The Role of Program Standards and Strategies in the Preparation of Mathematics Primary Teachers

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-5 - The Costs of Standards and Accountability: Changing Landscapes and Global Contexts

Abstract

Using data from the Teacher Education and Development Study in Mathematics (TEDS-M), this paper presents an investigation of the relationship between program outcomes as indicated by assessments of mathematics content knowledge and mathematics pedagogy knowledge, and program standards as reported by administrators. Factor analyses were used to create indices of program standards in key areas of emphasis. Linear regression models were estimated for four countries (United States, Russia, Poland, and Chinese-Taipei). Our findings show that entry criteria is the most important strategy related to program outcomes in the Russian and U.S. programs. Entry and exit criteria, and standards regulating opportunities to learn while in the program and during field experiences were related to program outcomes in Chinese-Taipei and Poland.

Authors

• Maria Teresa Tatto, Arizona State University

• Yadira Peralta, Centro de Investigación y Docencia Económicas