This research study examined whether there is a relationship between teacher preparation and instructional practice. The dataset for this study was the1999-2000 Schools and Staffing Survey (SASS). Specifically, variables created in SASS from the information provided by the Public School Teacher Questionnaire were utilized. The teacher population sample for this research study was derived from these data and then separated into two groups (alternatively and traditionally-certified teachers) based on certification variables within the dataset. The study conducted was a correlational study with instructional practices variables extracted from the dataset. Using Chi Square Goodness of Fit statistical tests, the data were analyzed to determine if teacher preparation influences instructional practice. Therefore, the research questions for this research study were: 1. Is there a statistically significant relationship between whether teachers are alternativelycertified or traditionally-certified and the extent to which they use state or district standards to guide instructional practice in their main teaching assignment? 2. Is there a statistically significant relationship between whether teachers are alternativelycertified or traditionally-certified and whether they use groupings of students in their classroom to teach students who learn at different rates? 3. Is there a statistically significant relationship between whether teachers are alternativelycertified or traditionally-certified and the extent to which they use the information from state or local achievement tests to group students into different instructional groups by achievement or ability? ii 4. Is there a statistically significant relationship between whether teachers are alternativelycertified or traditionally-certified and the extent to which they use the information from state or local achievement tests to assess areas where they need to strengthen their content knowledge or teaching practice? 5. Is there a statistically significant relationship between whether teachers are alternativelycertified or traditionally-certified and the extent to which they use the information from state or local achievement tests to adjust their curriculum in areas where their students encountered problems? Overall, while there were statistically significant relationships between certification type and various instructional practices, the effect sizes were very small (ranging from -.005 to .036). This suggests that the statistical significance may be an artifact of the large sample size and that there may be little practical significance. Therefore, a relationship was not found between the type of teacher preparation program and instructional practice.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-2982 |
| Date | 01 January 2011 |
| Creators | Trogan, Amy Lynn |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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