A Comparison of Alternatively and Tradi
A Comparison of Alternatively and Traditionally Prepared Teachers
By
Chassidy Bracey
Work Submitted
As Partial Completion of Course
EDCI 509-01
Professor: Dr. George Mitchell
Jackson State University
Jackson, Mississippi
10/2/2014
This particular article compares traditionally certified to alternatively certified program graduates with others carrying out a carefully constructed alternatively certified program. There are some AC programs that give teachers who are lacking proper credentials a provisional status and allow them to teach while obtaining the college credits that are equivalent to standard requirements for teacher certification programs. Some states permit Arts and Sciences graduates to go through intensified but shorter programs while holding a teaching license. Studies show that there are many problems with AC programs. The AC programs graduates tend to have more problems with curriculum and experience when compared to TC program graduates.
Part A: Comparison of Quantitative and Qualitative.
1. Was it appropriate to use both quantitative and qualitative methods for this research problem? Explain.
Yes, it was appropriate to use both quantitative and qualitative methods for this research problem because some researchers question the content preparation of AC teachers. Researchers McDiarmid and Wilson compared mathematical comprehension of teachers from two different AC programs along with TC and found that AC teachers lacked vigor of content knowledge. Their data showed that they did not improve appreciably through teaching the content. (Lines 50-55)
2. Did one method contribute more than the other in helping to advance knowledge in this area? Explain.
In my opinion, I felt that Study 1’s methods contributed more than Study’s 2 and 3 because it explained everything more in depth which made it easier to read and comprehend. For example Study 1’s results state “We conducted preliminary analysis steps to identify outliers and assess
By
Chassidy Bracey
Work Submitted
As Partial Completion of Course
EDCI 509-01
Professor: Dr. George Mitchell
Jackson State University
Jackson, Mississippi
10/2/2014
This particular article compares traditionally certified to alternatively certified program graduates with others carrying out a carefully constructed alternatively certified program. There are some AC programs that give teachers who are lacking proper credentials a provisional status and allow them to teach while obtaining the college credits that are equivalent to standard requirements for teacher certification programs. Some states permit Arts and Sciences graduates to go through intensified but shorter programs while holding a teaching license. Studies show that there are many problems with AC programs. The AC programs graduates tend to have more problems with curriculum and experience when compared to TC program graduates.
Part A: Comparison of Quantitative and Qualitative.
1. Was it appropriate to use both quantitative and qualitative methods for this research problem? Explain.
Yes, it was appropriate to use both quantitative and qualitative methods for this research problem because some researchers question the content preparation of AC teachers. Researchers McDiarmid and Wilson compared mathematical comprehension of teachers from two different AC programs along with TC and found that AC teachers lacked vigor of content knowledge. Their data showed that they did not improve appreciably through teaching the content. (Lines 50-55)
2. Did one method contribute more than the other in helping to advance knowledge in this area? Explain.
In my opinion, I felt that Study 1’s methods contributed more than Study’s 2 and 3 because it explained everything more in depth which made it easier to read and comprehend. For example Study 1’s results state “We conducted preliminary analysis steps to identify outliers and assess