(Page 3 of 3) - Preparing Alternatively Certified Mathematics and Science Teachers: Exploring Factors That Contribute to Effective Teaching authored by Scribner, Jay., Akiba, Motoko., Bickford, Adam., Lee, Michele., Nivens, Ryan., Olson, Travis. and Valentine, Elizabeth.

based instruction were collected on: lesson design, pedagogy, math/science content, and
classroom culture.

To address the first research question, we compared characteristics of ACTP

teachers with traditionally certified teachers in Missouri. For the second research
question, we conducted t-test and correlation analyses to examine the difference in
teacher perception of program effectiveness by age, gender, ethnic minority status, and
prior experience. Finally, ANOVA was conducted to examine the differences in teacher
characteristics and school organizational factors among teachers who demonstrated low,
medium, and high levels of standards-based instruction observed by the researchers. For
each question qualitative data were coded to gain insight into perceptions of program
effectiveness.

Outcomes:

To compare the characteristics of ATCP teachers to traditionally certified

Mathematics and Science teachers in Missouri, we examined the population of secondary
mathematics and science teachers in the 2003 Missouri Dept. of Elementary and
Secondary Education Certification File. Comparing this demographic information to our
ATCP sample shows no differences in terms of teacher gender, but differences in terms
of teacher ethnicity and teacher age. Thirteen percent of teachers in the ATCP sample
listed themselves as members of a minority, non-white ethnic group, compared to 3
percent of Missouri teachers. On average, ATCP teachers were seven years older than
new Missouri teachers. 35 out of 79 teachers had 5 or fewer years of post-college work
experience. 12 of 79 began their ATCP immediately after college.

Teacher perceptions of program effectiveness showed that on average, ACTP

teachers rated their program as 2.8—relatively positive on the scale ranging from 0 to 4.
Their perception of program effectiveness, however, did not differ by age, ethnic
minority status, gender, or prior professional experience. No statistically significant
difference in perception of program effectiveness was observed among teachers with
various backgrounds.

The ANOVA was conducted separately for four aspects of standards-based

instruction: lesson design, pedagogy, content, class culture as well as overall quality of
standards-based instruction. Contrary to the ACTP logic model, our data showed that
teachers who demonstrated a high level of standards-based instruction did not have a
longer period of prior professional experience than teachers with medium or low levels of
implementation. In addition, the teachers who perceived that they are well-prepared for
standards-based instruction and who were well aware of the importance of standards-
based instruction did not demonstrate the highest level of actual practice of standards-
based instruction. Those who perceived that their ACTPs were effective were more likely
to demonstrate a positive climate in their classrooms. However, their perception of
program effectiveness was not significantly associated with the other aspects of
standards-based instruction. Two school organizational factors were also independent
from the observed teacher practice of standards-based instruction.

Our preliminary qualitative data analysis finds that ATCP teachers favor

programs with cohort designs, coursework focused on technical aspects of teaching, and
flexible of program schedules. Future qualitative analysis will more finely examine
relationships between different groups of teachers based on teacher characteristics,
program features, school factors and instructional practices.