Location
Room 210
Proposal Track
Research Project
Session Format
Presentation
Session Format
Presentation
Abstract
This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The findings from the survey items related to program quality for the participants’ mean was 3.05 (n = 12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n = 12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Recommendations for future studies include a concentrated study from public and private HBCUs and/or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes.
Keywords
Early childhood education, Preservice teachers, Historically Black College and University, Motivation, Certification
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Frizzell, Melanie and Moffett, Noran L., "The Identification of Variables and Factors Related to Preservice Teacher Candidates’ Passing a State Teacher Certification Examination at an HBCU" (2014). Georgia Educational Research Association Conference. 66.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/66
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
The Identification of Variables and Factors Related to Preservice Teacher Candidates’ Passing a State Teacher Certification Examination at an HBCU
Room 210
This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The findings from the survey items related to program quality for the participants’ mean was 3.05 (n = 12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n = 12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Recommendations for future studies include a concentrated study from public and private HBCUs and/or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes.
