Literaturnachweis - Detailanzeige
Autor/inn/en | Zelkowski, Jeremy; Campbell, Tye; Moldavan, Alesia |
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Titel | The Relationships between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations |
Quelle | In: Journal of Teacher Education, 75 (2024) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zelkowski, Jeremy) ORCID (Moldavan, Alesia) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
DOI | 10.1177/00224871231180214 |
Schlagwörter | Licensing Examinations (Professions); Teacher Certification; High Stakes Tests; Mathematics Teachers; Accountability; Program Design; Teacher Education Programs; Performance Based Assessment; Preservice Teachers; Secondary School Teachers; edTPA (Teacher Performance Assessment) |
Abstract | Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |