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Direct linkEsprivalo Harrell, Pamela; Eddy, Colleen McLean – Policy Futures in Education, 2012
This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically…
Descriptors: Mathematics Teachers, Pedagogical Content Knowledge, Statistical Significance, Majors (Students)
Download full textvan Es, Elizabeth A.; Conroy, Judi – Issues in Teacher Education, 2009
This study aims to begin to uncover the detailed ways that pre-service elementary teachers examine and understand mathematics teaching, the grain size at which they do so, and what constitutes evidence of teaching mathematics for understanding for pre-service mathematics teachers. Thus, the central research questions for this study are: (a) What…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Performance Based Assessment, Program Effectiveness
Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna – Journal of Agricultural Education, 2007
Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…
Descriptors: Preservice Teachers, Teacher Education Programs, Self Efficacy, Agricultural Education
