What’s effective and ineffective in preparing high school biology educators to teach evolution? Evidence from a representative national U.S. survey

Table 3 Ordinary least squares regression estimates predicting number of hours devoted to human evolution and general evolution (results used to generate Fig. 4)

	Hours
	ß	Std Err	p
College courses in biology	0.225	(0.521)	0.666
College courses in earth sciences	− 0.294	(0.319)	0.357
College courses in science teaching methods	0.073	(0.324)	0.821
College courses focused on evolution	1.043	(0.456)	0.023*
College courses with some evolution	0.602	(0.329)	0.068
Methods courses covering PBL	− 0.066	(0.403)	0.869
Methods courses covering controversial topics	0.703	(0.534)	0.189
Under 10 years seniority (omitted)
10–19 years seniority	− 0.771	(1.191)	0.518
20+ years seniority	− 0.398	(1.124)	0.723
Female	0.458	(0.934)	0.624
Not based upon NGSS (omitted)
Based upon NGSS	0.942	(1.092)	0.389
Adopted NGSS	3.582	(1.096)	0.001*
Constant	11.231	(2.379)	0.000*
R²	0.057
N	688