Teacher Licensure Research Articles

Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review

Hispanic and Latino/a/x students encounter substantial barriers and challenges at all educational levels when attempting to find necessary resources in secondary ensembles, graduate from high school, attend college, obtain teacher licensure, and enter the music education profession. Despite data showing growth of the Hispanic and Latino/a/x population in U.S. schools, music educators cannot assume that these numbers will equate to more diversity in the field of music education. Considering the overwhelming number of obstacles Hispanic and Latino/a/x peoples face when trying to enter the field of music education, more supports are needed to (a) recruit a more diverse educator population and (b) retain highly qualified educators.

Quantity and quality of literacy instruction for English language learners in Indiana elementary schools

Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.

CTE Teacher Licensure and Long-Term Student Outcomes

AbstractWe use longitudinal data from Massachusetts that link high school course-taking records in career and technical education (CTE) to postsecondary student outcomes to provide the first empirical evidence linking characteristics of CTE teachers to later student outcomes. We find that CTE teachers who received better scores on subject performance tests required for licensure tend to have students with higher longer-term earnings than CTE teachers who received lower scores on these tests, controlling for other factors. Specifically, we estimate that a 1 standard deviation increase in teacher performance on these tests is associated with about a $1,000 increase in average expected earnings for the teacher's students five years after their expected graduation date, controlling for licensure test area and observable differences between students.

Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs

Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a reform, transformational, and equity strategy for teaching; three-quarters limited discourse to the practical benefit of earning two licenses, absent any elaboration regarding inclusive teaching. This raises questions regarding whether these programs serve a robust reform function in orienting prospective teachers to inclusive practice or instead a transactional function that maintains the traditional binary relationship between general and special education.

Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data

ABSTRACT There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers’ level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.

Newly qualified teachers’ perceptions and experiences about portfolio assessment in Wa Municipality, Ghana

Portfolio assessment is a tool that enables professionals to reflect on their development. Despite the popularity of portfolio-based assessment among educators, little research has been conducted in Ghana to establish how newly trained teachers view portfolio assessment as a learning and assessment tool. A survey of newly qualified teachers was performed to learn about their experiences and perceptions of portfolio assessment as a tool for continuing professional development (CPD) and obtaining a full teaching license in Wa Municipality, Upper West Region of Ghana with a total population of 187. Out of the total population,58 newly qualified teachers (NQTs) were selected using a simple random sampling procedure. The researcher used a questionnaire as the predominant instrument to obtain data. Quantitative data were analyzed using descriptive statistics such as tables, charts, and bar graphs. Qualitative data were also analyzed using content analysis. This was based on analysis of meaning and implications emanating from the respondents’ information. The portfolio was deemed a good learning tool by the majority of the research participants, the newly qualified teachers. They did, however, believe that creating a proper portfolio is stressful and time-consuming. According to the study's findings, the system will not succeed unless students receive proper direction from academic professionals like National Teaching Council (NTC), in-service teachers, and headteachers, etc.

Systematic Review of Difference Between Topology Optimization and Generative Design

This paper aims to study the concept and highlight the methodical difference between the results acquired by design for additive manufacturing methodologies: Topology Optimization (TO) and Generative Design. By meeting particular requirements and reducing a specified cost function, topology optimization (TO) is a mathematical technique that spatially optimizes the distribution of material inside a particular domain which is frequently mistaken for generative design. Software providers claim that generative design is more holistic because it is based on part requirements and restrictions and considers the design, manufacturing process, function, and many other crucial factors. TO as a classical approach has been around for over three decades and due to additive manufacturing, interest in TO is re-established. whereas generative design is an innovative approach that has recently gained acceptance through Computer-Aided Design (CAD) software. The bracket engine problem from General Electric is used as a case study to show how the TO and generative design approaches differ. Examples from earlier literature are taken into account for TO, and Autodesk Fusion 360 (educational license) software is used to produce the outputs for generative design. After carefully examining the entire procedure and the outcomes, a comparison chart is added to highlight the key distinctions between the two approaches.

The implication of licensing of secondary mathematics teachers in policy making in the Philippines

The implication of licensing of secondary mathematics teachers in policy making in the Philippines

Professional Development Policies and Practices for Developing Content Knowledge of Physical Education Teachers

ABSTRACT The study aimed to examine state requirements for K-12 physical education teacher licensures and professional development (PD) and PD funding opportunities and supportive practices for promoting physical education teachers’ in-depth content knowledge (CK) at the SHAPE America national conventions. Four national reports published in the past decade were used to examine the state policies for physical education teacher licensures, PD requirements, and PD funding opportunities. In addition, all published abstracts at the SHAPE America national conventions during the past six years were used to examine PD practices focused on promoting physical education teachers’ in-depth CK. Descriptive statistics were employed for answering the research questions using the SPSS (version 24.0). There were four findings: (a) increased state requirements for elementary physical education licensure, (b) increased state requirements for physical education teachers’ PD with a lack of financial support, (c) fewer CK-focused presentations, and (d) fewer specialized CK-focused presentations after revising the national standards for beginning physical education teachers. These findings provide a future direction for enhancing physical education teachers’ depth of CK in the United States.

Special Education Student Teachers’ Reflections on Skills and Observed Practices

Over the course of five consecutive fall and spring semesters, 119 undergraduate and graduate candidates in a special education initial teacher licensure program from a large Midwestern, public university participated in a study to examine their reflections of their student teaching experiences. Specifically, candidates reported their a) knowledge of and b) ability to effectively implement skills associated with their teacher education program and Council for Exceptional Children standards and c) the extent to which they observed the effective implementation of these skills during student teaching. Candidates reported highest scores in areas related to professionalism and collaboration and lower scores in designing functional behavioral assessments and interventions for students with low incidence disabilities. Conclusions for educators are included.

A Comparison of Service Time and Racial Categories within Traditional and Alternative Route Internship Programs for Special Education Licensure

We used 14 years of state licensure and classroom data from Virginia to follow 19,878 special education teachers (SETs) who completed either the alternative route (AR) internship or traditional programs. Findings reveal that a greater percentage of SETs of color participated in AR programs compared to traditional licensure programs, while a greater percentage of White SETs completed traditional programs. SETs of color attained approximately three fewer years of service time if they completed the AR program compared to traditional programs. For White SETs, a difference of less than 1 year was found. For SETs from AR programs who did not complete 27 credit hours of university coursework, attrition occurred at higher rates within the first 3 years of service. Implications for future research on AR internship programs and teachers of color are provided, informing both policy and practice.

Music Teachers in U.S. Charter Schools: A Multistate Profile

This descriptive survey study aimed to investigate the professional experiences of music educators teaching at charter schools in the United States. In the spring of 2020, a total of 113 charter school music teachers across six states responded to an online questionnaire soliciting information regarding their licensure status, background and training, details of their teaching assignment, and reasons for accepting a teaching position in the charter school setting. At the time of data collection, approximately two thirds of participants held an active music teaching license. Others either held licensure in other content areas or held no active teaching license at all. Among study participants, approximately one third left positions at traditional public schools to teach music in the charter school system, citing the appeal of curricular autonomy and job flexibility. The discussion includes considerations for music teacher preparation programs.

The Perceptions and Experiences of Nontraditional Students in Teacher Licensure Programs

Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigating family dynamics, financial struggles, and other obligations that traditional undergraduate students do not face. We interviewed 19 preservice teacher candidates and report on their experiences when selecting their university of choice, the barriers they faced, and the supports they received. Participants reported coming to their university because of cost, location, and reputation. They reported common barriers such as inability to work, caring for children, and lack of support or access to other resources. However, participants reported professors and external funding as the major factors that had helped them succeed. Implications about this diverse group of students are discussed.

Exploring electronic lab notebooks (ELNs) at a R1 institution in the Southeast USA

PurposeThis study aims to build a better understanding of researcher needs regarding support for data that you create, store, and/or manage using an electronic lab notebook (ELN), also referred to as electronic research notebook (ERN). The study also articulates the need for risk assessment for ELN products used by researchers for both open data and sensitive data that require standards.Design/methodology/approachThe author used a participatory action research mixed-methods approach. A working group was formed from an ELN initial meeting. The working group team investigated several institutional ERN solutions by setting up trials, speaking with representatives from other research universities with ERN solutions and conducting internal and external research. This culminated in a broader-scale survey exploration.FindingsFindings reveal there is no single institutional ELN license solution to satisfy all scientific disciplines. There is a need to develop foundational tools needed by all, provide additional tools and uses cases with best practices that can be tailored to various labs and research processes and develop a how-to guide on how to assemble the parts to create a useful ELN solution.Research limitations/implicationsThe research implications include providing support for researchers selecting an ERN solution through a combination of online guides, short tutorials and training. There is a need to develop foundational tools, uses cases with best practices that can be tailored to various labs and research processes and how-to guide on how to assemble the parts to create a useful hybrid-ELN solution.Practical implicationsPractical implications include aligning available ERN solutions with other institution provided technologies across the research life cycle to provide researchers a suite of tools to conduct and manage their research. Further investigating educational license discounts for courses using eLabJournal, RSpace, Protocols.io, Open Science Framework, LabArchives or other ERNs currently funded by student course fees via grant funded projects are key implications.Social implicationsSocial implications include the research computing environments of researchers that use ELN solutions approved through institutional risk assessment for open data are in compliance with university regulatory frameworks for use of the software in research.Originality/valueThe originality of this study includes risk assessments of ELNs solutions to better guide researchers in the selection process. To the best of the author’s knowledge, this survey was the first exploration of ELN on campus resulting in a final report to senior stakeholders. This study also highlights a developing grant proposal to further develop support across labs and campus.

How Educational Philosophies Shape Family and Consumer Sciences and Home Economics Education: A Commentary

I began my teaching career in the mid-1970s totally unaware of the construct of educational philosophies. I attended teachers' college (1970–1972) to obtain a home economics teacher's license and certificate rather than a Bachelor of Education degree within an Education department. I do not remember ever being taught about this aspect of teaching. That is not to say it was not taught, just that I do not recall internalizing educational philosophy as an important part of being a home economics educator. It was not until 25 years later (early 2000s), when I began teaching home economics teacher education methods courses at a university (as part of an Education faculty, not a Home Economics department), that I discovered the notion of educational philosophies as espoused in educational foundations courses and textbooks. From then on, philosophical awareness was the mainstay of my approach to teaching preservice home economics teacher education methods in these courses.

Building Teaching Competencies Through Video Recorded Discourse

The objective of this article is to present the findings of video recorded communication between candidates in a graduate initial teaching licensure (GITL) program and peers during simulated micro-teaching across three consecutive seminar quarter. The micro-teaching activity combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, alongside self-reflection to undergird the complex process of planning and teaching. This research aims to gauge 1) whether the micro-teaching assignment is a graduate candidate- centered activity that promotes accomplished teaching skills through higher-order thinking; and 2) how GITL candidates demonstrate the synergistic professional practice of teaching.

Model of Preparing Teacher Students for the Examination for a Teacher License According to the Competency Criteria of the Teachers’ Council of Thailand

The objective of this research was to develop and present a model preparing teacher students for the examination to obtain a teacher license in accordance with the competency criteria of the Teachers’ Council of Thailand (TCT). The research comprised the following 5 steps: 1) formulating a conceptual framework; 2) studying the needs and preparation model of teacher students; 3) drafting a model of preparation for teacher students; 4) examining the suitability and feasibility of the model; and 5) presenting the preparation model for teacher students. The sample comprised 124 teacher students of Suan Dusit University, obtained using a specific method. The research instruments used to collect the date were questionnaires and interviews. The data were analyzed to calculate percentages, means, and standard deviations. The results indicated that the model for preparation consists of 6 components: 1) target, 2) goal, 3) objective, 4) main characteristic of model, 5) success factors in using the model (key success), and 6) methods and results after using the model (key result).

Investigating CS Teacher Licensure in Indiana

Investigating CS Teacher Licensure in Indiana

Do states’ add-on endorsement policies provide shortcuts to early childhood education licensure?

ABSTRACT This article explores whether states’ add-on endorsement policies provide shortcuts to early childhood education licensure. The following questions are pursued: What requirements must licensed teachers meet to add an ECE endorsement? What data do states report on the number of add-ons awarded, in total and in ECE, yearly? What terms do states use to refer to an official authorization to teach? Results indicate that shortened pathways to ECE licensure – licensure testing only and licensure testing plus 6–13 credits of coursework – are available for ELED licensees in 19 states, special education licensees in 16, and all others in 12. Add-on endorsements account for a substantial number of new in-state teaching credentials in the three states that reported such data: Texas (46%), Pennsylvania (19%), and Indiana (12%). In Pennsylvania and Indiana, add-ons constituted 7% and 5%, of all new in-state ECE credentials awarded, respectively. Nearly half of the states in the nation refer to a state authorization to teach as certification, the other near half as license, and two as credential. Now is an opportune time for early educational organizations to articulate what preparation requirements are suitable for an ECE add-on endorsement.

Reformulation of Competency Development of Lecturers of State Islamic Religious Universities in Indonesia After Covid-19

Abstract: The study of the competency of lecturers in Indonesia cannot be separated from the study of state intervention in education. State hegemony occurs in the form of formalization of regulations governing the improvement of capabilities and competences of lecturers. Research shows that the presence of Law No. 14 of 2005 and Government Regulation No. 37 of 2009 has been used as an implementation juridical foothold to encourage the increase of qualifications and competences of lecturers at State Islamic Religious Colleges (PTKIN) in Indonesia in general, and in UIN Ar-Raniry and UIN Bandung specifically. A qualitative-quantitative combination research design was applied in this research with data set approaches through documentation studies, observations, in-depth interviews, and questionnaires. This research establishes that the development of lecturer competence in PTKIN is in line with and not contradictory to the national education system and strengthens the content of Law No. 14 of 2005 and Government Regulation No. 37 of 2009. The qualifications and competences of lecturers at PTKIN have improved, but there is still a treat of implementation of regulations that have not been maximally felt by the lecturers. Upgrading the qualifications and competences of lecturers well and maximally, substantially affects PTKIN lecturers in improving the performance, professionalism and quality of academic benefits for students. These logical consequences have a positive impact on the transformation of education in the PTKIN environment after COVID-19, where learning processes and academic services can run online based on information technology.
 
 Keywords: Education policy, lecturer competency, Covid-19, educational license