A chemistry teacher at William Floyd High School co-authored an article featured in the Journal of Science Teacher Education.
Martin Palermo’s article, “Physics Teacher Retention, Migration, and Attrition,” examines physics teacher turnover in high schools. It marks the fourth time that Palermo has published an article in a peer-reviewed scientific journal over the past three years.
The Journal of Science Teacher Education shares ways to improve classroom learning, professional development, and teacher recruitment & retention for science teachers.
Palermo, who has taught in William Floyd schools for 16 years, teamed up on the article with Robert Krakehl of the Institute for STEM Education at Stony Brook University and Angela M. Kelly in Department of Physics & Astronomy/Institute for STEM Education at Stony Brook University.
Their study concluded that professional age, school-level socioeconomic status, school locale and physics course load were the main predictors for attrition of high school physics teachers, while the main predictors for migration were professional age and school-level socioeconomic status.
“The results of this study may inform future reforms in physics teacher preparation and induction, with particular attention toward serving the needs of novice teachers and preparing them for the challenges of high-needs academic settings,” Palermo wrote, in the study.
Above photo: Palermo is shown conducting an experiment demonstrating the specific heat capacity of water using methane gas bubbles (courtesy photo).