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Forum on Public Policy Online, v2013 n1 2013

The study compares faculty and school demographics in selected high school science classrooms to expand the research on women with careers in science. The classrooms are either situated in "high need Local Education Agencies" or the classrooms are situated in "low-performing schools," as categorized by the Florida Department of Education. The teachers have been separated into gender groups which were then analyzed for demographic differences as age; race/ethnicity; citizenship; educational degrees; in-field or out-of-field teaching (certification areas); base salary; supplemental salary; and years of experience. All this information provides a snapshot of science teachers and science classrooms in rural northwestern Florida. The study analyzes data to determine gender differences in the professional/personal characteristics; duties; pay; preparation; and work environment of the science teachers participating in the study. Since these teachers work in low-performing schools and districts, one use of the data is to determine the extent to which these teachers differ from the state average. Another use of the data is to compare the work environment of male and female science teachers in rural northwestern Florida school districts.

Descriptors: Teacher Characteristics, Institutional Characteristics, Rural Schools, Secondary School Teachers, Secondary School Science, Science Teachers, Gender Differences, Low Achievement, High Achievement, Age Differences, Racial Differences, Ethnic Groups, Citizenship, Educational Attainment, Teacher Certification, Teacher Salaries, Teaching Experience, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Qualitative Research, Teaching Conditions, Case Studies, Observation, Interviews, Documentation, Content Analysis

Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor[at]forumonpublicpolicy.com; Web site: http://forumonpublicpolicy.com/journals-2/online-journals/





Autor: Butler, Susan M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2345&id=EJ1045673



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