Differences in the professional norms of middle grades teachers with and without middle grades certification/endorsement
Harmon, Carl Michael
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Permalink
https://hdl.handle.net/2142/20379
Description
Title
Differences in the professional norms of middle grades teachers with and without middle grades certification/endorsement
Author(s)
Harmon, Carl Michael
Issue Date
1996
Doctoral Committee Chair(s)
Merchant, Betty M.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Elementary
Education, Teacher Training
Education, Secondary
Language
eng
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.
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