Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes

Author:

Slavit David1,Roth McDuffie Amy2,Griggs Nicole2ORCID,Goldhaber Dan34ORCID,Theobald Roddy4

Affiliation:

1. Washington State University Vancouver Vancouver Washington USA

2. Washington State University Pullman Washington USA

3. University of Washington Seattle Washington USA

4. Center for Analysis of Longitudinal Data and Education Research (CALDER) Arlington Virginia USA

Abstract

AbstractThis qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants‐specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants‐content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs‐collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.

Funder

National Science Foundation

Publisher

Wiley

Subject

History and Philosophy of Science,Physics and Astronomy (miscellaneous),Engineering (miscellaneous),Education,Mathematics (miscellaneous)

Reference65 articles.

1. Ahn S. &Choi J.(2004).Teachers' subject matter knowledge as a teacher qualification: A synthesis of the quantitative literature on students' mathematics achievement. Paper presented at the Annual Meeting of the American Educational Research Association.

2. Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study;Al Hashmi W.;International Journal of School & Educational Psychology,2020

3. Content knowledge for teaching: What makes it special?;Ball D. L.;Journal of Teacher Education,2008

4. Selective admissions in teacher education: A critical reappraisal;Barnard H. V.;Teacher Education and Special Education,1980

5. Creating mathematical futures through an equitable teaching approach: The case of Railside school;Boaler J.;Teachers College Record,2008

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Attention to Equity in Teacher Education Admissions Processes;Journal of Teacher Education;2024-02-14

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3