经验和磨损对初学者高中科学和数学教师的影响
Gary T Henry1, C Kevin Fortner, Kevin C Bastian
1Department of Public Policy and Education Policy Initiative at Carolina, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3435, USA. gthenry@unc.edu
概括
高中科学和数学教师随着经验的增长而变得更好,他们的好处在第四年左右达到顶峰. 经验丰富的教师更有效,特别是在生物学和物理科学等科目中.
科学领域:
- 教育教育教育教育教育教育.
- 在STEM教育方面.
- 教师的有效性 教师的有效性
背景情况:
- 相当数量的初学者高中教师需要了解早期职业生涯教育者的影响.
- 学生在科学和数学方面的掌握程度受到新手教师表现的严重影响.
研究的目的:
- 分析教师经验对高中科学和数学学生考试成绩的影响.
- 量化教师经验水平与STEM科目的有效性之间的关系.
主要方法:
- 利用增值模型来评估教师的有效性.
- 分析了来自高中学生的105万份期末考试成绩.
- 在不同的经验水平和学科领域中比较有效性.
主要成果:
- 教师在科学和数学方面的有效性随着经验的增加而显著增加,在第四年后的回报减少.
- 拥有5年以上经验的代数1,代数2,生物学和物理科学教师比早期离职者更有效的新手.
- 物理学,化学,物理科学,几何学和生物学新手教师的有效性与非STEM新手相比增长得更快.
结论:
- 丰富的教学经验对于提高科学和数学教师的有效性至关重要.
- 投资于留住教师,特别是在STEM领域,可以提高学生的成绩.
- 针对初学者STEM教师的有针对性的专业发展可以加速他们的有效性增长.
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