Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification

Autor/inn/en	Georges, Annie; Borman, Kathryn M.; Lee, Reginald S.
Titel	Mathematics Reform and Teacher Quality in Elementary Grades: Assessments, Teacher Licensure, and Certification
Quelle	In: Education Policy Analysis Archives, 18 (2010) 13, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Effectiveness; Grades (Scholastic); Academic Standards; Educational Change; Teacher Competencies; Teaching Methods; State Standards; Teacher Certification; Pedagogical Content Knowledge; Educational Assessment; Accountability; Educational Policy; Mathematics Skills; Mathematics Instruction; Elementary School Mathematics; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Notenspiegel; Bildungsreform; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Education; assessment; Bewertungssystem; Verantwortung; Politics of education; Bildungspolitik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Qualitative Forschung; Statistische Analyse
Abstract	We analyzed the gap in mathematics standards, assessments and accountability, and teacher licensure and certification requirements in mathematics for elementary grades. We found states delineated mathematics academic standards in specific content areas. Licensure and certification requirements were weak indicators since they lacked the specificity of conceptual and procedural knowledge that could strengthen mathematics content knowledge and inform instructional practices. The most recent changes in licensure and certification requirements intended to affect teacher quality are not reaching a large proportion of elementary teachers; thus, their overall impact on teacher quality is likely to be limited. We discuss policy strategies for licensure and certification requirements likely to have a broader reach in addressing teacher quality at the elementary grades. (Contains 8 footnotes, 6 tables, and 5 figures.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10