Increasing Hispanics in the Educator Workforce: A Science Methods Intervention to Improve Passing Rates on an EC-6 Science Certification Examination

References

• Ahmad, F. Z., & Boser, U. (2014). America's Leaky Pipeline for Teachers of Color: Getting More Teachers of Color into the Classroom. Center for American Progress.
   Google Scholar
• Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers’ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194–213. https://doi.org/10.1002/tea.20099
   Web of Science ®Google Scholar
• Angrist, J. D., & Guryan, J. (2008). Does teacher testing raise teacher quality? Evidence from state certification requirements. Economics of Education Review, 27(5), 483–503.
   Web of Science ®Google Scholar
• Barmore, P. (2016). Will controversial new tests for teachers make the profession even more overwhelmingly white? Race may play into how we judge good teaching. The Hechinger Report. https://hechingerreport.org/will-controversial-new-tests-for-teachers-make-the-profession-even-more-overwhelmingly-white/
   Google Scholar
• Carver-Thomas, D. (2018). Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color. Learning Policy Institute.
   Google Scholar
• Cervato, C., & Kerton, C. (2017). Improving science teaching self-efficacy of preservice elementary teachers: A multiyear study of a hybrid geoscience course. Research and Teaching, 47(2), 83–91.
   Google Scholar
• Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources, 41(4), 778–820.https://www.nber.org/papers/w11936
   Web of Science ®Google Scholar
• Cochran-Smith, M. (2011). Teaching in new times: What do teachers really need to know? Kappa Delta Pi Record, 47(1), 11–12. https://doi.org/10.1080/00228958.2011.10516715
   Google Scholar
• Davidson, K., & Case, M. (2018). Building trust, elevating voices, and sharing power in family partnership. Phi Delta Kappan, 99(6), 49–53. https://doi.org/10.1177/0031721718762423
   Web of Science ®Google Scholar
• Davis, E. (2006). Preservice elementary teachers’ critique of instructional materials for science. Science Teacher Education, 90(2), 348–375. https://doi.org/10.1002/sce.20110
   Google Scholar
• Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44–52. https://doi.org/10.1016/j.econedurev.2015.01.007
   Web of Science ®Google Scholar
• Egalite, A. J., & Kisida, B. (2018). The effects of teacher match on students’ academic perceptions and attitudes. Educational Evaluation and Policy Analysis, 40(1), 59–81. https://doi.org/10.3102/0162373717714056
   Web of Science ®Google Scholar
• Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52, 209–224. https://doi.org/10.1016/j.econedurev.2016.03.002
   Web of Science ®Google Scholar
• Ginns, I. S., & Watters, J. J. (1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4), 287–313. https://doi.org/10.1023/A:1009442125203
   Google Scholar
• Goldhaber, D., Liddle, S., & Theobald, R. (2013). The gateway to the profession: Assessing teacher preparation programs based on student achievement. Economics of Education Review, 34, 29–44. https://doi.org/10.1016/j.econedurev.2013.01.011
   Web of Science ®Google Scholar
• Goldhaber, D. (2007). Everyone’s doing it, but what does teacher testing tell us about teacher effectiveness? Journal of Human Resources, 42(4), 765–794. https://doi.org/10.3368/jhr.XLII.4.765
   Web of Science ®Google Scholar
• Harrell, P., & Subramaniam, K. (2014). A presumption of competence: Elementary pre-service teacher knowledge about dissolving. Journal of Computers in Mathematics and Science Teaching, 33(3), 283–304.
   Google Scholar
• Harrell, P., & Subramaniam, K. (2015). Elementary pre-service teachers’ conceptual understanding of dissolving: A Vygotskian concept development perspective. Research in Science and Technological Education, 33(3), 304–324.
   Web of Science ®Google Scholar
• IBM Corp. (2017). IBM SPSS statistics for windows, version 26.0.
   Google Scholar
• Ingersoll, R. M., & May, H. (2011). Recruitment, retention and the minority teacher shortage. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.
   Google Scholar
• Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615–631. https://doi.org/10.1016/j.econedurev.2007.05.005
   Web of Science ®Google Scholar
• Kirst, S., & Flood, T. (2017). Connecting science content and science methods for preservice elementary school teachers. Journal of College Science Teaching, 46(5), 49-55. https://www.questia.com/library/journal/1G1-495666546/connecting-science-content-and-science-methods-for
   Google Scholar
• Ladson-Billings, G. (2011). Boyz to men? Teaching to restore Black boys’ childhood. Race Ethnicity and Education, 14(1), 7–15. https://doi.org/10.1080/13613324.2011.531977
   Web of Science ®Google Scholar
• Lee, C. K., & Shea, M. (2016). An analysis of pre-service elementary teachers’ understanding of inquiry-based science teaching. Science Education International, 27(2), 217–237.
   Google Scholar
• Long, C. S., Harrell, P. E., Pope, E., & Subramaniam, K. (2019). Using microteaching to improve preservice elementary teachers’ physical science content knowledge. The Electronic Journal for Research in Science & Mathematics Education, 23(4), 16–31.
   Google Scholar
• Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391. https://doi.org/10.1002/tea.20007
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2020). Condition of Education, 2017. https://nces.ed.gov/programs/coe/indicator_cge.asp
   Google Scholar
• Nguyen, M. (2018). The relationship between race-congruent students and teachers: Does racial discrimination exist? Available at SSRN 3305463. https://mpra.ub.uni-muenchen.de/90002/3/MPRA_paper_90002.pdf
   Google Scholar
• Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281–1299. https://doi.org/10.1080/09500690802186993
   Web of Science ®Google Scholar
• Norris, J. M. (2013). Some challenges in assessment for teacher licensure, program accreditation, and educational reform. The Modern Language Journal, 97(2), 554–560. https://doi.org/10.1111/j.1540-4781.2013.12022.x
   Web of Science ®Google Scholar
• Nowicki, B. L., Sullivan-Watts, B., Shim, M. K., Young, B., & Pockalny, R. (2013). Factors influencing science content accuracy in elementary inquiry science lessons. Research in Science Education, 43(3), 1135–1154. https://doi.org/10.1007/s11165-012-9303-4
   Web of Science ®Google Scholar
• Papadouris, N., Hadjigeorgiou, A., & Constantinou, C. P. (2014). Pre-service elementary school teachers’ ability to account for the operation of simple physical systems using the energy conservation law. Journal of Science Teacher Education, 25(8), 911–933. https://doi.org/10.1007/s10972-014-9407-y
   Google Scholar
• Parker, J., & Heywood, D. (2013). Exploring the relationship between subject knowledge and pedagogical content knowledge in primary teachers’ learning about forces. International Journal of Science Education, 22(1), 89–111. https://doi.org/10.1080/095006900290019
   Google Scholar
• Potvin, P., & Cyr, G. (2017). Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers. Journal of Research in Science Teaching, 54(9), 1121–1142. https://doi.org/10.1002/tea.21396
   Web of Science ®Google Scholar
• Poza, L., Brooks, M. D., & Valdés, G. (2014). Entre familia: Immigrant parents’ strategies for involvement in children’s schooling. School Community Journal, 24(1), 119–148.
   Google Scholar
• Rice, D. C. (2005). I didn’t know oxygen could boil! What preservice and inservice elementary teachers’ answers to ‘simple’ science questions reveal about their subject matter knowledge. International Journal of Science Education, 27(9), 1059–1082. https://doi.org/10.1080/09500690500069426
   Web of Science ®Google Scholar
• Santu, A. O., Marten-Rivera, J. L., Bovis, S., & Orend, J. (2014). A mile wide or an inch deep? Improving elementary preservice teachers’ science content knowledge within the context of a science methods course. Journal of Science Teacher Education, 25(8), 953–976. https://doi.org/10.1007/s10972-014-9402-3
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–21. https://doi.org/10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Shuls, J. V., & Trivitt, J. R. (2015). Teacher effectiveness: An analysis of licensure screens. Educational Policy, 29(4), 645–675. https://doi.org/10.1177/0895904813510777
   Web of Science ®Google Scholar
• Shuls, J. V. (2018). Raising the bar on teacher quality: Assessing the impact of increasing licensure exam cut-scores. Educational Policy, 32(7), 969–992. https://doi.org/10.1177/0895904816682315
   Web of Science ®Google Scholar
• Stein, M., Larrabee, T. G., & Barman, C. R. (2008). A study of common beliefs and misconceptions in physical science. Journal of Elementary Science Education, 20(2), 1–11. https://doi.org/10.1007/BF03173666
   Google Scholar
• Subramaniam, K., Kirby, B., Harrell, P. & Long, C. (2019). Using concept maps to reveal prospective elementary teachers’ knowledge of buoyancy. Electronic Journal of Science Education, 23(2), 1–18.
   Google Scholar
• Texas Educator Certification Examination Program. (2020). Preparation manual core subjects EC-6 (291). https://www.tx.nesinc.com/Content/StudyGuide/TX_SG_obj_291.htm
   Google Scholar
• Trumper, R. (1997). The need for change in elementary school teacher training: The case of the energy concept as an example. Educational Research, 39(2), 157–173. https://doi.org/10.1080/0013188970390204
   Web of Science ®Google Scholar
• Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2007). A longitudinal study of conceptual change: Preservice elementary teachers’ conceptions of moon phases. Journal of Research in Science Teaching, 44(2), 303–326. https://doi.org/10.1002/tea.20121
   Web of Science ®Google Scholar
• Villegas, A., & Irvine, J. (2010). Diversifying the teaching force: An examination of major arguments. Urban Review: Issues and Ideas in Public Education, 42(3), 175–192. https://doi.org/10.1007/s11256-010-0150-1
   Google Scholar
• Zembal-Saul, C., Blumenfeld, P., & Krajcik, J. (2000). Influence of guided cycles of planning, teaching and reflection on prospective elementary teachers’ science content representations. Journal of Research in Science Teaching, 37(4), 318–339. https://doi.org/10.1002/(SICI)1098-2736(200004)37:4<318::AID-TEA3>3.0.CO;2-W
   Web of Science ®Google Scholar