Who’s Teaching the Teachers? Evidence from the National Survey of Postsecondary Faculty and the Survey of Earned Doctorates

Wolf‐Wendel, Lisa; Baker, Bruce D.; Twombly, Susan B.; Tollefson, Nona; Mahlios, Marc

doi:10.1086/498997

Cited by 9 publications

(12 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Birds-eye views of teacher education can also provide a sense of patterns across institutions, including a sense of the characteristics of those who teach in university-based teacher education (see Wolf-Wendel, Baker, Twombly, Tollefson, & Mahlios, 2006, for a national perspective on the characteristics of teacher educators). As part of our study, we kept track of who taught the learning and development courses and content area methods courses in ELA and mathematics in childhood education programs at the 16 institutions in our sample.…”

Section: Who Teaches In Teacher Education? the Local And Adjunct Natumentioning

confidence: 99%

Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

Boyd

Grossman

Hammerness

et al. 2008

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

show abstract

Section: Who Teaches In Teacher Education? the Local And Adjunct Natumentioning

confidence: 99%

Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

Boyd

Grossman

Hammerness

et al. 2008

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

show abstract

“…Our previous exploratory research on faculty in teacher education, drawing on data from the Survey of Earned Doctorates and the National Survey of Postsecondary Faculty, led us to two potential faculty profiles, emergent from two distinct faculty preparation pipelines (Wolf-Wendel, Baker, Twombly, Tollefson, & Mahlios, 2006).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Exploring the Faculty Pipeline in Educational Administration: Evidence from the Survey of Earned Doctorates, 1999 to 2000

Baker

Wolf‐Wendel

Twombly

2007

Educational Administration Quarterly

Self Cite

View full text Add to dashboard Cite

Purpose : This study examines the factors that predict who among those receiving educational administration doctorates is most likely to become a faculty member. Research Design : The study uses 10 years of data on all doctoral recipients from programs in educational administration gathered from the Survey of Earned Doctorates (1990 to 2000). Statistical models, using logistic regression, determined which variables (preparation, experience, and personal) best predicted whether graduates pursued postsecondary academic careers. A separate model determined which variables predicted the likelihood of holding a graduate assistantship (the best predictor of a faculty career). A third model determined the variables that best predicted the selectivity of an individual's undergraduate institution. Findings : The study found that 19% of doctoral recipients in educational administration pursue faculty careers. The best predictors of becoming a faculty member were attending a research university full time, holding an assistantship, being single, having no children, and being younger than age 30. A second track to the professoriat is also evident. Many who pursue faculty careers are older, worked full time in graduate school, and held faculty positions before they graduated. Conclusions : More research is needed about the second track to the educational professoriat. From a policy perspective, questions remain about the characteristics most desired for those training future school administrators as well as future educational administration faculty.

show abstract

“…Related to personal characteristics, research shows that 70% of teacher educators in general education are married white males (Wolf-Wendel, Baker, Twombly, Tollefson, & Mahlios, 2004) who average 50 years of age (Tierney, 2001) and have lower-middle class backgrounds (Durcharme & Agne, 1989). These professionals have typically spent part of their career teaching on the K-12 level (Ducharme & Kluender, 1990;Tierney, 2001;Zimpher & Sherrill, 1996).…”

Section: Introductionmentioning

confidence: 99%

“…These professionals have typically spent part of their career teaching on the K-12 level (Ducharme & Kluender, 1990;Tierney, 2001;Zimpher & Sherrill, 1996). Thirty-six percent are employed at research universities (Wolf-Wendel et al, 2004), and they spend more time on scholarship when compared to their colleagues at comprehensive universities and liberal arts colleges (Menges & Austin, 2001).…”

Section: Introductionmentioning

confidence: 99%

A National Profile of Teacher Education Faculty: The Construction of an Online Survey

Graber

Erwin

Woods

et al. 2011

Measurement in Physical Education and Exercise Science

View full text Add to dashboard Cite

Physical education teacher education faculty are responsible for educating the next generation of teachers. Despite their significant role, little is known about their characteristics, work preferences, or role responsibilities. The last comprehensive study undertaken to examine these variables was conducted approximately 25 years ago by Metzler and Freedman (1985). The purpose of the current investigation is to describe and validate an instrument for obtaining an updated comprehensive profile of physical education teacher education faculty in the United States. An online survey consisting of six sections was developed. To establish validity and confirm the psychometric quality of the instrument, test-retest was conducted with a subsample of 40 participants. In addition, Cronbach alpha Correspondence should be sent to Kim C. Graber,

show abstract

Who’s Teaching the Teachers? Evidence from the National Survey of Postsecondary Faculty and the Survey of Earned Doctorates

Cited by 9 publications

References 15 publications

Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation

Exploring the Faculty Pipeline in Educational Administration: Evidence from the Survey of Earned Doctorates, 1999 to 2000

A National Profile of Teacher Education Faculty: The Construction of an Online Survey

Contact Info

Product

Resources

About