Teachers' Participation in Research Programs Improves Their Students' Achievement in Science
Teachers' Participation in Research Programs Improves Their Students' Achievement in Science
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DOI：
10.1126/science.1177344
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发表时间：
2009-10-16
期刊：
影响因子：
56.9
通讯作者：
Loike, John D.
中科院分区：
文献类型：
--
作者：
Silverstein, Samuel C.;Dubner, Jay;Loike, John D.
研究经验项目让教师参与科学的实践。项目倡导者声称，项目参与提高了教师向学生传播科学的技能。我们测量了纽约市公立高中科学教师参与哥伦比亚大学暑期研究项目对学生科学学业成绩的影响。在进入项目的前一年，参与和不参与教师的学生以相同的速度通过了纽约州摄政科学考试。在第三年和第四年后，参加教师的学生通过摄政科学考试的速度是10.1%（P = 0.049）高于非参与教师的学生。该项目的其他好处包括减少教师在课堂教学中的流失，以及节省美国学校的成本。S. 1.14美元每1美元投资于该计划。
Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher ( P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U. S. $1.14 per $1 invested in the program.