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Education's Missing Link: How Private School Teachers Approach Evolution
Michael W. Schulteis
The American Biology Teacher
Vol. 72, No. 2 (February 2010), pp. 91-94
Published by: University of California Press on behalf of the National Association of Biology Teachers
Stable URL: http://www.jstor.org/stable/10.1525/abt.2010.72.2.7
Page Count: 4
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Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers.
The American Biology Teacher © 2010 National Association of Biology Teachers