A Review of the Literature on Mathematics and Science Teacher Quality

Abstract

A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research that are limited in the literature.

ACKNOWLEDGMENT

This study is one in a series of substudies for the Math and Science Partnership Program Evaluation (MSP-PE) conducted for the National Science Foundation's MSP Program. The MSP-PE is conducted under Contract No. EHR-0456995. Since 2007, Bernice Anderson, Ed.D., Senior Advisor for Evaluation, Directorate for Education and Human Resources, has served as the National Science Foundation Program Officer. The authors, are Johnna J. Bolyard, from West Virgina University, and Patricia S. Moyer-Packenham, Utah State University (formerly of George Mason University).

The MSP-PE is led by COSMOS Corporation in current partnership with George Mason University (GMU) and Brown University. Robert K. Yin (COSMOS) serves as Principal Investigator and Jennifer Scherer (COSMOS) serves as one of three Co-Principal Investigators. Additional Co-Principal Investigators and their collaborating institutions (including discipline departments and math centers) are Patricia Moyer-Packenham (USU, formerly GMU) and Kenneth Wong (Brown).