A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

Lewis, Elizabeth B.; Lu, Jia

doi:10.5408/17-253.1

Cited by 9 publications

(2 citation statements)

References 23 publications

(16 reference statements)

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“…Providing learner-centered quality instruction requires teachers to use a range of pedagogical strategies to make their students to construct their own learning (Lewis & Lu, 2017;Nixon et al, 2017). However, many alternatively certified teachers come from a different disciplinary background or they changed their career after working in a different field for a long time.…”

Section: Recommendationsmentioning

confidence: 99%

“…One of the necessities to provide subject-specific ways to initiate assessments, evaluate student learning and act on assessment results to aid learning is to have a high level of subject matter knowledge (Nixon, Hill & Luft, 2017). As well, highly qualified teachers who have high levels of subject matter knowledge are known as those who have an undergraduate degree in their field (Lewis & Lu, 2017). However, because of the variety in teacher education programs and paths to earn a teacher certificate to teach high school science in the USA, high school science teachers have a variety of levels of content knowledge, and some teachers teach out of their field.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of an Alternatively Certified New High School Chemistry Teacher’s Assessment Literacy

İzci

Siegel²

2019

International Journal of Education in Mathematics, Science and Technology

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Assessing student learning to adapt instruction to support learning is an important skill all teachers need to develop. However, it is not an easy task for teachers and even more difficult for new teachers. The current study aims to explore an alternatively certified new chemistry teacher"s understanding and practices of classroom assessment to help educators and researchers to support teachers" assessment literacies. This study used holistic case study design to explore the teacher"s assessment literacy. Pre/reflective interviews, observations, classroom artifacts, including assessment tasks and a survey, were used as data sources. The results suggest that, in theory, the teacher"s understanding of assessment aligned with current view of assessment as she mostly valued formative function of assessment while, in practice, the teacher faced difficulties to practice assessment as she preferred and did not select and use appropriate assessment tasks to accomplish her aims, such as supporting conceptual learning.

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Section: Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%