Supporting Female Students in Mathematics for Alternative Certification Teachers
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| Title: | Supporting Female Students in Mathematics for Alternative Certification Teachers |
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| Language: | English |
| Authors: | Evans, Brian R. |
| Source: | Journal of the National Association for Alternative Certification. Fall 2013 8(2):43-50. |
| Availability: | National Association for Alternative Certification. PO Box 5750, Washington, DC 20016. Tel: 202-277-3600; Fax: 202-403-3545; e-mail: info@alternativecertification.org; Web site: http://www.alternativecertification.org |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Alternative Teacher Certification, Mathematics Instruction, Teacher Attitudes, Disproportionate Representation, Females, Methods Courses, Methods Teachers, Teacher Surveys, Statistical Analysis |
| Geographic Terms: | New York |
| ISSN: | 1947-9727 |
| Abstract: | This article is a follow-up to the last editor's perspective article about supporting new alternative certification teachers as they teach students from underrepresented groups in mathematics (Evans, 2013). The focus for this article narrows the scope to emphasize support needed for female mathematics students. Alternative certification teachers in the New York City Teaching Fellows (NYCTF) program, among others, were surveyed to determine their attitude toward teaching female students in mathematics. It was found that while NYCTF teachers did not score differently from traditionally prepared teachers on the survey instrument, NYCTF scored higher than another cohort of teachers. NYCTF teachers indicated highest agreement with the idea that female students are just as capable of engaging in higher level mathematics as are male students and mathematics is a subject in which both female and male students can succeed. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2015 |
| Accession Number: | EJ1053453 |
| Database: | ERIC |
| Abstract: | This article is a follow-up to the last editor's perspective article about supporting new alternative certification teachers as they teach students from underrepresented groups in mathematics (Evans, 2013). The focus for this article narrows the scope to emphasize support needed for female mathematics students. Alternative certification teachers in the New York City Teaching Fellows (NYCTF) program, among others, were surveyed to determine their attitude toward teaching female students in mathematics. It was found that while NYCTF teachers did not score differently from traditionally prepared teachers on the survey instrument, NYCTF scored higher than another cohort of teachers. NYCTF teachers indicated highest agreement with the idea that female students are just as capable of engaging in higher level mathematics as are male students and mathematics is a subject in which both female and male students can succeed. |
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| ISSN: | 1947-9727 |
