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Table 2 Pilot teachers’ (n = 16) classroom demographics and pre/post gains

From: Development and pilot testing of a three-dimensional, phenomenon-based unit that integrates evolution and heredity

 

Gender (%)

Primary language (%)

Ethnicity (%)

Pre/post gain (%)

Teacher

Female

Male

English

Non-english

AI

AS

BL

HI

PI

OT

WH

Mean

Standard deviation

A

52

48

86

14

0

17

2

29

2

10

40

10

15

B

68

32

96

4

0

2

2

0

0

7

89

26

13

C

20

80

40

60

0

0

0

40

40

0

20

29

9

D

59

41

93

7

1

11

2

18

2

16

50

15

16

E

39

61

96

4

0

2

78

4

0

4

13

4

14

F

69

31

95

5

93

0

0

2

0

2

2

10

14

G

42

58

94

6

2

2

1

8

0

6

80

14

17

H

63

37

100

0

0

0

95

0

0

5

0

5

13

I

73

27

97

3

2

2

0

8

0

3

86

20

13

J

41

59

80

20

0

2

12

57

0

10

19

15

15

K

51

49

94

6

3

3

3

17

0

3

71

26

14

M

52

48

93

7

2

2

7

18

0

14

57

6

13

N

55

45

98

2

2

5

2

12

0

2

77

10

15

O

69

31

98

2

0

3

3

2

3

3

85

22

14

P

50

50

86

14

0

14

0

0

0

36

50

22

16

Q

54

46

100

0

1

8

3

3

0

14

71

21

15

  1. Four teachers were not included in our final analysis because they either did not administer the post assessment, they administered the assessments incorrectly, or we did not receive permission to share their assessment results (see Additional file 3 for a discussion of the variance in gains between teachers)
  2. AI, American Indian or Alaskan Native; AS, Asian; BK, Black/African American; HI, Hispanic or Latin American; PI, Native Hawaiian or Pacific Islander; OT, other or multiple ethnicities selected; WH, white