Literaturnachweis - Detailanzeige
| Autor/in | Tanner, David E. |
|---|---|
| Titel | What Has Teacher Compentency Testing Wrought? |
| Quelle | (2003), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Elementary Secondary Education; Ethnicity; Preservice Teacher Education; Preservice Teachers; Sex Differences; Teacher Competencies; Teacher Competency Testing |
| Abstract | One dimension of the current educational reform movement made testing teacher candidates a fixture in nearly every state. The companion problem is that standardized test scores often correlate with the test-takers ethnicity and gender. Such an outcome appears to place teacher competency interests in competition with egalitarian interests. Is equity of access sacrificed to the aptitude of teacher candidates? The results of this study indicate that standardized tests need not have an inordinate impact on the ethnicity and gender of those who wish to teach. Data were collected from teacher candidates who took the California Basic Education Skills Test (CBEST) at one university in December 1997. Results from a study of several hundred candidates in central California indicate that while those variables are statistically significant predictors of teacher candidates scores, they explain comparatively little of scoring variability. (Contains 1 figure, 3 tables, and 17 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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