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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
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
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  Data: The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
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  Data: 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
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  Data: 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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  Data: EJ1246545
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        Value: 10.1177/0022487118805989
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      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Alternative Teacher Certification
        Type: general
      – SubjectFull: Beginning Teachers
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      – SubjectFull: Texas
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      – TitleFull: The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
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