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• W29275812 abstract "The need for quality educators in the science, technology, engineering, and mathematics (STEM) disciplines has been well-documented (Office of Postsecondary Education, 2012; Ingersoll, 2007; Viadero, 2009). There are initiatives and studies that address the reasons for the shortage of STEM teachers, ways to recruit and retain said teachers, and ways to support teachers in the classroom through professional development (Hall, Dickerson, Batts, Kauffmann, & Bosse, 2011; Office of Postsecondary Education, 2012; Science and Mathematics Teacher Imperative). Administrators, K-12 teachers, and university faculty members consistently find that teachers need and desire professional development in the areas of content knowledge and pedagogy (Chval, Abell, Pareja, Musikul, & Ritzka, 2008; Torff & Sessions, 2009). Partnering with university faculty could be an effective way for K-12 STEM educators to get the necessary professional development to more effectively communicate with and engage their students in the subject matter (Moskal & Skokan, 2011; Zhang, Mclnerney, & Frechtling, 2010). Rationale for Support Need For Science, Technology, Engineering, and Mathematics Teachers Data show demand for mathematics and science teachers continues to increase (Ingersoll, 2007; National Commission on Mathematics and Science Teaching for the 21st Century, 2000; Office of Postsecondary Education, 2012). The U.S. Department of Education Office of Postsecondary Education has published a nationwide listing of teacher shortage areas since 1990 (Office of Postsecondary Education, 2012). For the 2011-2012 and 2012-2013 school years, forty-six states and the District of Columbia anticipated a need for mathematics or science educators. Forty-two of the states expressed a need in both content areas. More awareness of the need for quality science and mathematics teachers has led to more grants, initiatives, and reports being generated on the subject. Many researchers have studied methods for recruiting and training quality mathematics and science teachers (Hall, Dickerson, Batts, Kauffmann, & Bosse, 2011; Jeanpierre & Lewis, 2007; Newton, Jang, Nunes, & Stone, 2010; Ng & Lizette, 2010; Rockland, et al., 2010). Science and Mathematics Teacher Imperative (SMTI), developed by the Association of Public and Land-grant Universities, is an example of a program designed to increase the number of qualified secondary mathematics and science teachers in the United States. National Science Teachers Association (NSTA) has taken the position that not only are fewer mathematics and science educators being produced, but that too many current teachers are leaving (Ingersoll, 2007). Sterling (2004) agreed that a contributing factor to the shortage of mathematics and science teachers is that the teachers are choosing to leave the profession. Sterling suggests that under-qualified teachers do not stay in the field and that experienced teachers are leaving in greater numbers. There is a unified call for, among other things, increased support for educators (Ingersoll, 2007; Sterling, 2004). One way to support teachers is to provide professional development. Professional Development to Develop Pedagogy and Content Knowledge In order to assist teachers who specialize in mathematics and science, quality professional development is critical. The need for professional development in science and mathematics has been noted by NSTA and the NCTM. NSTA's position statement regarding professional development emphasizes the importance of continuous significant professional development to produce high-quality science teachers (NSTA Board of Directors, 2006). The NCTM (2007) position is that there is a shared responsibility by states, districts, colleges, and universities for continuing professional support of beginning teachers. The council advocates for professional development with an emphasis on mathematics content and pedagogy. …" @default.
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• W29275812 date "2013-03-22" @default.
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• W29275812 title "University Support of Secondary Stem Teachers through Professional Development" @default.
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