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Features which separate least effective from most effective science teachers
Author(s) -
Yager Robert E.,
Hidayat Eddy M.,
Penick John E.
Publication year - 1988
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660250302
Subject(s) - mathematics education , science education , psychology , graduate students , teacher education , medical education , pedagogy , medicine
Sixty‐one science supervisors identified 321 teachers, 162 most effective and 159 least effective, in their respective districts. Information was then sought concerning age, gender, teaching field(s), number of preparations, amount of preparation, time, semester hours of undergraduate science preparation, quantity of graduate science preparation, type of teacher education programs, number of weeks of NSF workshop experience, and number of workshops elected for participation. Comparisons of the information gathered between least and most effective teachers were made. There were no differences in any categories except for gender, quantity of NSF institute experiences, and elected in‐service experiences in excess of a single day's duration. Many of the factors frequently used to differentiate among teachers do not provide any explanation of the differences between least and most effective teachers of science.