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Physical Review Physics Education Research
written by Robert Krakehl, Angela M. Kelly, Keith Sheppard, and Martin Palermo
Physics, as a foundational science, has particular importance in predicting the postsecondary success of students who major in science, technology, engineering, and mathematics. This quasiexperimental, observational study examined teacher-level and school-level predictors of student performance in physics, with a focus on isolated teachers. A New York State case study is useful since the teacher certification policy is largely determined at the state level in the U.S. The overall sample included New York State public schools that offered physics (N = 960), physics teachers (N = 1584) and student physics test takers (N = 47734) in the academic year 2016–2017. Teacher-level variables included the content preparation and certification of physics teachers, physics course load, years of experience, whether the teacher was isolated, whether the teacher taught mathematics, and whether the teacher taught Advanced Placement Physics; and school-level variables including physics standardized test passing rates, school size, socioeconomic status, locale, and physics course taking ratio. Data were collected from a variety of publicly available sources that were verified by state education agencies. Results indicated a significant proportion (40%) of physics teachers were isolated, and their students tended to have weaker physics performance scores than students of nonisolated teachers. Compared to the nonisolated teachers, a larger percentage of isolated physics teachers were uncertified in physics and taught in urban and rural schools. There was no significant difference in professional age between isolated and nonisolated teachers, but urban teachers had less teaching experience than suburban and rural physics teachers. When analyzing the subset of isolated teachers (n = 449), a linear regression model indicated urban locale and school socioeconomic status were the main negative predictors of student physics performance.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020117
Subjects ADS Supplements Resource Types
Classical Mechanics
- General
Education - Applied Research
- Learning Environment
- Recruitment
= Diversity
= Shortages
Education - Basic Research
- Sample Population
= Background: Economic
= Instructor: In-service
= School Setting
- Societal Issues
General Physics
- Physics Education Research
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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Additional Information
This resource was featured by the Physics Front collection from July 10, 2022 until August 10, 2022. View the feature here!


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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020117
NSF Number:
DUE-1035314
Keywords:
equity in education, high school physics teaching, physics teacher retention, rural education setting, socioeconomic issues, teacher retention, urban education setting
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
June 24, 2022 by Caroline Hall
Last Update
when Cataloged:
August 28, 2020
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AIP Format
R. Krakehl, A. Kelly, K. Sheppard, and M. Palermo, , Phys. Rev. Phys. Educ. Res. 16 (2), 020117 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020117).
AJP/PRST-PER
R. Krakehl, A. Kelly, K. Sheppard, and M. Palermo, Physics teacher isolation, contextual characteristics, and student performance, Phys. Rev. Phys. Educ. Res. 16 (2), 020117 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020117>.
APA Format
Krakehl, R., Kelly, A., Sheppard, K., & Palermo, M. (2020, August 28). Physics teacher isolation, contextual characteristics, and student performance. Phys. Rev. Phys. Educ. Res., 16(2), 020117. Retrieved March 23, 2023, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020117
Chicago Format
Krakehl, R, A. Kelly, K. Sheppard, and M. Palermo. "Physics teacher isolation, contextual characteristics, and student performance." Phys. Rev. Phys. Educ. Res. 16, no. 2, (August 28, 2020): 020117, https://doi.org/10.1103/PhysRevPhysEducRes.16.020117 (accessed 23 March 2023).
MLA Format
Krakehl, Robert, Angela M. Kelly, Keith Sheppard, and Martin Palermo. "Physics teacher isolation, contextual characteristics, and student performance." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020117. 23 Mar. 2023 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020117>.
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@article{ Author = "Robert Krakehl and Angela M. Kelly and Keith Sheppard and Martin Palermo", Title = {Physics teacher isolation, contextual characteristics, and student performance}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020117}, Month = {August}, Year = {2020} }
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%A Robert Krakehl %A Angela M. Kelly %A Keith Sheppard %A Martin Palermo %T Physics teacher isolation, contextual characteristics, and student performance %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D August 28, 2020 %P 020117 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020117 %O text/html

EndNote Export Format

%0 Journal Article %A Krakehl, Robert %A Kelly, Angela M. %A Sheppard, Keith %A Palermo, Martin %D August 28, 2020 %T Physics teacher isolation, contextual characteristics, and student performance %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020117 %8 August 28, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020117


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