Physics teacher isolation, contextual characteristics, and student performance

Physics, as a foundational science, has particular importance in predicting the postsecondary success of students who major in science, technology, engineering, and mathematics. This quasiexperimental, observational study examined teacher-level and school-level predictors of student performance in p...

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Autores principales:	Robert Krakehl, Angela M. Kelly, Keith Sheppard, Martin Palermo
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/7972d44e982a4eb39978fcfe08135e12
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spelling	oai:doaj.org-article:7972d44e982a4eb39978fcfe08135e122021-12-02T12:25:14ZPhysics teacher isolation, contextual characteristics, and student performance10.1103/PhysRevPhysEducRes.16.0201172469-9896https://doaj.org/article/7972d44e982a4eb39978fcfe08135e122020-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020117http://doi.org/10.1103/PhysRevPhysEducRes.16.020117https://doaj.org/toc/2469-9896Physics, as a foundational science, has particular importance in predicting the postsecondary success of students who major in science, technology, engineering, and mathematics. This quasiexperimental, observational study examined teacher-level and school-level predictors of student performance in physics, with a focus on isolated teachers. A New York State case study is useful since the teacher certification policy is largely determined at the state level in the U.S. The overall sample included New York State public schools that offered physics (N=960), physics teachers (N=1584), and student physics test takers (N=47 734) in the academic year 2016–2017. Teacher-level variables included the content preparation and certification of physics teachers, physics course load, professional age (years of experience), whether the teacher was isolated, whether the teacher taught mathematics, and whether the teacher taught Advanced Placement Physics; and school-level variables including physics standardized test passing rates, school size, socioeconomic status, locale, and physics course taking ratio. Data were collected from a variety of publicly available sources that were verified by state education agencies. Results indicated a significant proportion (40%) of physics teachers were isolated, and their students tended to have weaker physics performance scores than students of nonisolated teachers. Compared to the nonisolated teachers, a larger percentage of isolated physics teachers were uncertified in physics and taught in urban and rural schools. There was no significant difference in professional age between isolated and nonisolated teachers, but urban teachers had less teaching experience than suburban and rural physics teachers. When analyzing the subset of isolated teachers (n=449), a multiple linear regression model indicated urban locale and school-level socioeconomic status were the main negative predictors of student physics performance, while rural physics locale and professional age were positive predictors of physics performance; the model explained 38% of the variance, a large effect. Teaching experience acted as a mediator of poverty and urban locale in predicting student physics performance with a small effect size. Implications related to equity considerations and physics education policy are discussed.Robert KrakehlAngela M. KellyKeith SheppardMartin PalermoAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020117 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Robert Krakehl Angela M. Kelly Keith Sheppard Martin Palermo Physics teacher isolation, contextual characteristics, and student performance
description	Physics, as a foundational science, has particular importance in predicting the postsecondary success of students who major in science, technology, engineering, and mathematics. This quasiexperimental, observational study examined teacher-level and school-level predictors of student performance in physics, with a focus on isolated teachers. A New York State case study is useful since the teacher certification policy is largely determined at the state level in the U.S. The overall sample included New York State public schools that offered physics (N=960), physics teachers (N=1584), and student physics test takers (N=47 734) in the academic year 2016–2017. Teacher-level variables included the content preparation and certification of physics teachers, physics course load, professional age (years of experience), whether the teacher was isolated, whether the teacher taught mathematics, and whether the teacher taught Advanced Placement Physics; and school-level variables including physics standardized test passing rates, school size, socioeconomic status, locale, and physics course taking ratio. Data were collected from a variety of publicly available sources that were verified by state education agencies. Results indicated a significant proportion (40%) of physics teachers were isolated, and their students tended to have weaker physics performance scores than students of nonisolated teachers. Compared to the nonisolated teachers, a larger percentage of isolated physics teachers were uncertified in physics and taught in urban and rural schools. There was no significant difference in professional age between isolated and nonisolated teachers, but urban teachers had less teaching experience than suburban and rural physics teachers. When analyzing the subset of isolated teachers (n=449), a multiple linear regression model indicated urban locale and school-level socioeconomic status were the main negative predictors of student physics performance, while rural physics locale and professional age were positive predictors of physics performance; the model explained 38% of the variance, a large effect. Teaching experience acted as a mediator of poverty and urban locale in predicting student physics performance with a small effect size. Implications related to equity considerations and physics education policy are discussed.
format	article
author	Robert Krakehl Angela M. Kelly Keith Sheppard Martin Palermo
author_facet	Robert Krakehl Angela M. Kelly Keith Sheppard Martin Palermo
author_sort	Robert Krakehl
title	Physics teacher isolation, contextual characteristics, and student performance
title_short	Physics teacher isolation, contextual characteristics, and student performance
title_full	Physics teacher isolation, contextual characteristics, and student performance
title_fullStr	Physics teacher isolation, contextual characteristics, and student performance
title_full_unstemmed	Physics teacher isolation, contextual characteristics, and student performance
title_sort	physics teacher isolation, contextual characteristics, and student performance
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/7972d44e982a4eb39978fcfe08135e12
work_keys_str_mv	AT robertkrakehl physicsteacherisolationcontextualcharacteristicsandstudentperformance AT angelamkelly physicsteacherisolationcontextualcharacteristicsandstudentperformance AT keithsheppard physicsteacherisolationcontextualcharacteristicsandstudentperformance AT martinpalermo physicsteacherisolationcontextualcharacteristicsandstudentperformance
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Physics teacher isolation, contextual characteristics, and student performance

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