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Supporting Female Students in Mathematics for Alternative Certification Teachers

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Bibliographic Details
Title: Supporting Female Students in Mathematics for Alternative Certification Teachers
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
FullText Text:
  Availability: 0
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  Data: Supporting Female Students in Mathematics for Alternative Certification Teachers
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+National+Association+for+Alternative+Certification%22"><i>Journal of the National Association for Alternative Certification</i></searchLink>. Fall 2013 8(2):43-50.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Teachers%22">Methods Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 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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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Statistical Analysis
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