Colleen C Murray1,2, Ganna Sheremenko2, India D Rose2, Thearis A Osuji2,3, Catherine N Rasberry4, Catherine A Lesesne2, J T Parker5, Georgi Roberts6. 1. 1776 Massachusetts Avenue, NW, Suite 200, Washington, DC 20036. 2. ICF, 3 Corporate Square NE, Building 3, Suite 370, Atlanta, GA 30329. 3. Division of Health Services Research and Implementation, Southern California Permanente Medical Group, Kaiser Permanente Department of Research, 100 S. Los Robles, 2nd Floor, Pasadena, CA 91101. 4. Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, 1600 Clifton Road, MS E-75, Atlanta, GA 30329. 5. Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, 1600 Clifton Road, Mailstop E-75, Atlanta, GA 30329. 6. Physical Education and Coordinated Health, Fort Worth Independent School District, 100 N. University Dr., Suite 241A, Fort Worth, TX 76107.
Abstract
BACKGROUND: Studies have examined relationships between teacher characteristics and student achievement in courses such as math and science. This study is among the first to examine effects of teacher characteristics on student knowledge in a health course. METHODS: Student (N = 6143) pretest and posttest data were linked to teacher (N = 67) data. Changes in student knowledge scores from pre- to postcourse were explored using mixed-effects linear models. Teacher characteristics included professional development (PD) attendance, having a dedicated classroom, certification type, educational background, years' experience, and athletic coaching status. RESULTS: Teacher characteristics associated with greater student knowledge gains included: being certified to teach health versus not certified (p < .001), having a dedicated classroom versus no classroom (p = .017), and for middle school teachers, having attended ≥3 PD sessions versus ≤2 (p = .023). Less knowledge gain was associated with teachers that coached versus noncoaches (p = .040) and having a health degree versus no health degree (p = .049). Post hoc analyses revealed the negative effect of health degree was only significant among coaches (p = .026). CONCLUSIONS: Findings suggest opportunities for maximizing student knowledge gains through tailored selection of health teachers and provision of appropriate teaching support.
BACKGROUND: Studies have examined relationships between teacher characteristics and student achievement in courses such as math and science. This study is among the first to examine effects of teacher characteristics on student knowledge in a health course. METHODS: Student (N = 6143) pretest and posttest data were linked to teacher (N = 67) data. Changes in student knowledge scores from pre- to postcourse were explored using mixed-effects linear models. Teacher characteristics included professional development (PD) attendance, having a dedicated classroom, certification type, educational background, years' experience, and athletic coaching status. RESULTS: Teacher characteristics associated with greater student knowledge gains included: being certified to teach health versus not certified (p < .001), having a dedicated classroom versus no classroom (p = .017), and for middle school teachers, having attended ≥3 PD sessions versus ≤2 (p = .023). Less knowledge gain was associated with teachers that coached versus noncoaches (p = .040) and having a health degree versus no health degree (p = .049). Post hoc analyses revealed the negative effect of health degree was only significant among coaches (p = .026). CONCLUSIONS: Findings suggest opportunities for maximizing student knowledge gains through tailored selection of health teachers and provision of appropriate teaching support.
Authors: Catherine N Rasberry; Emily Young; Leigh E Szucs; Colleen Murray; Ganna Sheremenko; James Terry Parker; Georgi Roberts; Catherine A Lesesne Journal: J Adolesc Health Date: 2022-04 Impact factor: 7.830