Physics, as a foundational science, has particular importance in predicting the post-secondary success of students who major in STEM. This quasi-experimental, observational study examined teacher-level and school-level predictors of student performance in physics, with a focus on isolated teachers. A New York State case study is useful since teacher certification policy is largely determined at the state level in the U.S. The overall sample included New York State public schools (N=960), physics teachers (N=1,584), and student physics test-takers (N=46,905) in the academic year 2016-17. Teacher-level variables included the content preparation and certification of physics teachers, physics course load, professional age (years of experience), whether the teacher was isolated, whether the teacher taught mathematics, and whether the teacher taught Advanced Placement Physics; and school-level variables including physics standardized test passing rates, school size, socioeconomic status, locale, and physics coursetaking ratio. Data were collected from a variety of publicly available sources that were verified by state education agencies. Results indicated a significant proportion (40.5 their students tended to have weaker physics performance scores than students of non-isolated teachers. Compared to the non-isolated teachers, a larger percentage of isolated physics teachers were uncertified in physics and taught in urban and rural schools. There was no significant difference in professional age between isolated and non-isolated teachers, but urban teachers had less teaching experience than suburban and rural physics teachers. When analyzing the subset of isolated teachers (n=449), a multiple linear regression model indicated urban locale and school-level socioeconomic status were the main negative predictors of student physics performance, while rural physics locale and professional age were positive predictors of physics performance; the model explained 38 Teaching experience acted as a mediator of poverty and urban locale in predicting student physics performance with a small to medium effect size. Implications related to equity considerations and physics education policy are discussed.

中文翻译：

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物理老师的隔离，情境特征和学生表现

物理学作为一门基础科学，对于预测STEM专业的学生在高等教育中的成功具有特别重要的意义。这项准实验性观察性研究检查了教师水平和学校水平的学生物理表现的预测指标，重点是孤立的教师。纽约州的案例研究非常有用，因为教师资格认证政策主要是由美国各州决定的。总体样本包括纽约州的公立学校（N = 960），物理老师（N = 1584）和学生物理测试- 2016-17学年（N = 46,905）。教师级别的变量包括物理老师的内容准备和认证，物理课程的负荷，专业年龄（经验的年限），是否与外界隔绝，是否教过数学，老师是否教过高级物理课程；以及学校级别的变量，包括物理标准化考试的通过率，学校规模，社会经济地位，语言环境和物理课程比率。数据是从各种可公开获得的来源收集的，并由州教育机构进行了验证。结果表明，很大的比例（40.5个学生的物理成绩得分要比非孤立教师的学生要弱。与非孤立教师相比，更大比例的孤立物理老师没有物理认证并且在城乡学校任教）独立教师和非独立教师的职业年龄没有显着差异，但城市教师的教学经验少于郊区和农村物理教师。在分析孤立教师的子集（n = 449）时，多元线性回归模型表明，城市地区和学校水平的社会经济地位是学生物理表现的主要负面指标，而农村地区和专业年龄是物理表现的正面指标。 ; 该模型解释了38个教学经验在预测学生的物理表现方面起到了贫困和城市地区的中介作用，其影响程度为中到小。讨论了有关公平考虑和物理教育政策的含义。该模型解释了38种教学经验在预测学生的物理表现方面起到了贫困和城市地区的中介作用，其影响程度从中到小。讨论了有关公平考虑和物理教育政策的含义。该模型解释了38种教学经验在预测学生的物理表现方面起到了贫困和城市地区的中介作用，其影响程度从中到小。讨论了有关公平考虑和物理教育政策的含义。