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• W2097687894 abstract "BackgroundIn 1998, the Ohio Department of Education (ODE) converted from teacher certification to teacher licensure. Prior to this change, teachers were certified to teach at two levels: grades K-8 or grades 7-12. Presently, licenses are issued at three levels: Early Childhood (grades PreK-3), Middle Childhood (grades 4-9), and Adolescent-to-Young Adult (grades 7-12). The Middle Childhood license was designed specifically for teachers interested in working with young adolescents. Individuals completing this license are required to do coursework in two of four concentration areas: Language Arts & Reading, Mathematics, Science, and/or Social Studies. In 2002, Ohio graduated its first cohort of teachers licensed with the new Middle Childhood: Grades 4-9 license. In 2007, the Ohio Middle Level Professors (OMLP), a group of teacher educators, researchers, and advocates committed to the preparation of effective teachers for grades 4-9, conducted a statewide study to describe the perceptions of the middle level teachers who were prepared under the Ohio licensure system.This qualitative study describes middle level teachers' perceptions of their practice after completing their middle childhood teacher education programs to acquire the Ohio Middle Childhood: Grades 4-9 license. Components of specific teacher education programs were excluded. In this study, middle level is defined by the licensure band as grades 4-9; therefore, middle level teachers, students, and classrooms in this study were limited to grades 4-9 in buildings that housed those configurations.The need for this type of research is immediately evident when conducting a literature search of the ERIC database. Despite support from the National Middle School Association (2010), the National Forum to Accelerate Middle-Grades Reform (2002), and the Carnegie Council on Adolescent Development (1989) for specialized middle level teacher certification/licensure, there is still a need for empirical evidence supporting this license. McEwin, Dickinson, and Jenkins (2003) examined the degree to which the middle school concept was implemented in middle schools, and Felner and associates (1997) investigated the impact of the implementation of the middle school concept on young adolescents' achievement. Some studies examined the adoption of the middle school philosophy (Huss, 2004), and others looked at the statewide implementation of a middle level program (Meeks & Stepka, 2005). Few studies have described how middle level prepared teachers implement middle school ideals as articulated in their licensure programs (Mertens, Flowers, & Mulhall, 2005).Research findings support the claim that teachers do not always transfer the techniques they developed during their teacher education program to the real-world settings of their classrooms (Scheeler, 2009; Brouwer & Korthagen, 2005). A gap between theory and practice can be traced back as far as Dewey (1904), as he discussed possible approaches to close this gap. Korthagen (2007) found that during the second part of the 20th century, instead of an expected decrease, this gap in transfer actually increased. This concern serves as the impetus for further research regarding the implementation of the middle school concepts.This gap does not suggest, though, that the role of teacher education is not vital to the success of a classroom teacher. Darling-Hammond's (2000) research indicated that teachers who completed teacher education training had higher evaluations, were ranked as more effective with students, and implemented higher-order thinking skills and problem solving in the classroom. In contrast, teachers who lacked teacher education training demonstrated a low level of ability to adapt instruction, and a higher likelihood to leave the profession (Darling-Hammond, 2000). Despite this research, the American Educational Research Association (AERA) Panel on Research and Teacher Education suggests further research on topics regarding teacher education, including research that shows how teachers take what they learned in their teacher education programs and use it in their classrooms (Cochran-Smith, 2005). …" @default.
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• W2097687894 date "2013-01-01" @default.
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• W2097687894 title "Ohio’s Middle Childhood Licensure Study" @default.
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• W2097687894 doi "https://doi.org/10.1080/19404476.2013.11462104" @default.
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