Focusing In on Science Learning

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Highly qualified science teachers are in short supply in the United States. What is keeping prospective science teachers out of the classroom? And how can education leaders ensure that there is parity in science classrooms across all districts and for all students? What do the numbers reveal about the quality and parity of science learning?

Education Week Commentary editors challenged classroom teachers, teacher-educators, and researchers to tackle these questions and propose new ideas for improving science instruction. For more insight on the science-teaching landscape, a panel of business and STEM leaders from across the country offer their thoughts on what we might be overlooking in this conversation.

Is STEM Education in Permanent Crisis?

Perpetual and wide-spread STEM teacher shortages in the Unites States are holding students back, writes UTeach’s Michael Marder.

Read Commentary

Advice From the Science Classroom

Read Commentary Better support and professional development for science teachers could eventually attract more students to science, writes educator Justin Louie.

Growing a Better STEM Field

Read CommentaryTo turn around the science teaching shortage, a blueprint for good science instruction is necessary, writes educator Jen Gutierrez.

What Good STEM Teaching Requires

Read Commentary Good continuous learning for science teachers looks a lot like what we want for students, writes researcher Kirsten Daehler.

How to Teach Science in a Rural School

Read CommentaryFor rural science teachers, a command of subject matter and pedagogy isn’t enough, write Jessica Weller and Lynn A. Bryan of Purdue University.

This special section is supported by a grant from the Noyce Foundation. Education Week retained sole editorial control over the content of this package; the opinions expressed are the authors' own, however.

Illustrations by Peter Hoey for Education Week.

Vol. 36, Issue 10