诊断当前高中理科和数学课外教学的状况。
Diagnosing the current state of out-of-field teaching in high school science and mathematics.
机构信息
Department of Chemistry, Stony Brook University, Stony Brook, New York, United States of America.
Department of Statistics and Analytical Science, Kennesaw State University, Kennesaw, Georgia, United States of America.
出版信息
PLoS One. 2019 Sep 25;14(9):e0223186. doi: 10.1371/journal.pone.0223186. eCollection 2019.
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.
美国政府已经认识到教师在培养科学、技术、工程和数学（STEM）专业人才方面的关键作用，这些人才将推动我国经济的发展。2001 年的《不让一个孩子掉队法案》（NCLB）的通过是为了提高全国的教育质量，部分原因是减少非专业教师（OOF）的数量。然而，NCLB 及相关努力对当前高中理科和数学领域 OOF 教学的现状的影响尚未得到检验。我们对国家教师和校长调查（NTPS）数据的分析表明，从 2003 年到 2016 年，化学和物理学科的 OOF 教师比例有所增加，各学科被分配给 OOF 教师的学生人数也有所增加。我们讨论了我们研究结果的社会影响，以及政策制定者、学校管理人员和学术机构（特别是大学教师）在解决这一问题方面可以发挥的关键作用。
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