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|Title:||Differences in the professional norms of middle grades teachers with and without middle grades certification/endorsement|
|Author(s):||Harmon, Carl Michael|
|Doctoral Committee Chair(s):||Merchant, Betty M.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
|Abstract:||Advocates of middle grades reform often argue that teaching at that level requires different norms and technical skills than does teaching at either the elementary or secondary level. Recently, states have begun to accept this argument and require separate certification or endorsement for middle grades teachers. This paper explores whether possession of such a certificate/endorsement is associated with differences in the professional norms of practicing middle grades teachers.
Analysis of Variance calculations indicate that, in seven of the sixteen areas studied, middle grades teachers with middle grades certification had significantly higher acceptance of middle grades norms than did only secondary certified middle grades teachers. In six of these seven areas, middle grades teachers with only elementary certification were also significantly more accepting of middle grades norms than were teachers with only secondary certification. In only one case was there a significant difference between middle grades certified and only elementary certified middle grades teachers' norms.
Regression analyses suggest that school structure, particularly interdisciplinary teaming, may be more important than certification in determining teachers' professional norms. Further research that explores this hypothesis is recommended.
|Rights Information:||Copyright 1996 Harmon, Carl Michael|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9702532|