By Committee on Attracting Science and Mathematics PhDs to K-12 Education: From Analysis to Implementation, Division of Policy and Global Affairs, National Research Council
The nationwide study Council (NRC) has undertaken a three-phase venture to discover the potential of a application to draw technology, arithmetic and engineering PhDs to careers in K-12 schooling. the 1st section of the undertaking surveyed the pursuits of contemporary PhDs in technological know-how and arithmetic in pursuing careers in secondary schooling. research of the part I info means that an important percent of PhDs can be drawn to pursuing careers in secondary schooling lower than a few situations. This record from the second one section of the undertaking offers an offer for a countrywide demonstration application to figure out how one could organize PhDs to be effective participants of the K-12 schooling group. The proposed software is designed to assist meet the desires of the nation's faculties, whereas delivering extra profession possibilities for fresh PhDs in technological know-how, arithmetic and engineering.
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During the workshop held in connection with this report, the participants with PhDs who work in K-12 education provided additional insights as to why they are so few in number. They stated that a major barrier for anyone leaving academic research is the potential loss of respect from that community. Although they were ultimately happy with their decisions to 20 ATTRACTING PHDS TO K-12 EDUCATION enter careers in K-12 education, they suggested that this barrier could be lowered if the PhDs were offered a prestigious national fellowship by an institution that is respected by the academic research community.
HOW CAN THEY BE RETAINED IN K-12 EDUCATION? The committee was unable to identify unique retention strategies for keeping PhDs in K-12 education careers. One aspect of the demonstration program might be to determine whether some unusual strategies can be developed. Retention strategies that have been shown to be effective for teachers include: one-on-one mentoring, with mandatory participation for FROM GRAD SCHOOL TO GRADE SCHOOL 25 all new teachers, involving teachers in decision making, implementing team or interdisciplinary teaching, and making scheduling changes to allow common planning time for teachers in schools.
In the first scenario, the institution of higher education that will provide the first year’s preparation and the local schools or schools districts would be responsible for selecting the fellows. This option may be attractive to the institutions and schools because it gives them complete control over which PhDs are accepted into their programs. But it has two potentially serious negative consequences: the selection criteria might vary significantly from site to site, and PhDs might find it difficult to know about or apply to what are in effect many different programs.
Attracting PhDs to K-12 Education by Committee on Attracting Science and Mathematics PhDs to K-12 Education: From Analysis to Implementation, Division of Policy and Global Affairs, National Research Council