This study was designed to determine whether or not differences existed in the effectiveness between teachers from traditional and alternative teacher preparation routes. The NCLB requirement of having a highly qualified teacher in every classroom has brought close attention to the assessment of teacher effectiveness and the preparation of teacher candidates. The study population included elementary school teachers, within their first three years of teaching who taught science, from five southeastern Virginia schools.
For this study, an authentic intellectual assessment rubric created by Newmann, Bryk, and Nagaoka (1997) was utilized to measure teacher effectiveness in terms of the level of instructional quality of new teachers. Chi-square and t test analyses were conducted to investigate the difference between scores of science lesson assignments of new elementary teachers based on type of teacher preparation route the teachers completed.
The critical finding of the study was that whereas there were no statistically significant differences in the science assignment scores between traditionally and alternatively prepared teachers, there were significant weaknesses in all teacher participants in the areas of construction of knowledge and connection to students’ lives. The results of this study have implications for teachers, teacher preparation routes, teacher development coordinators of school divisions, and those in charge of instructional policies.
|Commitee:||Caskey, Christine W., Dannels, Sharon A.|
|School:||The George Washington University|
|Department:||Educational Administration and Policy Studies|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 70/02, Dissertation Abstracts International|
|Subjects:||Elementary education, Teacher education, Science education, Curriculum development|
|Keywords:||Authentic assessment, Authentic instruction, Elementary school, Elementary science education, Instructional quality, Professional development, Teacher preparation, Teacher training|
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