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Studying Alternative Certification: A Tale of Two Research Projects. John Lannin, Kathryn Chval, Fran Arbaugh, Aina Appova, Ryan Nivens, Travis Olson, Sarah Pomerenke, Troy Regis University of Missouri-Columbia. Overview. Background on Alt Cert Teacher Knowledge Framework Policy Framework

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studying alternative certification a tale of two research projects

Studying Alternative Certification: A Tale of Two Research Projects

John Lannin, Kathryn Chval, Fran Arbaugh,

Aina Appova, Ryan Nivens, Travis Olson, Sarah Pomerenke, Troy Regis

University of Missouri-Columbia

overview
Overview
  • Background on Alt Cert
    • Teacher Knowledge Framework
    • Policy Framework
  • Examination of Research Instruments
  • Closing Remarks & Comments
background on alt cert
Background on Alt Cert
  • Increased demand for mathematics teachers
  • 28-33% of mathematics teachers lack proper certification (Ingersoll, 1999; Olson, 2000)
  • Alt cert has a mixed record in recruiting and preparing teachers (Wilson, Floden, & Ferrini-Mundy, 2002)
missouri context for alt cert
Missouri Context for Alt Cert
  • Act creating Alt Cert (Fall 2000) in high needs areas
  • Considerable Variation in Alt Cert Program Design in Missouri
  • Program at MU has two tracks
    • Accelerated 15 month program
    • Full-time teaching 24-month program
researching science and mathematics teacher learning in alternative certification models
Researching Science and Mathematics Teacher Learning in Alternative Certification Models
  • Research Questions
      • What do teachers learn and what facilitates their learning of:
        • mathematical content for teaching?
        • mathematics learners?
        • mathematics curriculum?
        • mathematics instructional strategies?
        • assessment?
      • What constrains the development of these aspects of teacher knowledge?
a model of teacher knowledge
A Model of Teacher Knowledge
  • Pedagogical Content Knowledge (Grossman, 1990; Magnusson, Krajcik, & Borko, 1999; Shulman, 1986)
    • Learners
    • Curriculum
    • Assessment
    • Instructional Strategies
    • Assessment
alternative teacher certification programs study
Alternative Teacher Certification Programs Study
  • What logic models guide Missouri ATCPs?
  • What are the characteristics of teachers entering formal ATCPs?
  • What are the characteristics of secondary mathematics and science teachers participating in Missouri’s ATCPs relative to traditionally certified mathematics and science teachers?
  • To what extent do ATCP mathematics and science teachers use instructional practices that meet or exceed national teaching standards for those subjects?
  • What outcomes are associated with the various routes to alternative certification relative to traditionally certified mathematics and science teachers in Missouri?
policy framework

Program

Logic

Outcomes:

Alleviate shortages

Produce qualified teachers

Increase teacher retention

Increase #s of underrepresented teacher groups

Improve quality of student learning

Policy

Impetus:

Teacher

Shortages

Target

Population:

Returning

Professionals

Inputs:

ァPreservice education

ァInservice coursework

ァInservice mentoring

Outputs:

Certified

Teachers

Program quality

Mentor quality

School context support

Professional experience

Professional knowledge

Underrepresented groups

Transfer of content knowledge to classroom

Acquisition of pedagogical knowledge

Application of pedagogical and content knowledge

Retention in the profession

Assumptions

Policy Framework
examining research instruments
Examining Research Instruments

Teacher Knowledge

1. Entry Task and Interview (PCK)

2. Video Analysis Task (Orientations)

3. Stimulated Recall (PCK in action)

Policy

4. Survey of Readiness to Teach (Programmatic Preparation)

5. Post-observation Protocol (Knowledge Application)

small group discussion
Small-group Discussion

Understand the data collection tool and its uses to collect data about teacher education students/programs.

Discuss how you can use/adapt the tool to learn about the teacher education students/programs at your institution.

connect to your context and the broader context
Connect to Your Context and the Broader Context
  • Based on the discussion in this session what are the implications for your work?
  • Other questions or comments related to research/program evaluation on the topics of teacher knowledge, alternative certification, or policy
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