The purpose of this study was to compare the effectiveness of alternatively licensed and traditionally licensed technology education teachers in North Carolina. Current research shows mixed data on the effectiveness of alternatively licensed teachers when compared to traditionally licensed teachers. Some researchers believe alternatively licensed teachers lack the pedagogical knowledge and classroom management techniques they would receive through a traditional university educational program. Other researchers believe alternatively licensed teachers have more content specific and practical application knowledge because of relevant work experience in the field. There is a need for additional research in this area so students are provided the best possible educational opportunities in technology education.
This study used a mixed-methodology approach to show if there are any statistical differences between alternatively licensed and traditionally licensed technology education teachers in North Carolina. Quantitative analyses were used to compare the percent of students proficient on the end of course standardized exam in five different courses taught by technology education teachers in North Carolina. Quantitative analyses were also used to compare the time on task of students as a measure of pedagogical management and qualitative analyses were used to compare demographic data of a sample of technology education teachers as well as to compare principals’ perceptions of the preparation, performance, and professional development needs of these teachers.
|Advisor:||DeLuca, V. William|
|School:||North Carolina State University|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 73/05, Dissertation Abstracts International|
|Subjects:||Teacher education, Secondary education, Vocational education|
|Keywords:||Achievement, Alternative licensure, North Carolina, Teacher effectiveness, Technology education, Time on task|
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