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

被引:6
作者
Shah, Lisa [1 ]
Hao, Jie [2 ]
Schneider, Jeremy [1 ]
Fallin, Rebekah [2 ]
Cortes, Kimberly Linenberger [3 ]
Ray, Herman E. [2 ,4 ]
Rushton, Gregory T. [1 ,5 ]
机构
[1] SUNY Stony Brook, Dept Chem, Stony Brook, NY 11794 USA
[2] Kennesaw State Univ, Dept Stat & Analyt Sci, Kennesaw, GA 30144 USA
[3] Kennesaw State Univ, Dept Chem & Biochem, Kennesaw, GA 30144 USA
[4] Kennesaw State Univ, Analyt & Data Sci Inst, Kennesaw, GA 30144 USA
[5] SUNY Stony Brook, Inst STEM Educ, Stony Brook, NY 11794 USA
基金
美国国家科学基金会;
关键词
Chemical Education Research; High School/Introductory Chemistry; First-Year Undergraduate/General; STUDENT-ACHIEVEMENT; KNOWLEDGE; MODEL;
D O I
10.1021/acs.jchemed.7b00837
中图分类号
O6 [化学];
学科分类号
0703 ;
摘要
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.
引用
收藏
页码:700 / 708
页数:9
相关论文
共 29 条
  • [1] NEW LOOK AT STATISTICAL-MODEL IDENTIFICATION
    AKAIKE, H
    [J]. IEEE TRANSACTIONS ON AUTOMATIC CONTROL, 1974, AC19 (06) : 716 - 723
  • [2] [Anonymous], TECHN MAN PRAX SER R
  • [3] [Anonymous], 2012, THESIS
  • [4] Barton P.E., 2010, BLACK WHITE ACHIEVEM
  • [5] Boydston J. E., 2007, TEACHER CERTIFICATIO
  • [6] Clement J., 2008, International Handbook of Research on Conceptual Change, P417
  • [7] Teacher-student matching and the assessment of teacher effectiveness
    Clotfelter, Charles T.
    Ladd, Helen F.
    Vigdor, Jacob L.
    [J]. JOURNAL OF HUMAN RESOURCES, 2006, 41 (04) : 778 - 820
  • [8] Council for the Accreditation of Educator Preparation, THE CAEP STAND
  • [9] Darling-Hammond L., 2000, Education Policy Analysis Archives, V8, P1, DOI DOI 10.14507/EPAA.V8N1.2000
  • [10] Educational Testing Service, 2017, STUD COMP CHEM CONT