Vous êtes sur la page 1sur 2

AMI4P

Section: 6 Preservice students

Title: The Impact of Teacher Preparation on Student Achievement in Algebra in a "Hard-to-


Staff" Urban PreK-12-University Partnership

Source: School Effectiveness and School Improvement, v18 n3 p245-272 Sep 2007.

Publication Date: 2007-09-00

Authors:
Gimbert, Belinda G.
Cristol, Dean
Sene, Abdou Marty

Keywords:
Teacher preparation
Student achievement
Program effectiveness
Teacher shortage
Mathematics achievement
Teacher supply and demand

‫תמצית‬

The purpose of this study was to determine if a nontraditional teacher preparation program,
the Transition To Teaching program, was a viable way to ease the teacher shortages in a high
poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher
training on students' academic achievement. The results of this study afford evidence that the
students taught by 1st-year, alternatively prepared teachers achieved as well as or better than
their peers taught by traditionally certified 1st-year teachers, according to student
achievement in mathematics, specifically Algebra I.

‫מאמר‬

Source: School Effectiveness and School Improvement, v18 n3 p245-272 Sep 2007.

Debate about teacher supply, demand, retention, and attrition has been renewed in recent
years by an increased concern about the reduced numbers of prospective teachers entering
teacher education programs, the high attrition rate of beginning teachers, and the resulting
teacher shortages.

U.S. schools are experiencing teacher shortages, especially in low-income urban areas,
because of increased school enrollment, teacher retirement, reduction in class size, teacher
attrition, and turnover related to low salaries, job dissatisfaction, and lack of administrative
support and influence over decision-making. Recently, the increased interest in teacher
quality has been the topic of debate for policy-makers, the public, and the educational
community.

The purpose of this study was to determine if a nontraditional teacher preparation program,
the Transition To Teaching program, was a viable way to ease the teacher shortages in a high
poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher
training on students' academic achievement.

The results of this study afford evidence that the students taught by 1st-year, alternatively
prepared teachers achieved as well as or better than their peers taught by traditionally
certified 1st-year teachers, according to student achievement in mathematics, specifically
Algebra I. (Contains 5 tables, 1 figure and 3 notes).