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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

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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. 

Report of the 2018 NSSME+

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Authors: Eric R. Banilower, P. Sean Smith, Kristen A. Malzahn, Courtney L. Plumley, Evelyn M. Gordon, Meredith L. Hayes

Date: December 2018

The Report of 2018 NSSME+ details the results of a survey of 7,600 science, mathematics, and computer science teachers in schools across the United States. Areas addressed include: teacher backgrounds and beliefs; science, mathematics, and computer science professional development; science, mathematics, and computer science courses; instructional objectives and activities; instructional resources; and factors affecting instruction.

Report of 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. The report should be cited as follows:

Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc.

A Review of Practice-Based Literature on Teaching about Interdependent Relationships in Ecosystems to Elementary Students

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This report summarizes the findings of a systematic review of practice-based literature on teaching about interdependent relationships in ecosystems to upper elementary students.  The report is a product of the Knowledge Assets to Support the Science Instruction of Elementary Teachers (ASSET)  project.  ASSET is exploring a method for collecting and synthesizing pedagogical content knowledge (PCK).  Literature reviews and discussions with experts will help determine what is known in the field about teaching and learning of each of the key ideas, including common patterns of student thinking and successful instructional strategies.

A Review of Practice-Based Literature on Teaching about Interdependent Relationships in Ecosystems to Elementary Students (PDF, 1M)

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. 

Hayes, M. L., Plumley, C. L., Smith, P. S., & Esch, R. K. (2018). A Review of Practice-Based Literature on Teaching about Interdependent Relationships in Ecosystems to Elementary Students. Chapel Hill, NC: Horizon Research, Inc.

Research to Practice Brief: The Critical Role of Science Teachers in Communicating Accurate Information about Zika

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Authors: P. Sean Smith, Joan D. Pasley

Date: May 2016

This policy brief makes recommendations for how science teachers can address the Zika virus with their students.

Research to Practice Brief: The Critical Role of Science Teachers in Communicating Accurate Information about Zika  (PDF, 78Kb)

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:

Smith, P. S. & Pasley, J. D. (2016). Research to practice brief: the critical role of science teachers in communicating accurate information about Zika. Chapel Hill, NC: Horizon Research, Inc.

 

What does “Implementing the NGSS” Mean? Operationalizing the science practices for K–12 classrooms.

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Authors: Joan D. Pasley, Peggy J. Trygstad, Eric R. Banilower

Date: November 2016

The Next Generation Science Standards (NGSS) are composed of three intertwined dimensions—disciplinary core ideas, science and engineering practices, and crosscutting concepts—that provide a foundation for what students should know and be able to do at various grade levels. The eight science practices outlined in the NGSS are critical components of scientific sense making, but currently there is limited guidance on what these practices should “look like” in K–12 classrooms.

Based on an extensive literature review and a multi-round modified-Delphi panel of expert practitioners, HRI developed a primer to unpack the science practices. The primer outlines key elements of each practice—what students should be doing when engaging with each science practice—and provide illustrative examples of how these key elements might play out in classrooms across different grade bands and subject areas.

What does “Implementing the NGSS” Mean? Operationalizing the science practices for K–12 classrooms

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:

Pasley, J. D., Trygstad, P. J., & Banilower, E. R. (2016). What does “Implementing the NGSS” Mean? Operationalizing the science practices for K–12 classrooms. Chapel Hill, NC: Horizon Research, Inc.