The Influence of Teacher Preparation on Student Achievement and the Application of National Standards by Teachers of Mathematics in Urban Secondary Schools

Autor/inn/en	Gimbert, Belinda; Bol, Linda; Wallace, Denelle
Titel	The Influence of Teacher Preparation on Student Achievement and the Application of National Standards by Teachers of Mathematics in Urban Secondary Schools
Quelle	In: Education and Urban Society, 40 (2007) 1, S.91-117 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124507303993
Schlagwörter	Educational Strategies; Secondary Schools; Federal Aid; Federal Legislation; National Standards; Academic Achievement; Mathematics Teachers; Mathematics Instruction; Alternative Teacher Certification; Urban Schools; Teacher Education; Standardized Tests; Evaluation Methods; Teaching Methods; Teacher Qualifications; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lehrstrategie; Sekundarschule; Bundesrecht; Schulleistung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The influence of traditional and alternative teacher preparation programs on student achievement and instruction in high-need urban secondary schools was investigated through a mixed-method comparative design. Three research questions were addressed: (a) Does the type of teacher training influence the academic achievement of students in mathematics? (b) Does teacher preparation influence the implementation of the process standards set forth by the National Council of Teachers of Mathematics? (c) Does the frequency with which teachers use process and content standards influence student achievement? Data from the standardized state test and district level quarterly assessments revealed a significant difference favoring the alternative preparation teachers on two measures of student achievement as well as the use of standard-driven instructional strategies. The findings suggest that alternative teacher preparation programs are a viable avenue to explore in meeting the needs of public schools for providing qualified teachers in mathematics classrooms at the middle and high school levels. (Contains 10 tables.) [This publication is supported by the Transition to Teaching federal grant funded through the No Child Left Behind Act of 2001.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10