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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 large-scale study examined teacher-level and school-level predictors of student performance in physics, with a focus on isolated or "lone-wolf" teachers. The study analyzed data from 1,584 high school physics teachers representing 960 public schools, and data from 47,734 students in the academic year 2016-2017. Teacher-level variables included the content preparation and certification of teachers, physics course load, years of experience, whether the teacher taught other STEM courses, and whether the teacher was "isolated" (i.e., the only person teaching physics at that school). School-level variables included standardized test pass rates, school size, socioeconomic status, locale (urban, suburban, or rural), and ratio of students taking physics courses. 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, and urban teachers had less teaching experience than suburban and rural physics teachers. When analyzing the subset of isolated teachers, the research indicated that urban locale and school socioeconomic status were the main negative predictors of student physics performance. By contrast, years of teaching experience was the a significant positive predictor of student success.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020117
Subjects Levels Resource Types
Classical Mechanics
- General
Education Foundations
- Sample Population
= Background: Economic
= Instructor: In-service
= School Setting
- Societal Issues
Education Practices
- Learning Environment
- Recruitment
= Diversity
= Shortages
General Physics
- Physics Education Research
- High School
- Reference Material
= Research study
Appropriate Courses Categories Ratings
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Assessment
- New teachers
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Additional Information
This resource was a Physics Front feature from July 10, 2022 until August 10, 2022. View the feature here!


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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 August 11, 2022, 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 11 August 2022).
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. 11 Aug. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020117>.
BibTeX Export Format
@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} }
Refer Export Format

%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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