Secondary Education Commons^™

Advice For Educational Counselors, Advisors, Faculty, And Staff: Paving The Pathways To Post-Secondary Education: Removing Barriers And Creating Opportunities For Students Of Color (Soc) And First-Generation College Students (Fgcs) To Flourish, Amanda R. Morales, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The purpose of this Equity Tool is to guide education stakeholders with roles in various parts of high school students’ development, in developing shared understandings to discuss the transition from high school to higher education.

For supplemental guidance, please see the companion pamphlet for Students of Color and First Generation College Students: Advice for Students of Color and First-Generation Students: Successful Transitions from High School into and Within College/University

Setting Empirically Informed Policy Benchmarks For Physical Science Teaching, Elizabeth B. Lewis, Ana Rivero, Lyrica L. Lucas, Aaron Musson, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state-level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled …