Examination of Applicant Profiles for Admission into and Completion of an Online Secondary Teacher Certification Program

Autor/inn/en	Denton, Jon J.; Davis, Trina J.; Capraro, Robert M.; Smith, Ben L.; Beason, Lynn; Graham, B. Diane; Strader, R. Arlen
Titel	Examination of Applicant Profiles for Admission into and Completion of an Online Secondary Teacher Certification Program
Quelle	(2007), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Secondary Education; Admission Criteria; Teacher Certification; Licensing Examinations (Professions); Admissions Officers; Preservice Teacher Education; Online Courses; Science Teachers; Teacher Shortage; Faculty Mobility; Academic Achievement; Texas + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Lehramtsstudiengang; Lehrerausbildung; Online course; Online-Kurs; Science; Science teacher; Wissenschaft; Lehrermangel; Schulleistung
Abstract	The purpose of this research was to determine whether particular biographic and academic characteristics would predict whether an applicant would matriculate into and successfully complete an online secondary teacher certification program for Texas public schools. Extensive biographic data on applicants were compiled into a program data base beginning with the submission of an application. Assuming all admission criteria were met, the applicant became a candidate. The final steps to be certified as a secondary science or mathematics teacher assuming a successful final field experience were that the candidate passed the TExES Pedagogy and Professional Responsibilities (grades 8-12) examination (i.e., meeting or exceeding the State's criterion score of 240) and submitted an application to program staff who verified the candidate's successful completion of certification requirements. Results of statistical analyses conducted on 170 applicants over the past three years affirm the importance of the applicant's performance on the state content licensure examination. Other academic variables (i.e., undergraduate or graduate degree, grade point ratio, semester hours in teaching field, and years since BS degree) and biographic variables (i.e., gender, ethnicity) were found not to influence success in completing this secondary teacher certification program. Attaining a criterion score on the TExES content test is the best single predictor for determining whether an applicant will become a candidate in this program. This finding reinforces the intensive diagnostic effort the admissions officer invests in reviewing applicant transcripts, administering and scoring a practice certification test and providing feedback to the applicant on their probable success with/without additional remediation before sitting for the state's content certification test. This support is provided to applicants as they consider whether to invest the time and money to become a secondary teacher, applicant matriculates into the program, then the best variable to predict completing certification is the variable, program candidate. (Contains 8 tables.) [Support for this paper was also provided by the Houston Endowment Foundation, Incorporated.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10