Search results for: Teacher qualifications
Page 1/1 10 items
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
This article examines the use of two readily available measures of incoming teacher qualification—amount of teacher education coursework and the highly qualified teaching credential as methods for predicting the teaching confidence and retention of incoming and novice teachers in high poverty/high minority urban schools.tthe author concludes that there is clearly a problem regarding the measurement of quality of preparation for teachers entering high poverty/high minority urban schools that desperately need a quality teaching force. To retain teachers, it is important that high poverty/high minority schools hire teachers who can articulate a belief in the success of the students in that school.
Updated: Feb. 17, 2016
“Because Uni is totally Different than What You Do at TAFE”: Protective Strategies and Provisions for Diploma Students Traversing their First Professional Experience Placement at University
This article used a phenomenological approach to understand students’ previous knowledge and experiences as they navigated through their first professional experience unit. The study identified factors including institutional structures and course content as challenging to the diploma student. To ensure diploma students can successfully transition to and participate in their first professional experience unit at university, all stakeholders including the university, the academics teaching the students, and the students themselves need to commit to a multilevel support programme.
Updated: Sep. 01, 2015
This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master’s degree, and selectivity of undergraduate institution. The results indicate that across the nation, districts hire a large portion of teachers during the second half of summer or once school has already begun. Results indicate no association between the proportion of teachers hired at various time points and the teacher qualifications, including selectivity of teachers’ undergraduate institutions and whether teachers are certified or have master’s degrees.
Updated: Jun. 23, 2014
Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey
The goal of this research was to answer the question, ‘‘Who teaches mathematics content courses for prospective elementary teachers at colleges and universities in the United States, and what are these instructors’ academic and teaching backgrounds?’’ The authors decided to conduct a survey of all higher institutions in the United States. They surveyed 1,926 institutions, and a faculty member from each of 825 institutions participated in the survey. The survey results point out that most institutions are not meeting the recommendation of requiring prospective elementary teachers to complete nine credits hours of mathematics content courses designed specifically to support them in thinking carefully about elementary mathematical ideas.
Updated: Apr. 13, 2014
The Effects of Student Demographics and School Resources on California School Performance Gain: A Fixed Effects Panel Model
The primary objective of this study is to investigate how APIs change with student demographics and school resources within individual schools. While California places great responsibility on individual schools for student growth, little policy consideration is given to the likely effects of demographic and resource changes on school performance within the school. Moreover, this study’s confirmation of the positive impact of teachers’ advanced degree and full teaching credential on performance gains suggests that teacher qualifications may hold the key to improving student achievement.
Updated: Feb. 26, 2013
This study aimed to explore child care teachers' perceptions of their initial preservice and in-service training experiences. Eighteen child care teachers working in six for-profit centers were interviewed. The results have implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within particular contexts.
Updated: Sep. 24, 2012
Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
Updated: Aug. 29, 2011
A Freirean Critique of the Competence Model of Teacher Education, Focusing on the Standards for Qualified Teacher Status in England
This article presents a radical critique of the competence-driven initial teacher education (ITE) paradigm. The critique focuses on the official standards for qualified teacher status in England and Wales. The developing perspective here is that based on critical pedagogy (CP), as presented and proposed by Paulo Freire and others.
Updated: Sep. 27, 2010
This article attempts to identify the distinctive qualities of successful veteran teachers, referred to as “expert teachers”, which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this article maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The data drawn on in this article consist of case studies, spanning 18 months, of four ESL teachers in Hong Kong.
Updated: Dec. 02, 2009
Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. The results revealed that none of the teachers observed had preschool education training, and teacher whole-class interaction characterized by direct instruction was the prevailing approach.
Updated: Oct. 27, 2009