{"id":942,"date":"2016-10-25T18:50:10","date_gmt":"2016-10-25T18:50:10","guid":{"rendered":"https:\/\/horizon-research.com\/NSSME\/?page_id=942"},"modified":"2024-12-09T22:11:36","modified_gmt":"2024-12-09T22:11:36","slug":"report-of-the-2000-national-survey-of-science-and-mathematics-education","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/NSSME\/2000-nssme\/report-of-the-2000-national-survey-of-science-and-mathematics-education","title":{"rendered":"Report of the 2000 National Survey of Science and Mathematics Education"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"942\" class=\"elementor elementor-942\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-24f0f9c1 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"20541\" data-id=\"24f0f9c1\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-202baaa6 e-con-full e-flex e-con e-child\" data-eae-slider=\"84651\" data-id=\"202baaa6\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-464e0658 e-con-full e-flex e-con e-child\" data-eae-slider=\"42451\" data-id=\"464e0658\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-257c8296 elementor-widget elementor-widget-image\" data-id=\"257c8296\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/complete.pdf\" target=\"_blank\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"611\" height=\"788\" src=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-103524.png\" class=\"attachment-large size-large wp-image-3029\" alt=\"\" srcset=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-103524.png 611w, https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-103524-233x300.png 233w\" sizes=\"(max-width: 611px) 100vw, 611px\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-41177507 e-con-full e-flex e-con e-child\" data-eae-slider=\"95747\" data-id=\"41177507\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-3a3c070a e-con-full e-flex e-con e-child\" data-eae-slider=\"64033\" data-id=\"3a3c070a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-74beca08 elementor-widget elementor-widget-text-editor\" data-id=\"74beca08\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>The Report of 2000 National Survey of Science and Mathematics Education details the results of a survey of 5,765 science and mathematics teachers in schools across the United States. Areas addressed include:<\/p><ul><li><p>Teacher backgrounds and beliefs, teachers as professionals;<\/p><\/li><li>Science and mathematics courses;<\/li><li><p>Instructional objectives and activities;<\/p><\/li><li><p>Instructional resources; and<\/p><\/li><li><p>Factors affecting instruction.<\/p><\/li><\/ul><p><strong>Download Complete Report<br \/><\/strong><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/complete.pdf\" target=\"_blank\" rel=\"noopener\">Report of the 2000 National Survey for Science and Mathematics Education Full Report<\/a>(PDF)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-3fa8f36f e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"21660\" data-id=\"3fa8f36f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-62f1df0f elementor-widget elementor-widget-text-editor\" data-id=\"62f1df0f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Suggested Citation:<br \/><\/strong>Weiss, I.R., Banilower, E.R., McMahon, K.C., Smith, S.P.(2001). <i>Report of the 2000 National Survey of Science and Mathematics Education.<\/i> Chapel Hill, NC: Horizon Research, Inc<strong>.<br \/><\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-bdebf4d e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"11120\" data-id=\"bdebf4d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-b4af4ab elementor-widget elementor-widget-text-editor\" data-id=\"b4af4ab\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Download by Chapter<\/strong><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/frontmatter.pdf\">Front matter<\/a>\u00a0(Table of Contents, etc.)<br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter1.pdf\">Chapter One: Introduction<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter2.pdf\">Chapter Two: Teacher Backgrounds and Beliefs<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter3.pdf\">Chapter Three: Teachers as Professionals<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter4.pdf\">Chapter Four: Science and Mathematics Courses<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter5.pdf\">Chapter Five: Instructional Objectives and Activities<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter6.pdf\">Chapter Six: Instructional Resources<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/chapter7.pdf\">Chapter Seven: Factors Affecting Instruction<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/references.pdf\">References<\/a><\/p><p><strong>Appendices<\/strong><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/appendixa.pdf\">Appendix A: Sample Design<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/appendixb.pdf\">Appendix B: Survey Questionnaires<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/appendixc.pdf\">Appendix C: Pre-Survey Mailout<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/appendixd.pdf\">Appendix D: Description of Data Collection<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/status\/appendixe.pdf\">Appendix E: Description of Reporting Variables<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>The Report of 2000 National Survey of Science and Mathematics Education details the results of a survey of 5,765 science and mathematics teachers in schools across the United States. Areas addressed include: Teacher backgrounds and beliefs, teachers as professionals; Science and mathematics courses; Instructional objectives and activities; Instructional resources; and Factors affecting instruction. Download Complete [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":838,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-942","page","type-page","status-publish","hentry","post"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 5.0.0.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"The Report of 2000 National Survey of Science and Mathematics Education details the results of a survey of 5,765 science and mathematics teachers in schools across the United States. 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