Out-of-Field Teaching in Chemistry and Physics: An Empirical Census Study

Autor/inn/en	Sheppard, Keith; Padwa, Linda; Kelly, Angela M.; Krakehl, Robert
Titel	Out-of-Field Teaching in Chemistry and Physics: An Empirical Census Study
Quelle	In: Journal of Science Teacher Education, 31 (2020) 7, S.746-767 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheppard, Keith) ORCID (Padwa, Linda) ORCID (Kelly, Angela M.) ORCID (Krakehl, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1702268
Schlagwörter	Physics; Science Instruction; Chemistry; Science Teachers; Geographic Location; Socioeconomic Status; Urban Schools; Disadvantaged Schools; Academic Achievement; Teacher Certification; Predictor Variables; Teacher Qualifications; Public Schools; State Standards; Elementary Secondary Education; Course Selection (Students); High Schools; Science Achievement; New York + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Socio-economic status; Sozioökonomischer Status; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Prädiktor; Lehrqualifikation; Public school; Öffentliche Schule; Course selection; Student; Students; Kurswahl; High school; Oberschule
Abstract	This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011-12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out-of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01