The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
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| Title: | The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas |
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| Language: | English |
| Authors: | Schmidt, William H., Burroughs, Nathan A., Houang, Richard T., Cogan, Leland S. |
| Source: | Journal of Teacher Education. Mar-Apr 2020 71(2):233-246. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Certification, Knowledge Level, Mathematics Teachers, Alternative Teacher Certification, Beginning Teachers, Teacher Education, College Entrance Examinations, Educational Quality, Social Differences, Teaching Methods, Differences, Teacher Placement, Scores, Teacher Characteristics, Disadvantaged Schools, Instructional Program Divisions |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | SAT (College Admission Test), ACT Assessment |
| DOI: | 10.1177/0022487118805989 |
| ISSN: | 0022-4871 |
| Abstract: | Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers--alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1246545 |
| Database: | ERIC |
| Abstract: | Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers--alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers. |
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| ISSN: | 0022-4871 |
| DOI: | 10.1177/0022487118805989 |
