STEM education, teaching practice, Catholic schools, Evangelical Protestant schools, science pedagogy
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.
Chang, 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