The Educational Emphases of Science Teachers in US Evangelical Protestant High Schools

40 Pages Posted: 25 Jun 2018  

Albert Cheng

Harvard University - Harvard Kennedy School (HKS); University of Arkansas - Department of Education Reform

Date Written: May 2018

Abstract

I examine the educational emphases of science teachers in Evangelical Protestant (EP) schools, including (1) teaching basic content knowledge, (2) improving scientific reasoning skills, and (3) 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.

Keywords: STEM education, teaching practice, Catholic schools, Evangelical Protestant schools, science pedagogy

Suggested Citation

Cheng, Albert, The Educational Emphases of Science Teachers in US Evangelical Protestant High Schools (May 2018). EDRE Working Paper No. 2018-05. Available at SSRN: https://ssrn.com/abstract=3193028 or http://dx.doi.org/10.2139/ssrn.3193028

Albert Cheng (Contact Author)

Harvard University - Harvard Kennedy School (HKS) ( email )

79 John F. Kennedy Street
Cambridge, MA 02138
United States

University of Arkansas - Department of Education Reform ( email )

201 Graduate Education Building
Fayetteville, AR 72701
United States

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