in high school science and mathematics |
title_sort | diagnosing the current state of out-of-field teaching in high school science and mathematics |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6760793/ https://www.ncbi.nlm.nih.gov/pubmed/31553781 http://dx.doi.org/10.1371/journal.pone.0223186 |
work_keys_str_mv | AT shahlisa diagnosingthecurrentstateofoutoffieldteachinginhighschoolscienceandmathematics AT jannuzzocooper diagnosingthecurrentstateofoutoffieldteachinginhighschoolscienceandmathematics AT hassantaufiq diagnosingthecurrentstateofoutoffieldteachinginhighschoolscienceandmathematics AT gadidovbogdan diagnosingthecurrentstateofoutoffieldteachinginhighschoolscienceandmathematics AT rayhermane diagnosingthecurrentstateofoutoffieldteachinginhighschoolscienceandmathematics AT rushtongregoryt diagnosingthecurrentstateofoutoffieldteachinginhighschoolscienceandmathematics |