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A major component of the screening process for prospective teachers is the licensure examination. The examination serves two important functions: (a) sorting and screening candidates and (b) defining the knowledge base for professional practice. The first function receives the most attention from policymakers and serves the symbolic purpose of creating selectivity for entry into the profession. Initial entry typically is controlled by raising or lowering examination passing requirements which simply allows more or fewer persons to pass (Darling-Hammond, Wise & Klein, 1995). The second function presumes that a single instrument exists that not only contains the essential knowledge required for professional practice, but accurately identifies those most qualified to teach.The Virginia Board of Education (VBOE), like several other state boards of education, has authorized validation and standard-setting studies related to its teacher licensure examination policy, and the most recent studies have occurred in the past 20 years. The first study was authorized in April 1981 for the potential use of the National Teachers Examination (NTE). Following completion of validation studies for the Specialty Area Tests and the Core Battery Tests, the NTE was adopted as Virginia's licensure examination which was made effective on July 1, 1986. Ten years later (effective July 1, 1996), the VBOE agreed that prospective teachers would be required to take Praxis I Academic Skills Assessments. Praxis I would replace the NTE Core Battery, however, and the original NTE Specialty Area Tests would be retained. The decision to change teacher licensing examinations was precipitated primarily by the announcement by Educational Testing Service (ETS) that it would introduce new tests and eventually discontinue the NTE Core Battery. The passing requirements for Praxis I (as established in 1995) exceeded those of all states administering the test and were as follows: reading and mathematics - 178, and writing - 176. Review of test data obtained after the effective date of this policy revealed that the passing percentage for all test takers in 1995-96 was reading 72; mathematics 62; and writing 58. For minorities, the passing percentages were 34, 18, and 18, respectively. When these results were compared to test taker performance one year later (1996-97), there were modest percentage increases for all test takers: reading - 74; mathematics - 66; and writing - 63. For minorities, passing percentages were 36, 35 and 28, respectively. Despite these increases, 26 percent of all test takers failed the reading test; 34 percent failed the mathematics test; and 37 percent failed the writing test. The long-range effects of the Praxis I passing requirements on test takers are unknown; however, one of the near-term effects likely will be a reduction in the passing rate for a significant number of persons, particularly racial minorities.This study examined current Virginia teacher licensure policy, its intent, and near-term effects of examination results on teacher availability and minority representation. / Ph. D.

This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using the Wilcoxon signed-rank tests for a group of PSETs as they engaged in their second semester of student teaching experience. To explore emerging themes, a post-qualitative analysis was performed using focus groups. Quantitative results revealed no statistical difference except for the Self-Efficacy subscale. Focus group data showed increased confidence levels resulting from the student teaching experience. A Mann-Whitney U test was used to compare pre-survey results between PSETs who had and PSETs who had not taken advanced coursework or participated in student teaching. With the exception of the subscale, Attitude Towards ELs in the Classroom, results revealed no statistical difference between the two groups. At the same time, qualitative, open-response questions revealed PSETs who had participated in advanced coursework and student teaching seemed to have a deeper understanding of ELs' instructional and linguistic needs. Contributions to the literature are presented which may help in designing teacher preparation programs to increase PSETs' sense of preparedness to better serve ELs with disabilities.

University officials have identified a problem among secondary preservice teachers (SPTs) who have expressed reluctance to teach in local urban schools. The purpose of this qualitative case study was to explore the perceptions of SPTs regarding their preparation for and experiences with teaching in urban school settings. Vygotsky's zone of proximal development and Bruner's concept of scaffolding served as the conceptual frameworks that guided this study. Data were collected from 11 SPTs who completed the requirements of their field service experiences in urban schools. Data collection consisted of individual interviews, one focus group interview, and field observations. Findings showed that SPTs desire to make a difference in urban schools, lack confidence in managing culturally diverse classrooms, and desire more faculty guidance in working with diverse populations. SPTs asserted that they need more research-based teaching strategies and urban field experiences. Implications for social change include more collaboration among university faculty, urban school principals, mentor teachers, and community organizations. Findings may be used to prepare SPTs to serve culturally diverse populations, which may improve students' academic achievement in urban classrooms.