Document Type
Article
Publication Date
6-25-2018
Keywords
STEM education, teaching practice, Catholic schools, Evangelical Protestant schools, science pedagogy
Abstract
I examine the educational emphases of science teachers in Evangelical Protestant (EP) schools, including (1) teaching basic content knowledge, (2) improving scientific reasoning skills, and (3) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers.
Series Title
EDRE Working Paper
Series Number
2018-05
Citation
Cheng, A. (2018). The Educational Emphases of Science Teachers in US Evangelical Protestant High Schools. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/64
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Science and Mathematics Education Commons
