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In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.

Is the United States getting it wrong when it comes to educating tomorrow's innovators in critical fields? It has been known for years that the only way to compete globally in information technology, engineering, nanotechnology, robotics and other fields is to give students the best educational opportunities possible. But do individuals have a successful formula when it comes to science, technology, engineering and math (STEM) education? In this report, the authors challenge the nation's approach to STEM education and argue that reforms are urgently needed to better match the talents of students, the needs of employers, and its goals. (Contains 19 tables, 42 figures, and 623 endnotes.) [Funding for this paper was provided by the Intel Corporation. For "Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. Executive Summary," see ED521736.]

This publication contains 20 learning activities for developing basic skills while teaching about China at the secondary level. The activities, which were field tested, are self-contained and include short readings followed by student work sheets. For developing skill in reading about China, the learning activities focus upon translating Chinese into English, pronouncing Chinese in English, classifying sources of information on China, and using reference books on China. The learning activities which teach critical thinking involve students in applying Chinese mathematical skills, comparing the economy of China with other Communist nations, and judging right from wrong using American and Chinese perspectives. To develop skill in understanding the history of China, students learn to tell time in the Chinese tradition, make a timeline in Chinese history, assess the Chinese Ladder of Success, and analyze the 1978 Constitution of China. Students develop skill in interpreting the geography of China by drawing inferences about the location of China and by analyzing satellite pictures of China. A posttest is included. (Author/RM)

This guide, part 1 of a two-part publication, contains resource units on Chinese history and culture which can be used with 9th-grade students. The materials and activities, gathered by American secondary-school teachers who visited China in 1973, are intended to provide a pattern for an elective course or supplementary material for regular social studies courses. Suggested teaching techniques include readings, classroom discussion, media, research, and class reports. The resource units teach the following topics: Three Views of the Recent History of China: The Maoist View, an American (Non-Maoist View), and the Nationalist View; Chinese Revolutionary Art--The Message through the Chinese Picture-Books; The Message through Chinese Paper Cuts; The Message through Revolutionary Opera; The Message through Revolutionary Songs; and The Message through Propaganda Posters. Teacher background material, student objectives, teaching methods, discussion questions, and classroom materials are provided for each unit. Additional print and media resource materials are cited. (Author/RM)

Written for students participating in the Close Up government studies program, a week-long field experience in Washington, D.C., the readings in this booklet may be incorporated into social studies units on government, political science, or current events. Following an introduction to members of the Reagan Administration and the Supreme Court and to the key issues of the 98th Congress and the 1983 budget, the booklet is divided into 2 sections. Section 1, focusing on domestic policy issues, includes readings on the economy, environment, education, social welfare, civil rights, energy, urban problems, crime, transportation, agriculture, and immigration. Readings in section 2, foreign policy issues, cover the Soviet Union, defense, nuclear proliferation, international trade, world poverty and U.S. foreign aid, Western Europe, Central America and the Caribbean, China, the Arab-Israeli conflict, South Africa, and Namibia. Each reading selection includes the following components: an introduction to the issue; a list of key questions to focus reading; background, current issues, and future outlook on the issue; and a brief debate on the pros and cons of one key question raised in the reading. (LP)