Abstract
In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program. State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching, as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set. Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abell, S., Boone, W., Arbaugh, F., Lannin, J., Beilfuss, M., Volkmann, M., & White, S. (2006). Recruiting future science and mathematics teachers into alternative certification programs: strategies tried and lessons learned. Journal of Science Teacher Education, 17(3), 165–183.
Baghaei, P. (2008). The Rasch model as a construct validity tool. Rasch Measurement, 22(1), 1145–1146.
Bleicher, R. (2004) Revisiting the STEBI-B: measuring self efficacy in preservice elementary teachers. School Science and Mathematics, 104, 383–391.
Bond, T., & Fox, C. M. (2007). Applying the Rasch model. Mahwah, NJ: Erlbaum.
Darling-Hammond, L. (1992). Teaching and knowledge: policy issues posed by alternate certification of teachers. Peabody Journal of Education, 67(3), 123–154.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: how well do different pathways prepare teachers to teach? Journal of Teacher Education, 53, 286–302.
Decker, P., Mayer, D., & Glazerman, S. (2004). The effects of teach for America on students: Findings from a national evaluation. Princeton, NJ: Mathematics Policy Research Inc.
Department of Elementary and Secondary Education. (1999). Missouri standards for teacher education programs (MoSTEP). [On-line]. Available: http://dese.mo.gov/divteachqual/teached/standards.htm.
Desouza, S., Boone, W. J., & Yilmaz, O. (2004). A study of science teaching self-efficacy and outcome expectancy beliefs of teachers in Southern India. Science Education, 88(6), 837–854.
Donnelly, L. A., & Boone, W. J. (2007). Biology teachers’ attitudes toward and use of Indiana’s evolution standards. Journal of Research in Science Teaching, 44, 236–257.
Enochs, L., & Riggs, I. (1990). Further development of an elementary science teaching efficacy belief instrument: a preservice elementary scale. School Science and Mathematics, 90, 694–706.
Feistritzer, E. (1998). Alternative teacher certification: An overview. Retrieved June 28, 2008, from http://www.ncei.com/Alt-Teacher-Cert.htm.
Fox, C. M., & Jones, J. A. (1998). Uses of Rasch modeling in counseling psychology research. Journal of Counseling Psychology, 45(1), 30–45.
Gomez, M. L., & Stoddart, T. (1992). Personal perspectives and learning to teach writing. In R. T. Clift & C. M. Evertson (Eds.), Focal points: Qualitative inquiries into teaching and teacher education (pp. 39–64). Washington, DC: Clearinghouse on Teacher Education.
Hubbard, R. S., & Power, B. M. (2003). The art of classroom inquiry: A handbook for teacher-researchers (Rev. ed). Portsmouth, NH: Heinemann.
Interstate New Teacher Assessment and Support Consortium (INTASC). (1992). Model standards for beginning teacher licensing, assessment and development: A resource for state dialogue. Washington, DC: Council of Chief State School Officers. Retrieved September 10, 2009 from: http://www.ccsso.org/content/pdfs/corestrd.pdf.
Linacre, J. M. (2008). A user’s guide to Winsteps Ministep Rasch model computer programs. Chicago, IL: MESA.
Liu, X., & McKeough, A. (2005). Developmental growth in students’ concept of energy: analysis of selected items from the TIMSS database. Journal of Research in Science Teaching, 42, 493–517.
Mulholland, J., Dorman, J., & Odgers, B. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Research in Science Teaching, 15, 313–331.
National Council of Teachers of Mathematics. (NCTM). (2000). Principles and standards for school mathematics. Reston, VA.
National Research Council. (1996). National science education standards (NSES). Washington, DC: National Academy Press.
Nehm, R. H. &, Schonfeld I. (2008). Measuring knowledge of natural selection: a comparison of the CINS, an open-response instrument, and an oral interview. Journal of Research in Science Teaching, 45, 1131–1160.
Olson, L. (2004). Value added models gain in popularity. Education Week, 24(12), 1 & 14–15.
Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago, IL: University of Chicago Press. (The original work was published in Denmark in 1960).
Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of pre-service elementary teachers. Science Education, 82(5), 553–568.
Scribner, J. P., Bickford, A., & Heinen, E. B. (2004). Alternative teacher certification: A program theory analysis. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Silin, G., Snyder, J., Barry, M., Samuels, S., Sacks, A., & Ellenzweig, A. (2008). Alternative routes to certification. Occasional Paper Series. NY: Bank Street College of Education. ED502102.
Stein, J. (2002). Evaluation of the NYCTF Program as an alternative certification program. ED467756.
Stoddart, P., & Floden, R. (1996). Traditional and alternative routes to certification: Issues assumptions, and misconceptions. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 80–108). New York: Teachers College Press.
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis Rasch measurement. Chicago, IL: MESA.
Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago, IL: University of Chicago, MESA.
Yilmaz, O., Boone, W. J., & Anderson, H. (2004). Views of elementary and middle school Turkish students toward environmental issues. International Journal of Science Education, 26(12), 1527–1546.
Zeichner, K. M., & Conklin, H. G. (2005). Teacher education programs. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 645–735). Mahwah, NJ: Erlbaum.
Author information
Authors and Affiliations
Corresponding author
Additional information
This material is based upon work supported by the U. S. National Science Foundation under Grant No. 0202847. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Electronic supplementary material
Below is the link to the electronic supplementary material.
ESM 1
(DOC 33 kb)
Rights and permissions
About this article
Cite this article
Boone, W.J., Abell, S.K., Volkmann, M.J. et al. EVALUATING SELECTED PERCEPTIONS OF SCIENCE AND MATHEMATICS TEACHERS IN AN ALTERNATIVE CERTIFICATION PROGRAM. Int J of Sci and Math Educ 9, 551–569 (2011). https://doi.org/10.1007/s10763-010-9205-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-010-9205-8