National Trends in the Formal Content Preparation of US Science Teachers: Implications of Out-of-Field Teaching for Student Outcomes

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

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Specialized science teachers and general teachers and their impact on student outcomes

Teaching and Teacher Education ◽

10.1016/0742-051x(89)90006-1 ◽

1989 ◽

Vol 5 (3) ◽

pp. 229-242 ◽

Cited By ~ 6

Author(s):

Ruth Zuzovsky ◽

Pinchas Tamir ◽

David Chen

Keyword(s):

Science Teachers ◽

Student Outcomes

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The educational emphases of science teachers in US Evangelical Protestant high schools

International Journal of Christianity & Education ◽

10.1177/2056997118812906 ◽

2019 ◽

Vol 23 (1) ◽

pp. 10-35

Author(s):

Albert Cheng

Keyword(s):

Public Schools ◽

Science Teachers ◽

Student Outcomes ◽

Scientific Reasoning ◽

Ninth Graders ◽

Real World Applications ◽

Nationally Representative ◽

Scientific Reasoning Skills ◽

Basic Content ◽

Evangelical Protestant

I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) 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.

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