{"id":950,"date":"2016-10-25T18:52:58","date_gmt":"2016-10-25T18:52:58","guid":{"rendered":"https:\/\/horizon-research.com\/NSSME\/?page_id=950"},"modified":"2024-12-06T20:51:28","modified_gmt":"2024-12-06T20:51:28","slug":"the-national-survey-of-science-and-mathematics-education-trends-from-1977-to-2000","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/NSSME\/2000-nssme\/the-national-survey-of-science-and-mathematics-education-trends-from-1977-to-2000","title":{"rendered":"The National Survey of Science and Mathematics Education: Trends from 1977 to 2000"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"950\" class=\"elementor elementor-950\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-4b5e777e e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"54233\" data-id=\"4b5e777e\" 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-5e4781bb e-con-full e-flex e-con e-child\" data-eae-slider=\"19313\" data-id=\"5e4781bb\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-16e24ebc e-con-full e-flex e-con e-child\" data-eae-slider=\"85345\" data-id=\"16e24ebc\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7d9ba067 elementor-widget elementor-widget-image\" data-id=\"7d9ba067\" 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\/trends\/trends_report.pdf\" target=\"_blank\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"612\" height=\"791\" src=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-105049.png\" class=\"attachment-large size-large wp-image-3053\" alt=\"\" srcset=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-105049.png 612w, https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-105049-232x300.png 232w\" sizes=\"(max-width: 612px) 100vw, 612px\" \/>\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-46e604b0 e-con-full e-flex e-con e-child\" data-eae-slider=\"35289\" data-id=\"46e604b0\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-63774565 e-con-full e-flex e-con e-child\" data-eae-slider=\"88042\" data-id=\"63774565\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4bd430e1 elementor-widget elementor-widget-text-editor\" data-id=\"4bd430e1\" 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>This report focuses on trends in science and mathematics education, in most cases between 1993 and 2000, but in some instances dating back to 1977 or 1985.<\/p><p>Areas addressed include:<\/p><ul><li><p>Teacher backgrounds and beliefs, teachers as professionals;<\/p><\/li><li><p>Science and mathematics courses;<\/p><\/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><b>Download Full Report:<br \/><\/b><a style=\"font-size: 15px; transition-property: all;\" href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_report.pdf\">The National Survey of Science and Mathematics Education: Trends from 1977 to 2000<\/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-55549cc9 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"75100\" data-id=\"55549cc9\" 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-3c0ddb1a elementor-widget elementor-widget-text-editor\" data-id=\"3c0ddb1a\" 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>Smith, P.S., Banilower, E.R., McMahon, K.C., Weiss, I.R. (2002). <i>The National Survey of Science and Mathematics Education: Trends\nFrom 1977 to 2000<\/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-0bdf0c6 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"3116\" data-id=\"0bdf0c6\" 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-8f11e71 elementor-widget elementor-widget-text-editor\" data-id=\"8f11e71\" 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 Section:<\/strong><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_frontmatter.pdf\">Front matter (Table of Contents, Lists of Tables etc.)<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_background.pdf\">Background and Purpose<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_section1.pdf\">Section One: Teacher Backgrounds and Beliefs<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_section2.pdf\">Section Two: Teachers as Professionals<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_section3.pdf\">Section Three: Science and Mathematics Classes<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_section4.pdf\">Section Four: Instructional Objectives and Activities<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_section5.pdf\">Section Five: Instructional Resources<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_section6.pdf\">Section Six: Factors Affecting Instruction<\/a><br \/><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/reports2000\/trends\/trends_conclusion.pdf\">Conclusion<\/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>This report focuses on trends in science and mathematics education, in most cases between 1993 and 2000, but in some instances dating back to 1977 or 1985. 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 Full Report:The National [&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-950","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=\"This report focuses on trends in science and mathematics education, in most cases between 1993 and 2000, but in some instances dating back to 1977 or 1985.Areas addressed include:Teacher backgrounds and beliefs, teachers as professionals;Science and mathematics courses;Instructional objectives and activities;Instructional resources; andFactors affecting instruction.Download Full Report:The National Survey of Science and Mathematics Education: Trends\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<link rel=\"canonical\" href=\"https:\/\/www.horizon-research.com\/NSSME\/2000-nssme\/the-national-survey-of-science-and-mathematics-education-trends-from-1977-to-2000\" \/>\n\t<meta name=\"generator\" content=\"All in One SEO (AIOSEO) 5.0.0.1\" \/>\n\t\t<meta property=\"og:locale\" content=\"en_US\" \/>\n\t\t<meta property=\"og:site_name\" content=\"NSSME - National Survey of Science and Mathematics Education\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"The National Survey of Science and Mathematics Education: Trends from 1977 to 2000 - NSSME\" \/>\n\t\t<meta property=\"og:description\" content=\"This report focuses on trends in science and mathematics education, in most cases between 1993 and 2000, but in some instances dating back to 1977 or 1985.Areas addressed include:Teacher backgrounds and beliefs, teachers as professionals;Science and mathematics courses;Instructional objectives and activities;Instructional resources; 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