A Longitudinal Study Identifying the Characteristics and Content Knowledge of Those Seeking Certification to Teach Secondary Biology in the United States-Reference-Cited by-同舟云学术

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A Longitudinal Study Identifying the Characteristics and Content Knowledge of Those Seeking Certification to Teach Secondary Biology in the United States

Published:2022-12 Issue:4 Volume:21 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Cortes Kimberly Linenberger¹,Reid Joshua W.²,Fallin Rebekah³,Hao Jie³,Shah Lisa⁴,Ray Herman E.³,Rushton Gregory T.²

Affiliation:

1. Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA 30144

2. Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, TN 37132

3. Analytics and Data Science Institute, Kennesaw State University, Kennesaw, GA 30144

4. Department of Chemistry, Stony Brook University, Stony Brook, NY 11794

Abstract

Demographic and performance data from examinees who took the Praxis® Biology Subject Assessment exam from 2006 to 2015 were compared. Findings revealed substantial differences in average performance and pass rates between examinees of different genders, races, undergraduate majors, undergraduate grade point averages, and census regions.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference43 articles.

1. A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes

2. A new look at the statistical model identification

3. Racial and Gender Science Achievement Gaps in Secondary Education

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