A Study of National Science Foundation Institute Participation and Chemistry Content Preparation of Chemistry Teachers Related to the Academic Achievement of Secondary School Chemistry Students in the Memphis City School System.

Autor/in	Marking, William Michael
Titel	A Study of National Science Foundation Institute Participation and Chemistry Content Preparation of Chemistry Teachers Related to the Academic Achievement of Secondary School Chemistry Students in the Memphis City School System.
Quelle	(1971), (137 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Achievement; Chemistry; Doctoral Dissertations; Educational Research; Inservice Teacher Education; Institutes (Training Programs); Predictor Variables; Science Education; Science Teachers; Secondary Education; Secondary School Science; Teacher Qualifications; California Test of Mental Maturity + Suchen Sie Ihr Suchwort? Performance; Leistung; Chemie; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Lehrerfortbildung; Sommerakademie; Prädiktor; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Lehrqualifikation
Abstract	The purpose of this study was to investigate several variables related to teacher preparation and cognitive achievement of high school chemistry students. The teacher population consisted of 35 teachers. Twenty-three hundred student scores on the Cooperative Science Test in Chemistry were collected and categorized for relevant data. Two hundred students were utilized in the Study. The American Chemical Society-National Science Teachers Association Cooperative Examination (ACS-NSTA examination) was administered to the students. Intelligence scores on the California Mental Maturity Test were obtained. Analyses of variance were performed. The findings concerning institute participation were significant at the .001 level. Students of teachers who have had National Science Foundation institute participation achieve at significantly higher levels of performance, according to this study. The findings relating student achievement and chemistry content background of teachers were significant at levels higher than .001. No significant differences in achievement were noted when students were stratified according to sex, but it was shown that tenth-grade students achieved at a higher level than eleventh-grade students and then, in turn, higher than twelfth-grade students. The findings seem to indicate a need for additional research to determine the optimum year for chemistry instruction as well as the undergraduate preparation of chemistry teachers. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-7567, MF $7.50, Xerography $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC