John Tillotson

Beginning Teachers: Beliefs and Classroom Actions

The current national priority for systemic approaches to the reform of science and mathematics education has led to unprecedented interest in research on the efficacy of science and mathematics teacher preparation programs. In response to this priority, a focus on collaborative approaches to educational reform and to research on educational reform resulted in a national collaborative research consortium of insitutions of higher education. The consortium was formed to investigate the following question about secondary science teacher education: What are the perceptions, beliefs, and classroom performances of beginning secondary teachers as related to their philosophies of teaching and their content pedagogical skills? The research design and instrumentation yielded detailed descriptions that elicited knowledge and beliefs held by beginning teachers about science, the nature of teaching and learning, and their philosophy of teaching. An analysis of video portfolios of beginning teachers provided classroom-based evidence of their performance in both subject matter and pedagogical dimensions of teaching. Among the findings from this 3-year exploratory study were that teachers graduated from their teacher preparation programs with a range of knowledge and beliefs about: how teachers should interact with subject content and processes, what teachers should be doing in the classroom, what students should be doing in the classroom, philosophies of teaching, and how they perceived themselves as classroom teachers. Beginning teachers described their practices as very student-centered. Observations of these teaching practices contrasted starkly with teacher beliefs: While teachers professed student-centered beliefs, they behaved in teacher-centered ways. Undertaking intensive, collaborative studies such as the one described in this article, is the beginning of efforts through which the science and mathematics education communities can strive to address the needs of students, teachers, teacher educators, and other stakeholders working to establish a common vision for excellent instruction and systemic, long-lasting reform.

Same destination, different journeys: a comparison of male and female views on becoming and being a scientist

This study examined the perceptions of male and female scientists concerning their experiences in achieving and maintaining a career within the scientific community. Additionally, how male and female scientists viewed the nature of science itself was explored. The intent was to determine the commonalities and differences that exist within and between these groups to gain additional insight into the problem of the under-representation of women in science. Male and female respondents had contrasting experiences in becoming scientists as well as maintaining careers within the scientific community. Women perceived many more barriers than did male respondents. Despite differences faced by male and female respondents, their beliefs about what constituted science were nearly identical.

Auto mechanics in the physics lab: Science education for all

Contents: Preface. P. Kluth, D.P. Biklen, D.M. Straut, Access to Academics for All Students. P. Kluth, D.M. Straut, Toward Standards for Diverse Learners: Examining Assumptions. T. Knight, Academic Access and the Family. K. Chandler-Olcott, Seeing All Students as Literate. S.M. Davidenko, P.P. Tinto, Equity for All Learners of Mathematics: Is Access Enough? D.M. Straut, K. Colleary, Accessing Power Through Intentional Social Studies Instruction: Every Day for Every Student. J.W. Tillotson, P. Kluth, Auto Mechanics in the Physics Lab: Science Education for All. K. Madsen, Providing Access to Arts Education: An Illustration Through Music. M. Sapon-Shevin, P. Kluth, In the Pool, On the Stage, and at the Concert: Access to Academics Beyond Classroom Walls. D.P. Biklen, D.M. Straut, P. Kluth, Academics, Access, and Action.