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Sean Smith  \nDisclaimer  \nThe 2018 NSSME+: Trends in U.S. Science Education From 2012 to 2018 was prepared with support from the National Science Foundation under grant number DGE-1642413. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  \nSuggested Citation  \nSmith, P. S. (2020). 2108 NSSME+: Trends in [U.S. science](U.S. science) education from 2012 to 2018. Horizon Research, Inc.  \nAdditional Information  \nMore details and products from the 2018 NSSME+, as well as previous iterations of the study, can be found at: [http://horizon-research.com/NSSME/](http://horizon-research.com/NSSME/)  \nHORIZON  \nRESEARCH  \n, I N C .  \nII  \nF E B R U A R Y 2 0 2 0  \nTABLE OF CONTENTS  \nPage  \nList of Tables ..................................................................................................................................v  \nList of Figures............................................................................................................................... xi  \nChapter One: Introduction ...........................................................................................................1  \nChapter Two: Teacher Background and Beliefs.........................................................................3  \nOverview ..................................................................................................................................... 3  \nTeacher Characteristics ............................................................................................................... 3  \nTeacher Preparation .................................................................................................................... 7  \nTeachers’ Pedagogical Beliefs .................................................................................................. 17  \nTeachers’ Perceptions of Preparedness..................................................................................... 19  \nSummary ................................................................................................................................... 24  \nChapter Three: Science Professional Development..................................................................27  \nOverview ................................................................................................................................... 27  \nTeacher Professional Development .......................................................................................... 27  \nProfessional Development Offerings at the School Level ........................................................ 33  \nSummary ................................................................................................................................... 40  \nChapter Four: Science Courses ..................................................................................................43  \nOverview ................................................................................................................................... 43  \nTime Spent in Elementary Science Instruction......................................................................... 43  \nScience Course Offerings ......................................................................................................... 44  \nOther Characteristics of Science Classes .................................................................................. 50  \nSummary ................................................................................................................................... 53  \nChapter Five: Instructional Decision Making, Objectives, and Activities .............................55  \nOverview ..................................................................................................","cbCaihsoZhakNmxH","https://ap.wps.com/l/cbCaihsoZhakNmxH","pdf",2404567,103,"English","# List of Tables\n# List of Figures\n# Chapter One: Introduction\n# Chapter Two: Teacher Background and Beliefs\n## Overview\n## Teacher Characteristics\n## Teacher Preparation\n## Teachers’ Pedagogical Beliefs\n## Teachers’ Perceptions of Preparedness\n## Summary\n# Chapter Three: Science Professional Development\n## Overview\n## Teacher Professional Development\n## Professional Development Offerings at the School Level\n## Summary\n# Chapter Four: Science Courses\n## Overview\n## Time Spent in Elementary Science Instruction\n## Science Course Offerings\n## Other Characteristics of Science Classes\n## Summary\n# Chapter Five: Instructional Decision Making, Objectives, and Activities\n## Overview\n## Teachers’ Perceptions of Their Decision-Making Autonomy\n## Instructional Objectives\n## Class Activities\n## Homework and Assessment Practices\n## Summary\n# Chapter Six: Instructional Resources\n## Overview\n## Use of Textbooks and Other Instructional Resources\n## Facilities and Equipment\n## Summary\n# Chapter Seven: Factors Affecting Instruction\n## Overview\n## School Programs and Practices\n## Extent of Influence of State Standards\n## Factors That Promote and","[{\"question\":\"What is the main focus of the 2018 NSSME+ report?\",\"answer\":\"The report analyzes trends in U.S. science education from 2012 to 2018 and synthesizes findings across teachers, professional development, courses, instruction, and resources.\"},{\"question\":\"How does the report address teacher factors?\",\"answer\":\"It covers teacher background and beliefs, including teacher characteristics, preparation, pedagogical beliefs, and perceptions of preparedness.\"},{\"question\":\"Which instructional elements are examined in the report?\",\"answer\":\"The study reviews instructional decision making, objectives, class activities, and homework and assessment practices, along with instructional resources such as textbooks and facilities.\"}]","2018 NSSME+ - Trends in U.S. Science Education From 2012 to 2018 | PDF",1792051557,260]