| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | October 28, 2003 |
| Latest Amendment Date: | September 19, 2006 |
| Award Number: | 0335523 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Larry E. Suter
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | January 1, 2004 |
| End Date: | December 31, 2007 (Estimated) |
| Total Intended Award Amount: | $0.00 |
| Total Awarded Amount to Date: | $894,744.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
121 UNIVERSITY HALL COLUMBIA MO US 65211-3020 (573)882-7560 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
121 UNIVERSITY HALL COLUMBIA MO US 65211-3020 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Project & Program Evaluation |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
This proposal seeks funds to evaluate alternate routes to teacher certification in Missouri. The policy dilemma that drives the study is: How to address teacher shortages in secondary mathematics and science, without sacrificing high teacher quality. The proposal is designed to provide a knowledge base from which to consider policy options. Methodology includes clarification of alternative routes to certification, examination of classroom practices of teachers in the programs, and comparison of characteristics and program outcomes of teachers in the different certification patterns.
Intellectual Merit
The application of a theory-based approach in this field is unique and will provide valuable new information to the field. A general model of ATCPs has been developed to guide instrument development or adaptation. The goals and general strategy for addressing this important problem is a multi-measure multi-method study focusing on the alternative certification programs preparing the greatest number of mathematics and science teachers. Both case studies and comparative outcome research studies are planned.
Broader Impacts
The study has local practical importance but also has potential for generating guidelines for practice and hypotheses for further study. The use of an external group of scholars to address the study outcomes in an invited forum is one of many dissemination approaches that combine critical analysis with informing a broader audience of the contemporary findings. The combination of deep description with comparative analyses provides the kind of knowledge that can inform practice in different settings.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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