Attention to Equity in Teacher Education Admissions Processes. Working Paper No. 287-0623

Autor/inn/en	McDuffie, Amy Roth; Slavit, David; Goldhaber, Dan; Theobald, Roddy; Griggs, Nicole
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Titel	Attention to Equity in Teacher Education Admissions Processes. Working Paper No. 287-0623
Quelle	(2023), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Preservice Teacher Education; College Admission; Elementary Secondary Education; Mathematics Teachers; Science Teachers; College Faculty; Inclusion; Social Justice; Race; Teacher Attitudes; Equal Education; Teacher Education Programs; Student Diversity + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Lehramtsstudiengang; Lehrerausbildung; Hochschulzugang; Hochschulzulassung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Fakultät; Inklusion; Soziale Gerechtigkeit; Rasse; Abstammung; Lehrerverhalten
Abstract	This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 "mathematics and science" teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, interviews), and how applicants' DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants' ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implication, and dilemmas for teacher preparation programs and faculty are discussed. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01