Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores

Autor/inn/en	Shah, Lisa; Hao, Jie; Schneider, Jeremy; Fallin, Rebekah; Cortes, Kimberly Linenberger; Ray, Herman E.; Rushton, Gregory T.
Titel	Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores
Quelle	In: Journal of Chemical Education, 95 (2018) 5, S.700-708 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shah, Lisa) ORCID (Rushton, Gregory T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00837
Schlagwörter	Science Teachers; Science Instruction; Chemistry; Introductory Courses; STEM Education; Praxis; Pedagogical Content Knowledge; Teacher Evaluation; Demography; Longitudinal Studies; Teacher Effectiveness; Teacher Characteristics; Test Items; Item Analysis; Regression (Statistics); Cutting Scores; Gender Differences; Grade Point Average; Preservice Teachers; Racial Differences; Undergraduate Students; Majors (Students); Correlation; Geographic Location; Science Tests + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Einführungskurs; STEM; Pädagogische Kompetenz; Teacher appraisal; Lehrerbeurteilung; Demografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Test content; Testaufgabe; Itemanalyse; Regression; Regressionsanalyse; Geschlechterkonflikt; Rassenunterschied; Korrelation
Abstract	Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of aspiring chemistry teachers in the United States. The Praxis Chemistry Subject Assessment is the most nationally representative measure of teacher content knowledge, used in 39 U.S. states in the past decade. In the presented study, we report findings concerning (i) the demographics of Praxis Chemistry Subject Assessment examinees (i.e., prospective chemistry teachers); and (ii) the longitudinal trends in exam performance across several demographic test-taker characteristics. These findings reveal substantial differences in performance and pass rates among examinees of different genders, races/ethnicities, undergraduate majors, undergraduate GPAs, and geographic locales in which they intend to teach. We establish potential leaks in the teacher pipeline that may impact the quality and diversity of chemistry teachers in the United States and suggest ways to improve the chemistry teaching workforce. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01