%0 Journal Article
%T The educational emphases of science teachers in US Evangelical Protestant high schools
%A Albert Cheng
%J International Journal of Christianity & Education
%@ 2056-998X
%D 2019
%R 10.1177/2056997118812906
%X I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers
%K Catholic schools
%K Evangelical Protestant schools
%K science pedagogy
%K STEM education
%K teaching practice
%U https://journals.sagepub.com/doi/full/10.1177/2056997118812906