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ERIC Number: ED350133
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: 0
Rural/Nonrural Differences among Secondary Science Teachers: Evidence from the Longitudinal Study of American Youth.
Carlsen, Williams S.; Monk, David H.
This paper examines rural/nonrural differences in the secondary science teachers' work force, using data from the Longitudinal Study of American Youth. The national probability sample included 456 middle or secondary science teachers from 93 schools. T-tests and multivariate analyses were used in the study. Relative to their nonrural colleagues, rural teachers are less experienced, more likely to have taught subjects other than science, more likely to have majored in education, less likely to have majored in a science, and less likely to have a graduate degree. Rural teachers report having taken fewer science courses and fewer science methods courses at both the undergraduate and graduate levels. The paper explores the interaction of ruralness, educational training, and state certification requirements on science teachers. Little rural/nonrural difference is attributable to state-by-state differences in teacher certification requirements. Rural teachers report having taken fewer subject-matter courses than their nonrural colleagues, a difference that persists when the effects of undergraduate major, graduate training, and state differences in certification policy are removed. Three policy remedies are examined. The paper suggests that further efforts be made to help states clarify and choose appropriate policy responses. (Author/TES)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, New Brunswick, NJ.
Identifiers: Longitudinal Study of American Youth
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 3-7, 1992).