Elementary Candidates Research Articles

Effects of Peer Tutoring on Preservice Teachers’ Performance on Practice Content Exams in South Texas, USA

To become a teacher in the United States, teaching candidates must demonstrate understanding of good teaching practices and appropriate content knowledge in the subject to be taught (Kowarski, 2021). Teacher preparation programs are trying to balance TCs needs to learn material, engage in quality field experiences, and perform on high-stakes tests assessing content and pedagogy. This quasi-experimental study explored the impact of various interventions on teacher candidate’s performance on practice content exams. The participants of the study included 30 elementary teacher candidates and 7 secondary teacher candidates enrolled in a teacher preparation program in south Texas, USA. Elementary participants were divided into a control group (N=13) using only the online modules and an experimental group (N=17) using online modules and receiving tutoring as interventions between tests. Secondary participants’ interventions consisted of preparing and presenting content-specific tutoring for elementary candidates. Data were collected through pretest scores prior to intervention and posttest scores after intervention. Findings show a statistically significant difference in pre-post exam scores in all groups, but no statistical difference between posttest scores in the elementary control and experimental groups. It was concluded that all intervention methods between tests were effective however the various methods of intervention did not provide statistical differences in outcomes. This research was supported by the SERA Early Career Faculty Mentoring Initiative Grant. Keywords: teacher candidate, high-stakes tests, test preparation, teacher preparation DOI: 10.7176/JEP/13-14-05 Publication date: May 31 st 2022

The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices

This study of 83 graduates from 5 elementary teacher education programs found that elementary candidates' opportunities to learn general teaching methods were positively associated with their enactment as first-year teachers of ambitious mathematics and English language arts (ELA) practices. Opportunities to practice content-specific instructional strategies during student teaching were positively associated with first-year teachers' enactment of ambitious mathematics practices, but negatively associated with classroom management in mathematics and disciplinary demand in ELA. First-year teachers' classroom management was positively associated with enactment of ambitious instruction in both subjects. In sum, we identify several learning opportunities that support first-year teachers’ ambitious instruction.

Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

Departmentalization for Mathematics: Is It Beneficial for Teachers, Students, and Teacher Candidates?

Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.

Candidate and Program Characteristics Associated with EdTPA Performance

ABSTRACTEducator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates’ development of the knowledge and skills necessary to enter the classroom upon program completion. Within this context, this investigation examined associations between elementary candidates’ edTPA scores, background characteristics, preparation program features, and performance on practice tasks. EdTPA scores were collected for six cohorts of elementary teaching candidates, including 392 undergraduate and 115 graduate certificate candidates. Multiple imputation and ordinary least squares regression were used to assess associations. Better Grade Point Averages and performance on practice tasks were consistently associated with higher final edTPA scores for undergraduates. Perceived preparation from coursework predicted higher final edTPA scores in some cases. The results are discussed relative to their implications for identifying candidates who may require additional supports and for targeting program resources to supports that have the strongest associations with final scores.

An efficient approach to identify multiple and independent Move Method refactoring candidates

ContextApplication of a refactoring operation creates a new set of dependency in the revised design as well as a new set of further refactoring candidates. In the studies of stepwise refactoring recommendation approaches, applying one refactoring at a time has been used, but is inefficient because the identification of the best candidate in each iteration of refactoring identification process is computation-intensive. Therefore, it is desirable to accurately identify multiple and independent candidates to enhance efficiency of refactoring process. ObjectiveWe propose an automated approach to identify multiple refactorings that can be applied simultaneously to maximize the maintainability improvement of software. Our approach can attain the same degree of maintainability enhancement as the method of the refactoring identification of the single best one, but in fewer iterations (lower computation cost). MethodThe concept of maximal independent set (MIS) enables us to identify multiple refactoring operations that can be applied simultaneously. Each MIS contains a group of refactoring candidates that neither affect (i.e., enable or disable) nor influence maintainability on each other. Refactoring effect delta table quantifies the degree of maintainability improvement each elementary candidate. For each iteration of the refactoring identification process, multiple refactorings that best improve maintainability are selected among sets of refactoring candidates (MISs). ResultsWe demonstrate the effectiveness and efficiency of the proposed approach by simulating the refactoring operations on several large-scale open source projects such as jEdit, Columba, and JGit. The results show that our proposed approach can improve maintainability by the same degree or to a better extent than the competing method, choosing one refactoring candidate at a time, in a significantly smaller number of iterations. Thus, applying multiple refactorings at a time is both effective and efficient. ConclusionOur proposed approach helps improve the maintainability as well as the productivity of refactoring identification.

An Exploration of Factors Contributing to the Perceptions of Preparedness for Elementary Candidates in a Clinically Based Program

A quantitative, descriptive research model was used to investigate the perceptions of teacher candidates (n=32) in a clinically based dual certification program regarding their culminating student teaching experience. Data consisted of candidates’ responses to both multiple choice and open ended survey items. Results indicated that teacher candidates within an undergraduate program leading to state teaching certification in both elementary and collaborative teaching (K-6) had positive perceptions regarding their preparedness as a result of prior experiences working in K-6 classrooms (44%) and interactions with in-service teachers (28%). In addition, teacher candidates perceived strong relationships with their university supervisors reporting that they received a greater amount of encouragement and feedback for improved teaching from their university supervisors than from their cooperating teachers.

The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching

In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates’ completion of courses in number theory and mathematical reasoning, (b) their exposure to certain topics and learning experiences in mathematics methods courses and general pedagogy courses, and (c) the extent to which candidates had full instructional responsibility during student teaching were associated with significantly higher levels of MKT in number and operations (N&O). At the same time, our analyses also revealed that candidates’ MKT was not affected by the overall number of university-level mathematics courses that they had completed or the overall length of their student teaching (including weeks when they did not have full responsibility for instruction).

Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs about the teaching and learning of science through structured inquiry. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.

What Kind of Teachers Will Teach our Children? The Worldmindedness of Undergraduate Elementary and Secondary Social Studies Teacher Candidates at Five Florida Public Universities

Our research examined degrees of worldmindedness of 644 undergraduate elementary and secondary social studies teacher candidates entering the requisite social studies methods courses in their junior or senior year at five of Florida's largest public universities. Worldmindedness in this study is defined as a worldview in which one sees oneself connected to the larger world community grounded in Personal Responsibility, Cultural Pluralism, Efficacy, Globalcentrism, and Interconnectedness. We hypothesised selected demographic predictor variables as potential correlates of higher scores in worldmindedness. Findings demonstrated that variables significantly related to higher scores were: proficiency in two or more languages, progressive political orientation, taking more content courses with a global orientation, high grade point average, birthplace outside the United States, and female gender. Secondary candidates scored higher than elementary candidates. We conclude with recommendations for educational experiences in teacher education programs that may develop a deeper worldmindedness in teacher candidates with the potential of producing a sophisticated teaching force comparable to the best in the world.

Off-line factors contributing to online engagement

Online discourse environments are increasingly popular both in distance education contexts and as adjuncts to face-to-face learning. For many participants such contexts are experienced as positive, community-supported learning opportunities, but this is not the case for everyone. Understanding more about the online and off-line factors that contribute to the online experience is important in order to support equitable online learning. This study has analysed patterns of engagement and disengagement in one particular learning context; that of pre-service, math-anxious elementary candidates enrolled in a two-year pre-service program. Program supports for the self-declared math-anxious participants (n = 20 from a total cohort of 57) included small-group math investigations and participation in an online learning environment. Results show tremendous variability in levels of contribution and that the online context provided most learning support for participants who had had successful social and subject-related experiences in the program. Those with fewer successful face-to-face experiences who espoused an ability-based notion of subject matter, and who felt less able to contribute substantively, participated less online. As well, patterns of participation were established rapidly and were hard to change.

Characteristics of male elementary teachers in the U.S.A., at teacher education program entry and exit

This article reports on two studies that describe the status of male elementary preservice and inservice teachers. One study looked at entering teacher candidates, describing differences between males entering elementary education and other teacher candidates, at three universities in the U.S.A. ( n = 936), with three sets of variables: (1) high school background, (2) self-confidence in teaching, and (3) expectations for teacher education. The second study looked at practicing male elementary school teachers who were recent graduates of teacher education programs at 12 different universities ( n = 1098), with three sets of variables: (1) career status, (2) ratings of teacher education program quality, and (3) self-evaluation of teaching knowledge and skills. Male elementary candidates were less academically oriented, more self-confident about teaching, and less optimistic about usefulness of courses than other subgroups of entering teacher candidates. Male elementary teachers had lower job satisfaction and less favorable opinions of their teacher education programs than other subgroups of teachers, but were just as sanguine about their level of teaching skill as were the other groups.