NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ923722
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1062-9017
Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program
Evans, Brian R.
Mathematics Educator, v20 n2 p24-32 2011
Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to determine teacher quality. Findings revealed that high school teachers had significantly higher content knowledge than middle school teachers; teachers with strong mathematics backgrounds had significantly higher content knowledge than teachers who did not have strong mathematics backgrounds; and mathematics and science majors had significantly higher content knowledge than other majors. Further, it was found that mathematics content knowledge was not related to attitudes toward mathematics and teacher efficacy; thus, teachers had the same high positive attitudes toward mathematics and same high teacher efficacy, regardless of content ability. (Contains 6 tables.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York