Teachers' Academic Backgrounds and Student Outcomes in Science and Mathematics: NSF/NELS:88 Teacher Transcript Analysis.

Autor/in	Chaney, Bradford
Institution	Westat, Inc., Rockville, MD.
Titel	Teachers' Academic Backgrounds and Student Outcomes in Science and Mathematics: NSF/NELS:88 Teacher Transcript Analysis.
Quelle	(1994), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Records; Content Analysis; Educational Background; Grade 8; Higher Education; Junior High School Students; Junior High Schools; Mathematics Achievement; Mathematics Instruction; Mathematics Teachers; Preservice Teacher Education; Science Achievement; Science Instruction; Science Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Inhaltsanalyse; Vorbildung; School year 08; 8. Schuljahr; Schuljahr 08; Hochschulbildung; Hochschulsystem; Hochschulwesen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study focused on teachers' academic preparation for teaching science and mathematics, as measured by the National Education Longitudinal Study of 1988 (NELS:88) which collected data for a nationally representative sample of 26,435 8th-grade students clustered within 1,052 schools. The relationship between teachers' academic preparation, their subsequent teaching methods, and student outcomes as measured by student scores on proficiency exams was examined. On average, student proficiency scores were best if their teachers had grade point averages above 3.0 in science or mathematics. Further, students in mathematics performed best if their teachers had taken advanced mathematics courses, while courses in mathematics pedagogy only provided an extra benefit if teachers had also taken advanced mathematics courses. Students in science showed small differences based on the number of science courses their teachers had taken, but no difference based on courses in science education. (MKR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01