ARISE

Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

NSF

Bugs in the System

This report by the Computer Science Teachers Association (CSTA) and the Association for Computing Machinery (ACM) provides an overview of the landscape of K-12 Computer Science (CS) education and teacher certification. The report builds on the 2008 effort by the CSTA Task Force that detailed the state of CS teacher certification and licensure. This report […]

100Kin10 Annual Partner Survey

In this report, the non-profit organization 100Kin10 presents findings from its survey of 165 100Kin10 partner organizations. The report highlights the best practices, challenges, and trends reported by collaborators who support STEM teachers.  The survey was administered by 100Kin10 and data analyzed with support from the American Institutes for Research (AIR).  Six surveys were developed, […]

Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas

In 2012 the National Academies of Science was commissioned by the National Research Council to develop a framework that includes the practices, concepts, and core ideas that students should recognize by the end of high school.  While avoiding the standards-level detail, the framework includes descriptions of learning sequences. Chapter 1: The authors’ vision for K-12 […]

Retaining Teachers: How Preparation Matters

This article presents findings from a study that focuses on different types of teacher preparation programs and how they may affect teacher retention. The research questions included: 1) How do the retention rates of teachers coming from traditional teacher education programs compare with those of teachers coming from alternative routes? 2) Are new mathematics and […]

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.