A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement

Autor/in	Anderson, Kenneth Alonzo
Titel	A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement
Quelle	In: Journal of Teacher Education, 71 (2020) 2, S.247-260 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119849564
Schlagwörter	Racial Differences; Teacher Characteristics; Predictor Variables; Teacher Certification; Mathematics Achievement; Beginning Teachers; Mathematics Teachers; Teacher Education Programs; Disproportionate Representation; Teaching Methods; Teacher Attitudes; High School Students; High School Teachers; Student Diversity; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Rassenunterschied; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01