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ERIC Number: ED459070
Record Type: RIE
Publication Date: 2001-Mar-27
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What Beliefs and Intentions Concerning Science and Mathematics and the Teaching of Those Subjects Do Reform-Prepared Specialist Elementary/Middle Level Teachers Bring to the Workplace?
McGinnis, J. Randy; Parker, Carolyn
This report presents the results of survey research that collected responses of graduates (N=113, Fall 1999 through Fall 2001) from a reform-based mathematics and science teacher preparation program. All graduates' responses were compared to smaller subsamples of employed new elementary and middle school teachers with responses of a larger sample of previously surveyed practicing elementary and middle school teachers (referred to as our "national sample"). The statewide reform-based undergraduate teacher preparation program surveyed was the Maryland Collaborative for Teacher Preparation (MCTP). The MCTP is a funded National Science Foundation CETP program for teacher candidates who plan to become specialist mathematics and science upper elementary or middle level teachers. An instrument was crafted to measure the constructs of interest of the program's graduates. We named the instrument, MCTP Teacher's Beliefs and Actions of Mathematics and Science. This 51-item instrument included 45 items reported in the National Science Board's 1998 Science & Engineering Indicators (NSB-98-1). The survey was administered 3 times over a three-year period (1999-2001). The total response rate was 60%. A nonresponse bias check indicated no significant difference between respondents and nonrespondents. A statistical examination indicated that in a preponderance of areas the MCTP graduates' and employed new teachers' responses were more in alignment with a reform-based orientation than were responses by the national sample of teachers. This finding was highly significant since it was the goal of the MCTP to produce new teachers with reform-oriented views. There were a few areas that do not fit this pattern. These anomalous findings entice further consideration. (Contains 43 references.) (DDR)
For full text: http://www.towson.edu/csme/mctp/Research/NARTS2001.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Note: Supported by grants from the National Science Foundation's Collaboratives for Excellence in Teacher Preparation on Program (CETP). Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (St. Louis, MO, March 26-29, 2001). Contains small print.