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Novice Mathematics Teacher Report

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This report uses data from the 2018 NSSME+ to describe similarities and differences between novice and veteran mathematics teachers in the United States. Areas addressed include school contexts, teacher preparation, teacher beliefs, teacher perceptions of content and pedagogical preparedness, instructional objectives and activities, and instructional resources.

A Comparison of Novice and Veteran Mathematics Teachers: Data From the 2018 NSSME+

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. HRI requires that proper attribution be given if any products or materials, in whole or part, are used. 

2018 NSSME+ Mathematics Trends Report

published on

Date: November 2020

This report focuses on trends in mathematics education between 2012 and 2018 based on data from the 2018 NSSME+, a nationally representative survey of 7,600 science, mathematics, and computer science teachers in schools across the United States. Areas addressed in the report include: teacher backgrounds and beliefs, professional development, courses offered; instructional objectives and activities, instructional resources, and factors affecting instruction.

2018 NSSME+: Trends in U.S. Mathematics Education from 2012 to 2018

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. HRI requires that proper attribution be given if any products or materials, in whole or part, are used. 

Change at the Core: A Collaborative Model for Undergraduate STEM Education Reform

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Authors: Meredith L. Hayes, Peggy J. Trygstad, and Eric R. Banilower

Date: September 2017

Change at the Core: A Collaborative Model for Undergraduate STEM Education Reform

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Hayes, L. Meredith, Trygstad, J.Peggy, and Banilower, R. Eric. (2017). Change at the Core: A Collaborative Model for Undergraduate STEM Education Reform. Chapel Hill, NC: Horizon Research, Inc.

Citizen Science in Schools: Scientists’ Perspectives on Promise and Pitfalls

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Authors: Esch, R. Keith, Emily Burbacher, Eric Dodrill, Kristen DeVanna Fussell, Mitchell Magdich, Heather Norris, and W. Robert Midden

Date: July 2020

Citizen science (CS) projects have become widespread in part because they expand the capacity of professional scientists, enabling research that would otherwise be impracticable or unaffordable.  In addition to the research benefits, educators and scientists have seen educational value in CS because it can incorporate students into real-world science projects.  As a result, CS is increasingly making its way into schools.  This report offers experience-based insights that can help realize the promise of school-based CS.  All of the authors are scientists who have been involved in such efforts.

Citizen Science in Schools: Scientists’ Perspectives on Promise and Pitfalls

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Esch, R. Keith, Emily Burbacher, Eric Dodrill, Kristen DeVanna Fussell, Mitchell Magdich, Heather Norris, and W. Robert Midden. (2020). Citizen Science in Schools: Scientists’ Perspectives on Promise and Pitfalls. Chapel Hill, NC: Horizon Research, Inc.

Factors Affecting Teachers’ Decisions to Integrate Citizen Science Into Classroom Instruction

published on

Authors: Meredith L. Hayes, P. Sean Smith, and W. Robert Midden

Date: April 2020

Science instruction reform efforts call for increased opportunities for students to engage with science content and practices.  School-based citizen science (CS), when implemented well, addresses this call and provides a meaningful context for student learning.  Despite CS projects’ increasing role in formal science instruction, research on the potential for learning and conditions that support learning in CS contexts is thin.  Using case study findings, this report discusses factors that affect teachers’ decisions to integrate CS, as well as implications for supporting the uptake of effective school-based CS.

Factors Affecting Teachers’ Decisions to Integrate Citizen Science Into Classroom Instruction

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Hayes, M. L., Smith, P. S., & Midden, W. R. (2020). Factors Affecting Teachers’ Decisions to Integrate Citizen Science Into Classroom Instruction. Chapel Hill, NC: Horizon Research, Inc.

2018 NSSME+ Science Trends Report

published on

Date: February 2020

This report focuses on trends in science education between 2012 and 2018 based on data from the 2018 NSSME+, a nationally representative survey of 7,600 science, mathematics, and computer science teachers in schools across the United States. Areas addressed in the report include: teacher backgrounds and beliefs, professional development, courses offered; instructional objectives and activities, instructional resources, and factors affecting instruction.

2018 NSSME+: Trends in U.S. Science Education from 2012 to 2018

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. HRI requires that proper attribution be given if any products or materials, in whole or part, are used.