A Comparison of Selected Wisconsin Secondary Schools Having High Per Cent Enrollments in Physics with Those Having Low Per Cent Enrollments in Physics in Terms of Certain Identified School, Teacher and Student Characteristics.

Autor/in	Dietrich, Donald Gene
Titel	A Comparison of Selected Wisconsin Secondary Schools Having High Per Cent Enrollments in Physics with Those Having Low Per Cent Enrollments in Physics in Terms of Certain Identified School, Teacher and Student Characteristics.
Quelle	(1970), (155 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Doctoral Dissertations; Educational Research; Enrollment Influences; Physics; Predictor Variables; Science Education; Secondary Education; Secondary School Science; Student Characteristics; Teacher Characteristics; Wisconsin + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Physik; Prädiktor; Naturwissenschaftliche Bildung; Sekundarbereich
Abstract	The purpose of this study was to compare selected Wisconsin secondary schools having high percent enrollments in physics with those having low percent enrollments in physics in terms of certain identified school, teacher, and student characteristics. Selected for the study were 17 schools considered to have a high percent enrollment in physics (25 percent or more) and 18 low percent enrollment schools, 36 teachers of physics employed in these schools, 175 physics students, and 173 twelfth-grade students who had not taken physics. Data related to the school and teacher characteristics were collected utilizing questionnaires and college transcripts. Questionnaires and personal interviews provided student data. Among the similarities within each school type were: (1) percent of 1969 graduates who enrolled in vocational-technical, nursing and electronic schools; (2) science course offerings; (3) number of science credits required; and (4) type of physics textbooks used. In terms of the teachers, similarities were shown in: (1) number of areas in science of academic preparation; (2) years of teaching experience; (3) number of National Science Foundation-sponsored institutes attended; and (4) frequency of use of laboratory activities. The physics students were similar in terms of: (1) I.Q.; (2) percent planning four-years of college; (3) reasons for taking physics; and (4) greater proportion being male. Similar characteristics were noted in the non-physics students. (Author/EB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC