Advanced Placement Science Teachers Pivoting to Regular and Honors Courses: How Approaches Change and Persist

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-2 - Innovation in Science Instruction and Science Teacher Preparation

Abstract

Shifting beliefs and practices of 85 high school science teachers were assessed as they indicated their dispositions regarding an Advanced Placement (AP) course and either a regular or honors science course they also taught. Unsurprisingly, teachers spent great deal more time having students prepare for tests in AP courses. Many stable patterns of practice were found between AP and regular and between AP and honors. However, notable differences included teachers having AP students complete more homework, engaging in discussion, and analyzing data significantly more than regular-track students. Teachers were also more focused on honors students developing an interest in science and generally feel they have the less control over content and goals in AP than in regular or honors courses.

Authors

• Eugene Judson, Arizona State University

• Lydia Ross, Arizona State University - Tempe