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Background: While laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they participate with other students in their laboratory classes. Communities of practice and self-efficacy may provide insights into why students are making their participation choices and how they are interacting with peers in asynchronous physics laboratory courses. Results: In this mixed methods, explanatory sequential study, students in an introductory physics remote asynchronous laboratory (N = 272) were surveyed about their social learning perceptions and their physics laboratory self-efficacy. Three groups of students were identified based upon their self-reported participation level of communication with peers in asynchronous courses: (1) contributors, who communicated with peers via instant messaging software and posted comments; (2) lurkers, who read discussions on instant messaging software without posting comments; and (3) outsiders, who neither read nor posted comments to peer discussions. Analysis of variance with post hoc Tukey tests showed significant differences in social learning perceptions among contributors, lurkers, and outsiders, with a large effect size, and differences between contributing and lurking students' self-efficacy, with a small effect size. Qualitative findings from open-ended survey responses indicated contributors felt the structure of the learning environment, or their feeling of connectedness with other students, facilitated their desire to contribute. Many lurkers felt they could get what they needed through vicarious learning, and many expressed their lack of confidence to post relevant, accurate comments. Outsiders felt they did not have to, did not want to, or could not connect with other students. Conclusions: While the classroom laboratory traditionally requires all students to participate in the learning process through active socialization with other students, students in a remote asynchronous laboratory may still gain the benefits of participation through lurking. Instructors may consider lurking in an online or remote science laboratory as a legitimate form of participation and engagement.

Student performance in high school Earth Science coursework often depends upon access to high quality teaching and resources. This study employed a non-experimental correlational research design to explore teacher-level and school-level variables and their relationship to students' Earth Science performance. The theoretical framework is derived from studies that suggest both teacher and organizational characteristics influence students' academic outcomes. Statewide census data were collected from a sample of Earth Science teachers (N = 2457) and Earth Science students (N = 153,749) in New York State during the 2016-2017 academic year. Teacher-level variables included certification status, professional age, course load in Earth science, and teacher isolation; while the school-level variables included Earth Science performance, test-taking percentage, socioeconomic status, locale, ethnicity, and English language proficiency. Results indicated that nearly a quarter of Earth Science teachers were teaching out-of-field, with a higher incidence in urban schools, where nearly half of all Earth Science teachers were not certified in the subject. A multivariable regression model with a subset of isolated Earth Science teachers (n = 528) indicated student performance was predicted by socioeconomic status, ethnicity, English language proficiency, and the prevalence of Earth Science participation in the school. These findings have implications for policy makers to institute reforms in teacher education and precollege Earth Science instruction, particularly in educational contexts that serve historically marginalized students, with the aim of promoting equity in diverse educational contexts. Recommendations include increasing precollege Earth Science access in the United States, improving pedagogical knowledge, and enhancing the teaching of Earth Science through informal settings.

The present study examined demographic and academic predictors of astronomy performance among a cohort of N=1909 community college students enrolled in astronomy courses in a large suburban community college during a four-year time frame, 2015-2019. The theoretical framework was based upon a deconstructive approach for predicting community college performance, whereby students' academic pathways through higher education institutions are examined to understand their dynamic interaction with institutional integration and progress toward academic goals. Transcript data analysis was employed to elicit student demographics and longitudinal academic coursework and performance. A logistic regression model was generated to identify significant predictors of astronomy performance, which included mathematics achievement, enrollment in remedial mathematics, and enrollment in multiple astronomy courses. The results imply a greater focus on mathematics preparation and performance may mediate astronomy outcomes for community college students. Notably, demographic variables including ethnicity, socioeconomic status, gender, and age were not significant predictors of astronomy performance in the multivariable model, suggesting the course is a potential gateway for diversifying science, technology, engineering, and mathematics access. Also, astronomy interest, as measured by enrollment in multiple astronomy courses, was related to performance. Further implications for practice are discussed.

Research has shown that student access and achievement in advanced precollege chemistry has been largely inequitable when considering certain demographic factors. In this nonexperimental observational study, an intersectional analysis of ethnicity and gender was utilized to examine United States student participation and performance (N = 146,610) in Advanced Placement (AP) Chemistry during the 2019 examination administration. The theoretical framework was based upon the "intersectional hypothesis," which suggests that intersectional groups may have unique roles in social hierarchies; exploring disparities in the performance of these groups may inform policies and practices in advanced chemistry study in precollege settings. Methods included chi square goodness of fit and analysis of variance with post hoc Games-Howell tests. Results indicated that access to AP Chemistry was statistically equitable across gender, but large disparities existed among ethnic and intersectional groups (ethnicity x gender) in terms of access. Ethnic groups traditionally underrepresented in STEM were underrepresented in AP Chemistry participation. Intersectional groups showed differences in performance with a medium to large effect size. Women of color had the highest failure rates, followed by men of color, suggesting that widescale interventions are necessary to improve preparation for advanced chemistry, acquisition of chemistry knowledge and skills, and a reduction in the achievement gap in AP Chemistry performance. Implications for policy and practice are discussed.

The issue of science teacher turnover has been examined in many national studies, yet most educational policies related to teacher preparation and student performance are determined at the state level. There has been a lack of research that explores this issue in specific science domains. The present nonexperimental longitudinal study examined physics teacher retention, attrition, and migration patterns over a five-year period from 2012 to 2017 in the case of New York State. The theoretical framework is based upon theories of teacher retention, attrition, and migration, specifically with regard to teacher preparation, organizational culture, and student performance in physics. The sample included 1472 teachers, 105 of whom retired from the profession. Of the remaining 1367 physics teachers, 78.3% (n = 1070) were retained in their schools, 13.2% (n = 181) left public school teaching all together preretirement, and 8.5% (n = 116) migrated to work in other school districts. Multinomial logistic regression determined physics teacher attrition was predicted by years of teaching experience (professional age), school-level socioeconomic status, school locale, and course load taught in physics. A significant interaction between professional age and urban locale suggested novice teachers in urban schools were particularly vulnerable. Physics teacher migration was predicted by professional age and school-level socioeconomic status. Of the novice teachers who migrated to other schools, approximately one-third left urban and rural schools to work in suburban schools while most of the others migrated to similar locales. Implications for the support and preparation of novice physics teachers, particularly those who work in high need schools, are discussed.

The proliferation of remote laboratory instruction increased substantially during the recent global pandemic. Many physics departments implemented this rapid transition without the previous experience, time, and deliberation to optimize learning experiences for students. The present quasi-experimental, nonequivalent group design study examined social connections and communities of practice in both in-person and remote undergraduate physics laboratories during the Fall 2020 academic semester. A social networking and communities of practice theoretical framework guided the study design and methodology. Study participants (N=697) included in-person and remote undergraduate students in introductory physics laboratories at a research university in the Northeastern United States. A survey instrument was designed to measure students' perspectives relating to their social connectedness with peers and instructors as well as their physics laboratory self-efficacy. Survey factor analysis identified subdimensions related to student-student social learning perspectives, student-instructor social learning perspectives, and physics laboratory self-efficacy. Analysis of variance indicated remote students experienced weaker levels of engagement with instructors and peers than in-person students, and remote students who connected with one another experienced more social engagement than remote students who did not. Remote students who connected with one another reported having a lower physics laboratory self-efficacy than their in-person counterparts. Isolated remote students did not show a statistical difference in their physics laboratory self-efficacy from their remote-connecting nor their in-person counterparts. Correlations between factors were tested, with instructor interactions most closely related to self-efficacy formation. Results suggest that remote laboratories, which have proliferated extensively during the recent pandemic, may need formalized mechanisms and incentives to promote social interactions and foster communities of practice among peers. This is also the case for student-instructor interactions, which are often diminished in the online platform and may not be socially situated within the larger class community. Sources of self-efficacy, such as creating opportunities for vicarious learning, may also inform ways these changes can be made. Implications for policy and practice of remote physics laboratory instruction are discussed.

The chemistry teacher pipeline has experienced considerable loss of teachers due to turnover. High turnover rates create localized staffing problems and a revolving door of novice teachers, particularly in the sciences and in urban and rural locales, which impacts student learning and achievement. This non-experimental longitudinal study examined patterns in teacher turnover (retention, attrition, and migration)of one cohort of chemistry teachers (n = 2410) over a five-year period between 2012 and 2017. The theoretical framework for the study incorporated teacher and school-level characteristics in predicting teacher career satisfaction and behaviors. Of the 2410teachers, 196 retired from teaching during the five-year period. Descriptive statistics were generated for the remaining 2214 chemistry teachers, and data revealed that 79.4% of the chemistry teachers (n = 1757) stayed in their school districts, 11.6% (n = 256) left public school teaching (preretirement), and 9.1% (n = 201) moved to other school districts. Of the teachers who migrated to different locales, 61% moved from urban or rural schools to suburban schools. A multinomial logistic regression model revealed that professional age (years since certification), urban and rural locale, course load taught in chemistry, certification in chemistry, and teaching in isolation were all predictors of chemistry teacher attrition. The model also indicated that chemistry teacher migration was predicted by professional age, student chemistry performance, and teaching in isolation. The overall model had a large effect size. These findings have implications for the preparation and support of chemistry teachers, particularly novice teachers in urban and rural locales and those teaching in isolation.

This study evaluated the effectiveness of the Mathematics Infusion into Science Project (MiSP), which integrated science and mathematics in an engaging middle school science curriculum that fostered improvements in science content knowledge, higher-level problem solving, and affective domains related to mathematics. The project design was based upon a framework that suggests cross-curricular designs promote scientific thinking and positive attitudes towards the role of mathematics in learning and communicating science. The curriculum incorporated graphing skills that complemented eighth grade science concepts such as thermal energy transfer, density, and photosynthesis. Using a quasi-experimental wait-list control design, this research explored the impacts of MiSP in terms of students' content knowledge, application ability, reasoning skills, and affective domains over the course of one academic year. Over two academic years, 28 teachers participated in 87 h of professional development and 1135 students experienced mathematics-infused lessons and completed pre- and post-science assessments and attitude surveys. Data analyses utilizing analysis of covariance indicated significant improvements in science disciplinary knowledge, higher-order science process skills, and select affective domains, with small to medium effects. Further analyses indicated that treatment-related improvement in science process skills was not mediated by the significant affective domains including linear equation confidence, graph construction confidence, and mathematics applicability recognition. Quantitative findings support the use of graphing-infused curricula in middle schools to improve student science learning and mathematics-related attitudes. Implications for implementing science-mathematics integrated curricula and assessing reform-based science initiatives are discussed.

Many physics teachers have experienced the challenges of implementing the Next Generation Science Standards (NGSS) in their high school curricula. These standards, based upon the Framework for K-12 Science Education, were intended to shift science instruction towards an interdisciplinary focus on three-dimensional learning, phenomena anchored explorations, and developing solutions for technological problems. The present paper describes a collaboration between electrical and computer engineers and physics educators, whereby a physics unit was created to embed engineering practices in the design of a night light. Although the project also incorporates aspects of crosscutting concepts and disciplinary core ideas, we focused on engineering practices since more educational resources are needed that illustrate this aspect of NGSS-aligned teaching and learning. The unit was piloted with over 1500 high school students in an informal outreach program, as well as professional development workshops for 100 secondary science teachers, with the intent that teachers would incorporate this and other engineering projects in their physical science classrooms.

This qualitative case study explored the teachers' and administrators' perceptions of a newly implemented teacher evaluation policy in a high-stakes testing state, and how this policy impacted their motivation. Five science teachers and their immediate supervisors were interviewed, and their perceptions were analyzed through motivational theories of incentivizing career behaviors. Findings suggest the overarching goal of improving teacher practice through accountability was facilitated by intrinsic motivation and challenged by weaknesses in policy design. These tensions could be mediated by localized control that improves stakeholder agency, peer learning communities, and the adoption of more reliable evaluation metrics. Implications for teacher buy-in of evaluation policy are discussed.

Background: The representation of women in physics majors is persistently low despite ongoing calls for reforms to improve gender equality. This article builds upon prior research by applying the sociocognitive construct of self-determination in analysing women's experiences leading to their choice of physics study, along with factors affecting their behavioural persistence and physics identity. Purpose: The purpose of the study was to examine variables affecting women's physics identities and persistence in pursuing their physics degrees. Factors were explored that impacted the self-determination of women in physics, that is, how their personal resources and socialisation facilitated regulatory behaviours to be successful in the major. Sample: Six women physics majors were recruited from a research university in the Northeast U.S., where all had participated in undergraduate physics research. Design and Methods: This qualitative cross-case study focused on undergraduate women to analyse factors that influenced their experiences in the major. Data collection focused on motivation and support, challenges they encountered, and how they overcame them. By examining these factors, common themes were identified regarding their recruitment and retention in physics, specifically in terms of social integration and external validation. Interview transcripts were analysed using a phenomenological approach to generate a set of integrated themes providing a theoretical explanation for physics major selection and persistence that incorporated aspects of competence, autonomy and social relatedness. Results: The support of faculty, research opportunities and peer socialisation were factors that contributed to the development of self-determination. Hindrances that impacted women's undergraduate experiences included negative gender stereotypes, persistent self-doubt, minority status and unwelcoming classroom cultures. Self-determination was characterised by social integration, confidence, and individual and collective agency. Conclusion: A new explanatory framework for the persistence of women in undergraduate physics is proposed, suggesting self-determination is facilitated by external validation, which in turn moderates the impact of personal and social tensions.

Community colleges are viewed as essential in the preparation of skilled science professionals in the U.S., and research regarding instructor impacts on student attitudes toward science are timely and relevant. This study explored specific instructor characteristics and pedagogical behaviors and their influence student engagement, confidence, and motivation to study science. A phenomenological approach was employed with elements of grounded theory. Data were collected from 12 community college students through semi-structured interviews. An explanatory framework for instructor characteristics that affected students' academic attitudes focused upon engagement and confidence. Students' impressions of instructors' behaviors and attitudes reinforced the complexity of factors that affected their motivation. Instructors played a crucial role in building confidence, making disciplinary relevance explicit, and maintaining interest in science. Students valued instructors who were knowledgeable, caring, accessible, encouraging, and democratic. Students appreciated those who promoted a growth mind-set and autonomy, yet were still available as a supportive individuals. Future interventions should be implemented to address issues with the science course interest of community college students, and impacts on confidence and persistence. Informing instructors and policy makers that improvements in community college teaching techniques and support structures can enhance science attitudes is essential in students persisting in the pipeline, joining the STEM workforce, or transferring to four-year colleges. Understanding community college student characteristics can lead to customization of methods, objectives, and supportive policies to meet student needs, which may provide a well-equipped talent resource for participation in STEM careers.

Background: With widespread adoption of the Next Generation Science Standards (NGSS) in the USA (US), research is needed on how secondary science, technology, engineering, and mathematics (STEM) teachers conceptualize the integration of engineering knowledge and practices in traditional STEM classrooms. The present study explored the affective impacts of participation in an engineering education workshop for secondary STEM teachers as part of a 200-h professional development program. The workshop focused on the implementation of electrical engineering and biotechnology principles and design practices in disciplinary instruction, as well as training teachers to differentiate among engineering fields and advise on career pathways. The conceptual framework for the workshop design was based upon elements of the interconnected model of professional growth to identify influences contributing to engineering pedagogical self-efficacy and career awareness. Results: The overarching research questions addressed how professional development in engineering education affected secondary STEM teachers' beliefs about the value of using engineering design to support learning, their self-efficacy regarding teaching engineering in their courses, perceived obstacles to effective STEM integration, and their confidence advising students about engineering post-secondary study and careers. The convergent parallel mixed methods design involved factor analysis, comparisons of means, and phenomenology with elements of grounded theory. The survey sample included 60 STEM teachers in the treatment group and 28 teachers in the control group. Six science teachers participated in interviews before and after the engineering workshops. Findings indicated that participating teachers significantly improved their confidence in engineering pedagogy, as well as their knowledge of engineering careers and precollege preparation for post-secondary engineering. Teachers expressed their views of engineering as a potentially powerful tool in developing students' critical thinking and problem-solving skills, particularly when integrating the practices of science and engineering with the instruction of disciplinary content. Conclusions: The results from this study demonstrate that a university-based professional development workshop series, developed by engineering and science education faculty, is an effective first-step intervention to improve the engineering knowledge and skills of secondary STEM educators, ultimately facilitating NGSS adoption in classroom instruction. Educating teachers on engineering career pathways is another innovation for the promotion of more diverse participation in engineering fields.

Access and performance in advanced high school physics have been persistently inequitable when considering student ethnicity and gender. This quasiexperimental, observational study examined access and performance of students in four Advanced Placement (AP) Physics courses in 2018-2019: AP Physics 1 (N = 150 451), AP Physics 2 (N = 20 466), AP Physics C Mechanics (N = 49 951), and AP Physics C Electricity & Magnetism (N = 21 602); this analysis utilized an intersectional lens of ethnicity and gender in identifying enrollment and performance disparities. Descriptive and inferential analyses were conducted to determine whether the distribution of student ethnicities and genders of students who took the examinations was similar to that of U.S. schools. Further analyses were conducted to determine whether achievement on AP Physics examinations varied by 14 unique intersectional groups characterized by gender and ethnicity. Results indicated that AP Physics 1 was a relatively accessible course, though enrollment disparities among genders, ethnicities, and intersectional groups grew as the AP Physics courses became more advanced with physics and/or calculus prerequisites or corequisites. There were large decreases in course enrollments from first- to second-year AP Physics courses, particularly for women who were also underrepresented ethnic minorities. In terms of performance, AP Physics 1 had the lowest overall weighted average, with the majority of students failing the examination. Women who were traditionally underrepresented ethnic minorities were found to have failure rates of over 80% on the AP Physics 1 examination, and failure rates near 50% for AP Physics 2 and the AP Physics C courses compared to nonminority men who had approximately half the failure rates. In most cases, men outperformed women who shared their ethnicities. These results present opportunities for physics education policy makers and researchers to design interventions for students in intersecting marginalized social groups, many of whom have disproportionately low representation and achievement in advanced high school physics, which occurs at a critical juncture in the physics pipeline.

The article discusses the integration of physics principles, engineering, and computer programming in pre-college classrooms. It highlights the importance of implementing integrated activities that incorporate physics concepts, engineering, and computer science to broaden STEM opportunities and increase students' interest in these disciplines. The article presents a unit that allows students to explore the inverse-square law by designing and building an illuminance-distance sensor using Arduino microcontrollers. The unit follows a five-phase instructional model and includes engaging students in discussions, exploring the relationship between illuminance and distance, explaining the concepts through data analysis, and evaluating and presenting findings. The article emphasizes the benefits of this approach in teaching STEM skills and habits of mind. [Extracted from the article]

Community colleges serve a vital role in the education of science, technology, engineering, and mathematics (STEM) majors in the United States, however, most research to date on STEM pipeline persistence from academia to the workforce has focused on four-year colleges, which limits understanding of the potential of two-year pathways in diversifying STEM participation. One chronic issue is the vertical alignment of community college STEM education with workforce demands and advancement to baccalaureate institutions. This research builds upon prior work by exploring the initial mathematics enrollment and performance of STEM majors, and how this relates to demographic and socioeconomic variables and the likelihood of degree change from STEM to non-STEM disciplines, graduation and transfer rates, attrition from college, science performance, and credit production. This explanatory observational study employed multiple regression techniques to examine transcript data from four cohorts of community college STEM majors (n = 1,511) over 3 years of enrollment in an institution in the Northeast U.S. Results indicated that students who first enrolled in remedial mathematics courses experienced a higher likelihood of changing to non-STEM majors, greater attrition, lower credit production, weaker science performance, and lower rates of graduation and transfer to four-year colleges. Students who completed developmental mathematics courses failed algebra and trigonometry at a rate of 68%, indicating remediation coursework did not prepare most students for the mathematics required for science degrees. Students who qualified for advanced mathematics as their entry level course outperformed students who first took lower level classes. Demographic variables and socioeconomic status had limited predictive value for STEM-related outcomes. Results suggest that community college STEM majors may benefit from reconceptualized developmental curricula focused on essential skills for success in advanced mathematics and science, as well as clarity on transferable coursework and structured pathways to reach the milestones required for STEM degrees and careers.

Undergraduate physics laboratory course structures have been identified in policy reports for novel design innovations to meet the needs of a diverse and growing student population. To this end, an online, hands-on laboratory option was implemented at a large, public university for introductory physics students using the iOLab device. To determine whether students in this new course structure had similar perspectives to their in-person counterparts in terms of select attitudinal measures, a quasiexperimental, observational quantitative study was undertaken to measure students' epistemological views as well as their beliefs about socialization and help seeking in online and in-person laboratory environments. Undergraduate students who were enrolled in calculus-based introductory physics (N = 998) were surveyed in the second half of the semester to elicit their epistemological beliefs about physics laboratory work and their views on social engagement and academic help seeking in the laboratory. Parametric and nonparametric comparisons of central tendency were employed to measure differences between students in the in-person and online laboratories, as well as gender differences and associated interaction effects. Students showed no overall differences in attitudes related to epistemological and help seeking beliefs. There were significant differences related to views of socialization; students taking in-person physics laboratories valued socialization more than students taking the course online. Gender differences in epistemological and help seeking beliefs were identified overall, however, these differences were no longer significant when examining the interactions of laboratory type and gender. This finding suggests that self-selection into laboratory type may diminish gender gaps in affective domains by allowing students to choose the laboratory structure that meets their learning and logistical needs. In terms of physics epistemology, socialization and help seeking in the laboratory may not be as important to students' perceptions of physics knowledge acquisition as previously thought. This study provides insights into the feasibility of online, hands-on laboratory experiences to meet the affective goals articulated in in-person laboratories, as well as institutional recommendations for advising students to select courses that match their individual learning styles.

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 = 47 734) in the academic year 2016-2017. Teacher-level variables included the content preparation and certification of physics teachers, physics course load, professional age (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 multiple linear regression model indicated urban locale and school-level socioeconomic status were the main negative predictors of student physics performance, while rural physics locale and professional age were positive predictors of physics performance; the model explained 38% of the variance, a large effect. Teaching experience acted as a mediator of poverty and urban locale in predicting student physics performance with a small effect size. Implications related to equity considerations and physics education policy are discussed.

This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011-12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out-of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed.

This case study explored chemistry teacher isolation through the compilation and analysis of contextual characteristics and student performance data of 895 public schools and 2321 chemistry teachers in New York State in 2011-12. Data on the teachers' qualifications along with school characteristics were collected from several independent, publicly available data sources. Chemistry teacher characteristics included professional age, certification type (primary or secondary), and whether the teachers were isolated, that is, the only teachers of chemistry in their schools. School-level data included socioeconomic status, chemistry coursetaking rates, and passing rates on the statewide high-stakes chemistry exam. Analysis revealed that more than half of public secondary schools in New York State had isolated chemistry teachers, and they were concentrated in urban schools and had less professional teaching experience. When examining the chemistry performance of students of isolated teachers in a multivariable model, it was determined that school-level socioeconomic status, chemistry-taking ratio, certification type, and professional age were predictors, accounting for 27% of the variance in scores. Results were consistent with mediation analyses indicating both teacher professional age and school test-taking ratio mediated the relationship between socioeconomic status and chemistry passing rate, suggesting that teaching experience and chemistry course-taking rates mitigated the effects of poverty on student chemistry performance. These findings have implications for education policy makers indicating that teacher preparation and induction programs should be re-examined to address: (1) teaching chemistry in isolation and (2) the relationships among school conditions, chemistry teacher retention, and high school chemistry students' achievement.

This study explored the effects of a middle school physical activity intervention for adolescent girls on the executive functioning involved in science learning. The girls, ages 11 to 14, were at risk for low self-esteem, sedentary lifestyle, and poor health outcomes. Executive function stems from interdependent cognitive control processes that influence goal setting and information processing, which complement higher order thinking required for acquiring scientific process skills. A 20-week informal triathlon training program served as the intervention for the treatment girls (n = 29). The comparison group of girls (n = 30) was randomly drawn from a matched sample of students of a similar demographic. Mean comparisons, ANCOVA, and Roy-Bargmann stepdown analysis were used to measure outcomes. The intervention contributed to significant improvement in several executive functions and science achievement. These results suggest that an afterschool program with a physical fitness component may improve the executive functions involved in science learning.

Community colleges educate nearly half of all students who complete postsecondary degrees in science, technology, engineering, and mathematics (STEM) disciplines. For many matriculated students, chemistry is a required gatekeeping course for postsecondary retention and advancement in STEM majors. This research explored community college student enrollment and performance in introductory chemistry courses for STEM majors, and how chemistry achievement related to student background characteristics and degree persistence. Data included grades, demographics, enrollment patterns, and degree status for 1,690 chemistry students who matriculated at a diverse, suburban community college from 2011 to 2014. Descriptive statistics indicated 32% of students received grades of D, F, or W in introductory chemistry; 49% of these students changed their majors after taking the course, with four-fifths of those degree changers switching to non-STEM fields. Binary logistic regression models revealed that chemistry enrollment was a significant predictor of degree change to non-STEM disciplines, with biology and anatomy/physiology coursetaking predicting STEM persistence. Degree change to non-STEM was predicted by chemistry performance but not by student characteristics including gender, ethnicity, and socioeconomic status. The results indicate that chemistry coursetaking and performance are notable factors affecting student persistence in STEM disciplines, and achievement is largely independent of student background variables. Implications for community college chemistry teaching and STEM academic advisement are discussed.

This study explored science, mathematics, and general academic factors that predicted outcomes for community college students (N = 3052) in a regional institution. A binary logistic regression was performed to determine significant independent variables contributing to successful outcomes (graduation or transfer) vs. non-completion. Transcript data over three years revealed that rate of science and mathematics course completion, science and mathematics course enrollment, and required mathematics and English remediation coursework were significant predictors of graduation and transfer. Results have implications for community college policy makers in strategizing to improve student outcomes by providing supports for specific academic coursework.

This study explored science teachers' participation in a professional development partnership with informal science institutions (ISIs) designed for urban middle school science teachers, known as the Urban Advantage Science Initiative. The teacher training involved a whole school focused approach, providing teaching strategies, collaborative situated experiences, and specific classroom resources for implementing and guiding science explorations both at ISIs and in the formal classroom. The conceptual framework for the study incorporated a situated perspective model with situated, social, and distributed cognition. This long-term situated learning model engaged teachers in over 100 hours of training over five years, with an option to continue in select educational activities in subsequent years. Training was held at eight ISIs in New York City. The purpose of the study was to analyze impacts on teachers' pedagogical philosophies and practices. The ways teachers translated program principles into their practice was investigated through interviews with nine teachers and three administrators (N = 12) to provide broadened perspectives. The teacher sample was drawn from a larger group of 253 teachers with at least four years of experience in the program. The data of this phenomenological qualitative study were examined and integrated with the a priori conceptual framework to create an emergent explanatory framework for changing pedagogical practice and teacher motivation through a schoolwide professional development partnership with ISIs. This framework included two major components: 1) improved teacher motivation, and 2) pedagogical change. Teacher motivation was heightened because of their situated learning experiences at ISIs, the positive changes in their science pedagogy, and their involvement in a professional community of like-minded science educators. As a result of this whole-school focused program that included specific roles for teachers and administrators, the long term, sustained ISI-based professional development model improved teachers' and administrators' perceptions of science teaching practices. [ABSTRACT FROM AUTHOR]

This study sought to examine physics offerings and enrollments, as well as teacher certification data, in small schools (less than 600 students) throughout New York City during the 2004-2005 academic year. Results were then compared to those for mid-sized (600-1200 students) and large (greater than 1200 students) high schools. The following overarching research question was considered: What is the relationship between school size and access to physics study, an established indicator of college preparedness? In addition, the study led the authors to examine several sub-questions: (a) How does physics course availability relate to school size when compared to other variables?; (b) Among schools that offer physics, which types of physics courses are available?; and (c) What is the proportion of physics-certified teachers, and how does this relate to school size? These research questions were explored utilizing data from the New York City Department of Education (NYCDoE), as well as survey responses obtained directly from school administrators. The analysis first considers current research on small schools, the status of physics availability in New York City's schools, and recent patterns of physics teacher quality. Next, the quantitative methodology and research design are described. Finally, results from the survey and a discussion of the potential relationship between the small schools initiative and physics education are presented. (Contains 3 figures and 5 tables.)

This reflective study explores the history and outcomes of a teacher education collaboration between the American Museum of Natural History (AMNH) and Lehman College of The City University of New York (CUNY), in the Bronx, NY, USA. AMNH developed and teaches a Lehman course, Museum Resources for Teaching Science, for Master's degree candidates in science teaching in secondary schools. The course focuses on teaching and learning using a variety of informal science resources and contexts. In this study, the authors examined the observed practices of instructors, students' assignments and thesis work, and course evaluations. Qualitative and quantitative data collected over nine years highlight the kinds of experiences that teachers had and valued. The authors found evidence that the Museum was a powerful resource for inspiring students through hands-on and self-directed science learning; that through exposure to these practices while still in their teacher education program, teacher learners experienced and expanded their science pedagogical content knowledge by learning about students and how to use appropriate resources in the two distinct contexts of the classroom and museums. (Contains 2 tables and 3 figures.)

This work explores the institutional impacts at Lehman College, City University of New York, of the Teacher Renewal for Urban Science Teaching (TRUST) Project, a partnership between the American Museum of Natural History and Brooklyn and Lehman Colleges funded by the National Science Foundation. We examine the impact that TRUST had and continues to have at Lehman College through its external partnerships, the evolving natural sciences-education cultural changes within the college, changes within the departments involved, and student outcomes and reflections. (Contains 3 figures.)

Objective: This study evaluated the effect of a Transformation through Triathlon after school programme in promoting health status, academic motivation and socioemotional development in at-risk girls aged 11-14 years attending middle school in the USA. Design: A phenomenological approach was employed with elements of grounded theory to analyse data from focus group interviews for insights into programmatic outcomes. Setting: Participants (N = 29) were invited to participate in the 20-week after school triathlon training and health promotion programme, and some volunteered for interviews. They were selected based on school personnel characterising them as at-risk for low self-esteem, a sedentary lifestyle, and/or classification as overweight. The programme combined empowerment lessons, nutrition and health science education twice per week from mid-March until June 2014, and after-school activities such as triathlon-specific training and group fitness classes three times per week through until July, with a culminating youth sprint triathlon (300-yard swim, 7-mile bike ride, and 1.5-mile run). Method: Focus groups of five to six girls were convened immediately after programme completion, and again 12 weeks later. A semi-structured interview protocol was developed with questions regarding individual goals, perceptions of programme structure and setting, and programmatic effects related to academics and motivation. Results: Qualitative analysis revealed that confidence, interest, and self-determination motivational constructs positively influenced goal setting, strategies, health, fitness, motivation, and academic achievement. Conclusion: Intervention participants learned to self-regulate their learning and set goals that promoted fitness, academic achievement, better attitudes, and resilience. After school community and family inclusive programmes with a structured fitness component increase confidence, self-determination and academic achievement though social support structures.

Contemporary research has suggested that for students to compete globally, pedagogy must shift to emphasize the infusion of mathematics into science instruction to strengthen understanding. Innovative professional development programs are necessary to achieve this goal, particularly with respect to teaching graphing skills in the context of science. Although there is literature to substantiate that students respond positively in terms of interest, there has been little evidence to support improved science performance when both subjects are integrated. This large-scale quasi-experimental study examined impacts of a mathematics-infused science curriculum on students' science attitudes and achievement (N =1695). Data were collected from science assessments and attitudes surveys in mathematics-infused 8th grade science classrooms and compared to those from students in non-integrated settings. Data revealed positive student outcomes, including the ability to understand mathematics-infused scientific concepts (F(1, 1693) = 17.02, p < 0.001), higher confidence in graphing, and greater agreement with the notion that mathematics is a valuable tool in learning science (F(1, 1693) = 33.76, p < 0.001). Females outperformed males in science but there were no significant differences in achievement between students from high and low needs schools. Data from a single infused unit taught within one school district (n = 136) revealed similar science achievement findings with a large effect (F(1, 134) = 37.18, p < 0.001), though gender was not a significant predictor. These research findings will benefit educators seeking innovative, integrated curricula that improve science and mathematics understanding, as well as researchers who inform policy reform efforts.

High school physics teachers in the United States are often in a position of isolation, particularly in urban schools where access to physics is relatively limited. This study explored the issue of professional isolation and how it impacted 2 novice urban physics teachers. The a priori framework incorporated aspects of socialization and the formation and enactment of resilience in challenging working conditions. An interpretive phenomenological approach was utilized to examine participants' shared, lived experiences over 4 years and how they navigated professional tensions to adapt and achieve professional growth. The development of their teaching practices was analyzed through a series of interviews. During their first 2 years in unsupportive educational settings, the teachers reported pervasive feelings of isolation, poor self-efficacy, limited professional agency, and a desire for pedagogical collaboration. They also reported a lack of administrative support and meaningful feedback and mentoring, which led them to seek their own networks for planning curriculum, instruction, and laboratory experiences. After 2 years, they transitioned to new urban schools for improved conditions. One teacher sought a school with other physics teachers and an established physics tradition, whereas the other desired an environment where she could contribute to the overarching institutional science philosophy. Challenges were often exacerbated by teaching in isolation, whereas higher satisfaction was experienced in more socialized settings. Implications regarding the support of isolated physics teachers during their induction years are discussed.

This article synthesizes sociopsychological theories and empirical research to establish a framework for exploring causal pathways and targeted interventions for the low representation of women in post-secondary physics. The rationale for this article is based upon disproportionate representation among undergraduate physics majors in the United States; women earned only 19.7% of physics undergraduate degrees in 2012. This disparity has been attributed to a variety of factors, including unwelcoming classroom atmospheres, low confidence and self-efficacy, and few female role models in physics academic communities. Recent empirical studies have suggested gender disparities in physics and related STEM fields may be more amenable to social cognitive interventions than previously thought. Social psychologists have found that women improved physics self-concept when adopting a malleable view of intelligence, when they received support and encouragement from family and teachers, and when they experienced interactive learning techniques in communal environments. By exploring research-based evidence for strategies to support women in physics, precollege and university faculty and administrators may apply social cognitive constructs to improve the representation of women in the field. [This paper is part of the Focused Collection on Gender in Physics.]

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings. The researchers explored key aspects of the scholars' experiences, including their struggles with student performance and motivation, ways in which they developed strategies to strengthen their self-efficacy and resilience, and how novel strategies for assessing learning improved their teaching. By examining their perceptions of classroom situations and cultural contexts, and their emerging coping mechanisms, others can learn about how novice teachers may be better prepared to work in challenging environments, and develop recommendations for enabling teacher-training programs to meet the needs of their students.

One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motion..." and "For every action..."), but they rarely demonstrate a working knowledge of how to apply them to observable phenomena. As a firm believer in inquiry-based teaching methods, I like to develop activities where students can experiment and construct understandings based on relevant personal experiences. Consequently, I am always looking for exciting new technologies that can readily demonstrate how physics affects everyday things. In a conceptual physics class designed for ninth-graders, I created a structured activity where students applied Newton's laws to a series of free applications downloaded on iPod Touches. The laws had been introduced during the prior class session with textual descriptions and graphical representations. The course is offered as part of the Enlace Latino Collegiate Society, a weekend enrichment program for middle and high school students in the Bronx. The majority of students had limited or no prior exposure to physics concepts, and many attended high schools where physics was not offered at all. (Contains 5 figures and 1 table.)

Despite reports to the contrary, the availability of physics as a course for high school students is not equitably distributed throughout the United States. While some schools provide physics for all who wish to take it, a more common scenario is limited availability, often open only to the few students who have completed the necessary prerequisite courses. This is particularly true in urban districts where physics is not universally available in secondary school.