Dissertation/Thesis Abstract

Exploring teacher perceptions of the learning experience within an alternative certification and graduate program
by DeVeny, Lindsay L., M.S., California State University, Long Beach, 2011, 76; 1493110
Abstract (Summary)

There are many alternative pathways to obtaining a teaching credential. Although alternative programs are gaining popularity, little is known regarding their effectiveness, particularly in terms of participant experience. This study examined participants' perceptions of one alternative certification program, Math for America (MfA). In particular, it explored whether or not participants believed there were differences between themselves and their mathematics colleagues at their school sites, and the types of supports they were provided through MfA versus their sites/districts. Data included surveys and interviews; qualitative and quantitative analyses were conducted to generate themes in types and amount of support. Data revealed that while both MfA and the participants' sites/districts provided support, MfA was able to provide more emotional support. Additionally, findings suggest that participants did perceive there to be differences between themselves as a group and their mathematics colleagues, particularly in the areas of work ethic and enjoyment of working with students.

Indexing (document details)
Advisor: Benken, Babette M.
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 49/05M, Masters Abstracts International
Subjects: Mathematics education, Secondary education
Publication Number: 1493110
ISBN: 978-1-124-62265-1
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