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Advanced placement science programs in Catholic high schools
Abstract
The purpose of this study was to examine the Advanced Placement science programs that exist in participating Catholic high schools and develop guidelines for the implementation of similar programs at other Catholic schools. The specific areas of interest were curriculum, instructors and Advanced Placement examination results. In order to gather pertinent information, administrators and teachers at Catholic high schools with existing Advanced Placement science programs were surveyed using an instrument developed by the researcher. The study was limited to schools within a geographic area that is under the supervision of the Midwestern Regional Office of the College Board. Three on-site visitations were included in the study in order to supplement the data provided by the questionnaires. These visitations consisted of interviews with administrators and teachers, tours of facilities and observations of classes. Based on the survey data and the on-site visitations, the following guidelines were established for the implementation of an Advanced Placement science program: (1) Students and parents should be surveyed to determine the demand for the courses. (2) The budget should be examined to ensure financing is available. (3) A committee of teachers, administrators and outside experts should be formed to implement the program. (4) Teachers and administrators should be involved in scheduling. (5) Sufficient laboratory time should be made available for each course. (6) A coordinator should be appointed to oversee the Advanced Placement science program. (7) Selection of faculty should include administrators, teachers and outside exerts. (8) Specific teacher qualities should involve a graduate degree, teaching experience and content background. (9) An outside candidate should be sought if none exists within the existing department (10) Professional development opportunities should be provided for the teacher. (11) The Advanced Placement instructor should be relieved of some extra duties or be given additional planning time. (12) The role of examination results in evaluation of teachers should be made clear. (13) A policy regarding the role of the examination in the course should be established.
Subject Area
Science education|Secondary education
Recommended Citation
Schinzel, Dan Donald, "Advanced placement science programs in Catholic high schools" (1996). ETD collection for University of Nebraska-Lincoln. AAI9623639.
https://digitalcommons.unl.edu/dissertations/AAI9623639