Inventory of Knowledge of General Subjects: A Transportability Study. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/inn/en	Reynolds, Anne; Rosenfeld, Michael
Institution	Educational Testing Service, Princeton, NJ.
Titel	Inventory of Knowledge of General Subjects: A Transportability Study. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1992), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Elementary School Teachers; Elementary Secondary Education; Interdisciplinary Approach; Job Analysis; Job Skills; Knowledge Base for Teaching; Knowledge Level; Licensing Examinations (Professions); Secondary School Teachers; Surveys; Teacher Certification; Teacher Evaluation; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Arbeitsanalyse; Produktive Fertigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Survey; Umfrage; Befragung; Teacher appraisal; Lehrerbeurteilung; Testaufbau
Abstract	A transportability study was conducted to determine if multidisciplinary knowledge necessary for elementary school teachers was also relevant for newly licensed (certified) secondary school teachers. The results of the study may be used to study the possibility of developing a test of multiple subjects for all teachers. Form 1 of the Education in the Elementary School job analysis previously developed for elementary school teachers was modified to make it appropriate for administration to a national group of secondary school teachers in middle, junior, and high, or comprehensive secondary schools. The revised knowledge inventory, a measure of multidisciplinary knowledge, was sent in survey form to 5,100 secondary school teachers across the United States. Respondents were asked to rate the individual knowledge statements using a five-point importance scale. Frequency distributions across background information categories, mean importance ratings, and correlations of mean ratings among subgroups were performed. Of the 140 statements in the inventory, 56 (40%) fell below the cutpoint for one or more relevant subgroups. The 84 statements that were identified as important should be used as the foundation for test specifications. Six appendixes contain the survey and supplemental information about responses and respondents. Nine tables present survey findings. (Contains five references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC