ERIC Number: EJ1206413
Record Type: Journal
Publication Date: 2019-Mar
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2056-9971
EISSN: N/A
The Educational Emphases of Science Teachers in US Evangelical Protestant High Schools
Cheng, Albert
International Journal of Christianity & Education, v23 n1 p10-35 Mar 2019
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.
Descriptors: Protestants, Science Teachers, STEM Education, Religious Factors, Religious Education, Pedagogical Content Knowledge, Grade 9, Secondary School Teachers, Comparative Analysis, Institutional Characteristics, Catholic Schools, Public Schools, Thinking Skills, Private Schools, Teaching Methods, Science Instruction, Teacher Characteristics
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Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A