References
- Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(1), 77–93. https://doi.org/https://doi.org/10.1007/s10972-008-9115-6
- Achinstein, B., Ogawa, R. T., & Speiglman, A. (2004). Are we creating separate and unequal tracks of teachers? The effects of state policy, local conditions, and teacher characteristics on new teacher socialization. American Educational Research Journal, 41(3), 557–603. https://doi.org/https://doi.org/10.3102/00028312041003557
- Alberts, C., Mbalo, N. F., & Ackermann, C. J. (2003). Adolescents' perceptions of the relevance of domains of identity formation: A South African cross-cultural study. Journal of Youth and Adolescence, 32(3), 169–184. https://doi.org/https://doi.org/10.1023/A:1022591302909
- Ballou, D., & Podgursky, M. (2000). Reforming teacher preparation and licensing: What is the evidence? Teachers College Record, 102(1), 5–27. https://doi.org/https://doi.org/10.1111/0161-4681.00046
- Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., Weis, A. M. (2013). Report of the 2012 National Survey of science and mathematics education. Horizon Research, Inc. Retrieved January 3, 2017, from http://www.horizon-research.com/2012nssme/research-products/reports/technical-report/.
- Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society: series B (Methodological), 57(1), 289–300. https://doi.org/https://doi.org/10.1111/j.2517-6161.1995.tb02031.x
- Bezanson, C. (2017). National Association of geoscience teachers: Where are we now? Is there a problem with K-12 Earth Science? https://serc.carleton.edu/teacherprep/issues/current.htm
- Burke, K. (2005). Teacher certification exams: What are the predictors of success? College Student Journal, 39(4), 784–793.
- Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff, J. (2007). The effect of certification and preparation on teacher quality. The Future of Children, 17(1), 45–68. https://doi.org/https://doi.org/10.1353/foc.2007.0000
- Bybee, R. r. (2014). NGSS and the next generation of science teachers. Journal of Science Teacher Education, 25(2), 211–221. https://doi.org/https://doi.org/10.1007/s10972-014-9381-4
- Center for Geoscience Education and Public Understanding. (2013). A service of the American Geosciences Institute. Education in the earth and space sciences in U.S. secondary schools key indicators and trends. https://www.americangeosciences.org/sites/default/files/education-ESS-sec-status-report-2013-09-01-13.pdf
- Clewell, B. C., & Forcier, L. B. (2001). Increasing the number of mathematics and science teachers: A review of teacher recruitment programs. Teaching and Change, 8(4), 331–361.
- Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. National Commission on Teaching & America's Future.
- Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1. https://doi.org/https://doi.org/10.14507/epaa.v8n1.2000
- Dorans, N. J., & Holland, P. W. (1992). DIF detection and description: Mantel‐Haenszel and standardization 1, 2. ETS Research Report Series, 1992(1), i-40. https://doi.org/https://doi.org/10.1002/j.2333-8504.1992.tb01440.x
- Egger, A. E. (2019). The role of introductory geoscience courses in preparing teachers—and all students—for the future: Are we making the grade? GSA Today, 29(10), 4–10. https://doi.org/https://doi.org/10.1130/GSATG393A.1
- Egger, A. E., Kastens, K. A., & Turrin, M. K. (2017). Sustainability, the next generation science standards, and the education of future teachers. Journal of Geoscience Education, 65(2), 168–184. https://doi.org/https://doi.org/10.5408/16-174.1
- Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harv. J. on Legis, 28, 465.
- Educational Testing Service. (2006). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2007). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2008). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2009). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2010). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2011). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2012). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2013). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2014). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2015). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Service. (2016). The Praxis® Series Passing Scores by Test, and State, ETS.
- Educational Testing Services (ETS). (2014). ETS standards for quality and fairness. https://www.ets.org/s/about/pdf/standards.pdf
- Educational Testing Services (ETS). (2018a). ETS praxis study companion: Earth and space sciences content knowledge. https://www.ets.org/s/praxis/pdf/5571.pdf
- Educational Testing Services (ETS). (2018b). State requirements. https://www.ets.org/praxis/states
- Edwards, C., & Thomas, K. (2015). The role mentorship in supporting African-American students’ entry into stem careers.
- Gendall, P., Smith, T. W., & Russell, D. (1995). Knowledge of scientific and environmental facts: a comparison of six countries. Marketing Bulletin, 6, 65–74.
- Gitomer, D. H., Brown, T. L., & Bonett, J. (2011). Useful signal or unnecessary obstacle? The role of basic skills tests in teacher preparation. Journal of Teacher Education, 62(5), 431–445. https://doi.org/https://doi.org/10.1177/0022487111412785
- Gitomer, D. H., & Qi, Y. (2010). Recent trends in mean scores and characteristics of test-takers on “Praxis II” licensure tests. Office of Planning, Evaluation and Policy Development, US Department of Education.
- Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. https://doi.org/https://doi.org/10.3102/00346543076002173
- Hall, C., Dickerson, J., Batts, D., Kauffmann, P., & Bosse, M. (2011). Are we missing opportunities to encourage interest in STEM fields? Journal of Technology Education, 23(1), 32–46. https://doi.org/https://doi.org/10.21061/jte.v23i1.a.4
- Huntoon, J. E., & Lane, M. J. (2007). Diversity in the geosciences and successful strategies for increasing diversity. Journal of Geoscience Education, 55(6), 447–457. https://doi.org/https://doi.org/10.5408/1089-9995-55.6.447
- Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project‐based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry‐based practices. Science Education, 94(5), 855–887. https://doi.org/https://doi.org/10.1002/sce.20391
- Labov, J. B. (2006). National and state standards in science and their potential influence on undergraduate science education. CBE Life Sciences Education, 5(3), 204–209. https://doi.org/https://doi.org/10.1187/cbe.06-05-0162
- Laskey, M. L., & Hetzel, C. J. (2011). Investigating factors related to retention of at-risk college students. Learning Assistance Review, 16(1), 31–43.
- Lewis, E. B. (2008). Content is not enough: A history of secondary earth science teacher preparation with recommendations for today. Journal of Geoscience Education, 56(5), 445–455. https://doi.org/https://doi.org/10.5408/jge_nov2008_lewis_445
- Lewis, E., & Lu, J. (2017). A case of fragmented high school earth and space science education in the Great Plains: Tracing teacher certification policy to students' access. Journal of Geoscience Education, 65(3), 304–321. https://doi.org/https://doi.org/10.5408/17-253.1
- Liu, Y., & Xu, Y. (2013). The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher’s identity in the workplace. Research Papers in Education, 28(2), 176–195. https://doi.org/https://doi.org/10.1080/02671522.2011.610899
- Lundquist, L. L., Lucero, K., & Cox, H. (2018). Sustainability knowledge assessment at a large, regional, minority-serving institution. Journal of Sustainability Education, 19, 1–26.
- Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge (pp. 95–132). Springer.
- McKenzie, K., & Schweitzer, R. (2001). Who succeeds at university? Factors predicting academic performance in first year Australian university students. Higher Education Research & Development, 20(1), 21–33. https://doi.org/https://doi.org/10.1080/07924360120043621
- Mikeska, J. N., Kurzum, C., Steinberg, J. H., & Xu, J. (2018). Assessing elementary teachers' content knowledge for teaching science for the ETS® educator series: Pilot results. ETS Research Report Series, 2018(1), 1–30. https://doi.org/https://doi.org/10.1002/ets2.12207
- Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science (New York, N.Y.), 330(6008), 1234–1237. https://doi.org/https://doi.org/10.1126/science.1195996
- National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
- NSTA. (2017). America's science teachers. http://www.nsta.org/about/clpa/faq.aspx
- Ott, R. L., & Longnecker, M. T. (2015). An introduction to statistical methods and data analysis. Nelson Education.
- Rafferty, A., Walthery, P., & King-Hele, S. (2015). Analysing change over time: Repeated crosssectional and longitudinal survey data. UK Data Service. University of Essex and University of Manchester.
- Shah, L., Hao, J., Rodriguez, C. A., Fallin, R., Linenberger-Cortes, K., Ray, H. E., & Rushton, G. T. (2018). Analysis of Praxis physics subject assessment examinees and performance: Who are our prospective physics teachers? Physical Review Physics Education Research, 14(1), 10126. https://doi.org/https://doi.org/10.1103/PhysRevPhysEducRes.14.010126
- Shah, L., Hao, J., Schneider, J., Fallin, R., Linenberger Cortes, K., Ray, H. E., & Rushton, G. T. (2018). Repairing leaks in the chemistry teacher pipeline: A longitudinal analysis of praxis chemistry subject assessment examinees and scores. Journal of Chemical Education, 95(5), 700–708. https://doi.org/https://doi.org/10.1021/acs.jchemed.7b00837
- Sherman-Morris, K., & McNeal, K. S. (2016). Understanding perceptions of the geosciences among minority and nonminority undergraduate students. Journal of Geoscience Education, 64(2), 147–156. https://doi.org/https://doi.org/10.5408/15-112.1
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/https://doi.org/10.17763/haer.57.1.j463w79r56455411
- Strauss, R. P., & Sawyer, E. A. (1986). Some new evidence on teacher and student competencies. Economics of Education Review, 5(1), 41–48. https://doi.org/https://doi.org/10.1016/0272-7757(86)90161-5
- U.S. Department of Education. (2004). New no child left behind flexibility: Highly qualified teachers. https://www2.ed.gov/nclb/methods/teachers/hqtflexibility.html
- US Census Bureau. (2018). Quick facts. https://www.census.gov/quickfacts/fact/table/US/PST045218
- Zieky, M. (2003). A DIF primer. Electronic testing services. https://www.ets.org/s/praxis/pdf/dif_primer.pdf