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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
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
FullText Text:
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22College+Applicants%22">College Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Admission+Criteria%22">Admission Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Letters+%28Correspondence%29%22">Letters (Correspondence)</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink>
– Name: Abstract
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  Data: 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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  Data: ED628822
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      – Text: English
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        PageCount: 47
    Subjects:
      – SubjectFull: College Applicants
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Admission Criteria
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: Scores
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: College Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Content Analysis
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      – SubjectFull: Essays
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      – TitleFull: 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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