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ERIC Number: ED547477
Record Type: Non-Journal
Publication Date: 2012
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-5315-0
What Factors in an Elementary Education Program Affect Performance on the PRAXIS II Exam? An Analysis of Teacher Education Curriculum and Student Teaching Experiences
Doel, Kelly R.
ProQuest LLC, Ph.D. Dissertation, Saint Louis University
Teacher preparation programs in U.S. colleges and universities have been forced to re-evaluate curricular and student teaching requirements due to federal reform initiatives to support accreditation standards. A state-determined assessment must be passed to earn teaching credentials and in the state of Missouri candidates must pass the appropriate PRAXIS II exam, which is administered by the Educational Testing Service. Universities and colleges that have programs preparing elementary teachers are interested in student performance on the PRAXIS II exam because annual results are posted on the U.S. Department of Education website. The results can impact an institution's reputation, recruitment, and accreditation. In addition, in order to be hired as a Highly Qualified Teacher based on federal standards, candidates must have a passing score on a state-determined assessment. Results of those standardized tests are a direct reflection on the higher education institutions preparing teachers. The purpose of this study was to analyze statistical data, using multiple regression and ANCOVA to determine if significant relationships or mean differences exist between teacher education curricular factors and student teaching experiences and PRAXIS II performance. This study showed that statistically significant, positive relationships exist between grade point average at the time of admission to teacher education, C-BASE English, math, and science subsection scores, and timing of the first PRAXIS II exam attempt in relation to enrollment in an elementary curriculum course. These results can assist teacher education program administrators facing curricular and student teaching restructuring as a response to changing federal, state, and accreditation standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri
Identifiers - Assessments and Surveys: Praxis Series