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You searched for subject:(certification route). Showing records 1 – 2 of 2 total matches.

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Texas A&M University

1. Maxwell, Jonathan G. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.

Degree: 2014, Texas A&M University

The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of 90 first year elementary mathematics teachers were analyzed. Secondly, nine elementary mathematics teachers were interviewed concerning instructional practices. Finally, weighted effect sizes were compared to determine if differences existed between route to certification and correct responses to the mathematics portion of the Early Childhood-6^(th) grade Texas Examinations of Educator Standards (TExES) for every person who took the assessment during the year 2012. First year elementary mathematics teachers (n=90) were given an online survey about instructional practices with questions covering the topics of Assessment Use, Performance Procedures, Communicative Understanding, Making Connections and Active Learning. The survey came from the Survey of Instructional Practices, Teacher Survey for Grades K-8. The first year teachers were grouped by their route to certification. The groups were Traditional-University Based, Alternative-University Based, Alternative-Non-University Based, and Post Baccalaureate. MANOVA was utilized to determine if there were statistical differences between the responses to the five question groups along with calculating the effect sizes. The data in the study demonstrated that there was little to no difference between the uses of instructional strategies in the elementary mathematics classroom of first year teachers, no matter their route to certification. A cross-case study involving first year elementary mathematics teachers was then conducted. The findings of this study also showed that in a small sample, the teachers who were alternatively certified employed the use of manipulatives more often than the teachers who were traditionally certified and were also more knowledgeable as to why different strategies were important to use in the mathematics classroom when compared to their traditionally certified counterparts. Data from all participants who attempted the mathematics portions of the Texas Examinations of Educator Standards Generalist Early Childhood ? 6^(th) grade in 2012 were collected from the Texas Education Agency and were analyzed in two ways using the grouping variable of route to certification. First each question was treated as an independent study and analyzed by calculating the variance of the average proportion and then calculating the weighted effect size. For each question, the weighted effect sizes were compared using analog to the analysis of variance. The weighted effect sizes from the data from the Texas Education Agency on the 2012 mathematics portion of the Texas Examinations of Educator Standards, Generalists Early Childhood ? 6^(th) grade pointed out that preservice elementary mathematics teachers from alternative routes were outperformed by their traditionally certified colleagues in the areas of Mathematical Instruction, Number Concepts and Operations, Patterns and Algebra,… Advisors/Committee Members: Capraro, Mary Margaret (advisor), Capraro, Robert M (committee member), Burlbaw, Lynn M (committee member), Willson, Victor L (committee member).

Subjects/Keywords: certification route; mathematics; first year; instructional strategies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maxwell, J. G. (2014). Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Thesis, Texas A&M University. Accessed August 23, 2019. http://hdl.handle.net/1969.1/152588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 23 Aug 2019.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1969.1/152588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Cole, Lara Denise. Differences in Performance on a Commercially Available Competency-Based Exam between Traditionally and Alternatively Prepared Teacher Candidates: A Causal Comparative Study.

Degree: 2018, Seattle Pacific University

ABSTRACT Alternative route teacher education programs have increased to address personnel shortages in key areas such as special education, mathematics, and science. Alternative route programs may serve as a means to address such shortages, but require evaluation to ensure that candidates emerging from these programs demonstrate skills commensurate with those that complete traditional teacher education programs. Although studies examining aspects of alternative route programs exist, few studies comparing alternative route programs with traditional programs have been conducted. Differences in definitions used to describe alternative routes programs compound efforts to compare programs. Nevertheless, research reviewed compared outcomes for alternative and traditional programs on candidate satisfaction, academic achievement, multicultural awareness, retention, and performance on competency-based assessments. Results on these measures were mixed. The purpose of this causal comparative study was to compare performance on the edTPA (Teacher Performance Assessment) using longitudinal data (2013-2017) from candidates (N = 565) that attended a mid-sized urban university that offers both traditional and alternative route programs. The non-parametric analysis revealed no differences in expected and actual edTPA performance between groups. The parametric analysis revealed a statistically significant omnibus effect based on program type. Post hoc testing reveals differences in Instructional Average (IA) and Assessment Average (AA) although variance accounted for was small. Recommendations for practitioners are discussed.

Subjects/Keywords: edTPA; Alternative Route Teacher Certification Programs; Traditional Teacher Preparation Programs; Teacher Certification; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cole, L. D. (2018). Differences in Performance on a Commercially Available Competency-Based Exam between Traditionally and Alternatively Prepared Teacher Candidates: A Causal Comparative Study. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/36

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cole, Lara Denise. “Differences in Performance on a Commercially Available Competency-Based Exam between Traditionally and Alternatively Prepared Teacher Candidates: A Causal Comparative Study.” 2018. Thesis, Seattle Pacific University. Accessed August 23, 2019. https://digitalcommons.spu.edu/soe_etd/36.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cole, Lara Denise. “Differences in Performance on a Commercially Available Competency-Based Exam between Traditionally and Alternatively Prepared Teacher Candidates: A Causal Comparative Study.” 2018. Web. 23 Aug 2019.

Vancouver:

Cole LD. Differences in Performance on a Commercially Available Competency-Based Exam between Traditionally and Alternatively Prepared Teacher Candidates: A Causal Comparative Study. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2019 Aug 23]. Available from: https://digitalcommons.spu.edu/soe_etd/36.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cole LD. Differences in Performance on a Commercially Available Competency-Based Exam between Traditionally and Alternatively Prepared Teacher Candidates: A Causal Comparative Study. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/36

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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