Faculty Perspectives and Values toward Mathematics and Science Content Information Used in Teacher Preparation Admissions Processes. Working Paper No. 285-0623
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| Title: | Faculty Perspectives and Values toward Mathematics and Science Content Information Used in Teacher Preparation Admissions Processes. Working Paper No. 285-0623 |
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| Language: | English |
| Authors: | Slavit, David, McDuffie, Amy Roth, Griggs, Nicole, Goldhaber, Dan, Theobald, Roddy, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: | National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2023. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 47 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 1950030 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Applicants, Teacher Education Programs, Mathematics Teachers, Science Teachers, Admission Criteria, Achievement Tests, Scores, Pedagogical Content Knowledge, College Students, Student Attitudes, Grade Point Average, Content Analysis, Essays, Letters (Correspondence), Interviews |
| Abstract: | This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants' specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants' content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs' collection and use of information related to mathematics and science and discuss implications for TPP admissions processes. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED628822 |
| Database: | ERIC |
| Abstract: | This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants' specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants' content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs' collection and use of information related to mathematics and science and discuss implications for TPP admissions processes. |
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