National Trends in the Formal Content Preparation of US Science Teachers: Implications of Out-of-Field Teaching for Student Outcomes

Autor/inn/en	Taylor, Joseph; Banilower, Eric; Clayton, Grant
Titel	National Trends in the Formal Content Preparation of US Science Teachers: Implications of Out-of-Field Teaching for Student Outcomes
Quelle	In: Journal of Science Teacher Education, 31 (2020) 7, S.768-779 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Joseph) ORCID (Banilower, Eric) ORCID (Clayton, Grant)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1762992
Schlagwörter	Science Teachers; Teacher Qualifications; Preservice Teacher Education; Science Instruction; National Competency Tests; Grade 8; Science Achievement; Instructional Materials; Middle School Teachers; Incidence; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Vorkommen
Abstract	This study used nationally representative data from the 2011 National Assessment of Educational Progress (8th-grade Science) and the 2018 National Survey of Science and Mathematics Education toward two primary purposes: (1) to examine the association between teachers' formal (university) content preparation in science and student outcomes in science; and (2) to document the prevalence and locality of Out-of-Field (OoF) science teaching in the US. The relationship between teachers' formal science preparation and students' 8th-grade science outcomes was mixed across science disciplines with a statistically significant association being observed for students' earth science outcomes. Teachers' experience teaching science and access to science instructional materials/kits were more strongly associated with student outcomes than was their formal content preparation, with statistically significant associations observed for all student outcomes (physical science, life science, and earth science). The prevalence of OoF science teaching was higher in middle schools than in high schools, as well as more frequently occurring in historically lower achieving and impoverished educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01