Selective Admissions in Teacher Education

Barnard, Harry V.; Thornburg, Kathy R.

doi:10.1177/088840648000300205

Cited by 1 publication

(2 citation statements)

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“…We operationalize this definition to include application components (e.g., application forms, interviews, essays), information collected through these components (e.g., GPA, prior coursework, test scores, applicant demographics), selection criteria, and decisionmaking processes. 2 Calls for increased scrutiny of teacher admissions processes go back decades (e.g., Barnard & Thornburg, 1980;Watts, 1980). There are claims that teacher education admissions standards are too low (Laman & Reeves, 1983) or that TPPs inadequately prepare teachers for classrooms (Greenberg et al, 2013), but the evidence supporting these views is limited (e.g., Cochran-Smith et al, 2017;Ishler, 1984).…”

Section: Research On Mstpp Admissions Processesmentioning

confidence: 99%

“…Calls for increased scrutiny of teacher admissions processes go back decades (e.g., Barnard & Thornburg, 1980; Watts, 1980). There are claims that teacher education admissions standards are too low (Laman & Reeves, 1983) or that TPPs inadequately prepare teachers for classrooms (Greenberg et al, 2013), but the evidence supporting these views is limited (e.g., Cochran‐Smith et al, 2017; Ishler, 1984).…”

Section: Research On Mstpp Admissions Processesmentioning

confidence: 99%

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Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes

Slavit,

Roth McDuffie,

Griggs

et al. 2023

School Sci & Mathematics

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This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants‐specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants‐content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs‐collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.

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