Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways
Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways
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了解累积接触高素质科学教师在学生教育途径中所发挥的作用
DOI：
10.1002/tea.21558
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发表时间：
2019
影响因子：
4.6
通讯作者：
Geoff Mamerow
中科院分区：
文献类型：
--
作者：
Se Woong Lee;Geoff Mamerow
年限、教育水平和学科专业知识是教师资格的三个衡量标准，在当代教育政策中被广泛采用，包括终身教职、工资和招聘，尽管它们在预测学生表现方面的有效性存在重大问题。这些问题揭示了文献中的一个关键差距，特别是关于教师资格对学生教育经验的持久影响，以及传统上相关研究的框架和进行方式。具体地说，检验这些预测因素的研究几乎完全集中在调查个别教师的资质对学生表现的影响上。然而，在学校，学生每年都会接触到不同的老师，而这些老师往往具有不同的资质。本研究从累积的角度探讨教师资历的影响，考察累积的科学教师资历(通过多年的经验、教育水平和学科专业知识来衡量)和学生的教育成功(学术成就、大学入学和决定主修科学、技术、工程或数学领域)之间的关系。研究发现，由科学教师教授的学生--作为一个群体--总体上更合格，往往成绩更高，在STEM中也有更好的教育途径和结果。考虑到学生在整个学校期间都是由来自不同资质的教师教授的，这项研究的发现可能会对研究和实践，而且对教育政策产生重要的影响。
Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy.
STEM 管道：暑期研究经历在少数民族学生博士学位中的作用
影响因子：
0.4
作者：
Pender,Matea;Marcotte,DaveE;StoDomingo,MarianoR;Maton,KennethI
通讯作者：
Maton,KennethI