Attracting Science and Mathematics Ph.D.s to Secondary School Education (2000) / Chapter Skim
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Appendix B: Focus Group Summaries
Appendix B: Focus Group Summaries
Pages 75-94
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Several had started out to become teachers or had taught high school. Some had participated in secondary school teaching through the Science and Health Partnership (SEP)
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Standard teacher education courses received little enthusiasm. At several sites a mentored teaching experience was suggested to be important.
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Duke: Academic research/tenure-track faculty: two (one explicitly said research without teaching) Undergraduate teaching at a liberal arts college: one · Non-formal environmental education: one K-12 mathematics curriculum development, but career is on hold while husband finishes mathematics Ph.D.
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I Undergraduate education: has taught secondary school English in Japan and enjoys teaching. Would fee} overqualified for secondary school teaching; would enjoy undergraduate teaching.
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Teachers should be given better tools. You must raise the pay levels to make secondary school teaching more attractive.
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in zoology, Duke grads have a better than average chance of attaining research jobs; a postdoc is needed first. Mathematics: The job market is awful and the dual career issue has made matters worse.
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One person said she once aspired to academia but was now considering industry. Two said that they had considered secondary school teaching as an option, but one had fully rejected the notion and the other (whose husband has become a secondary school teacher)
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: . As noted above, participants have considered: industry, starting independent research business, and secondary school teaching.
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If not, why not? Rutgers/UMDNJ: Duke: Five out of 10 participants had considered secondary school teaching on some level: 2 of these individuals have parents who are secondary school teachers which was responsible, in part, for the thought crossing their minds.
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FHCRC: This group quickly got to the point of discussing secondary school teaching. They recognized that they hadn't been trained to be secondary school teachers, but had been trained to be basic scientists.
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The motivation of students is more important than their actual knowledge. · Professors said that with a Ph.D "he could do better" than secondary school teaching FHCRC: No respect given to secondary school teachers.
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Rutgers/UMDN] : · Taking teacher education courses that are "dumbed down" and not rigorous.
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. if you really want to attract Ph.D.s to secondary school teaching, let them take two years to try student teaching with a stipulation that if they want it, they will have a guaranteed twoyear postdoc, funded by NTH.
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Would you consider secondary school teaching if you could satisfy the teacher education requirement by (see handout)
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Wants an established, structured program of mentoring. FHCRC: (Many of the focus group members had had some level of involvement in secondary school teaching)
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· Family considerations become very important, and dictate the need for more and stable money. What characteristics of your work environment would be especially important to you in a secondary school teaching position?
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Again, the MS/MAT participant who is also working on curriculum development is already doing this. She said, "The most exciting part of teacher training is talking the teachers out and doing a lab that they can take back to their classrooms and use with their students." The participants at Duke suggested other ways Ph.D.s could help improve science literacy in the United States were to have graduate students satisfy their grad school teaching requirements by teaching in secondary school rather than serving as a TA for undergraduate courses, and work to in museum programs with K-12 students.
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You need some teaching experience to work in curriculum development. · Need a three-way team of scientist, educator, and curriculum development administrator to be effective.
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) Would enjoy looking at how the different pieces of the science curriculum (elementary, middle, and secondary school)
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