FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W71719503> ?p ?o ?g. }

• W71719503 endingPage "252" @default.
• W71719503 startingPage "252" @default.
• W71719503 abstract "Basic teacher licensure exams such as Praxis are the first gatekeepers to the teaching profession. Fewer than half of the aspiring Black teachers who take these exams pass on their first attempt. While critiques of these exams are warranted, critiques alone will do little to help certify more Black teachers. This solution-oriented article makes both a theoretical and practical contribution to this area. First, it provides a selected overview of two theoretical areas that have relevance to understanding teacher licensure testing. These theoretical areas are self-efficacy and sociocultural theory. The article then draws from the author 's 6 years of preparing Black preservice teachers for licensure exams to illustrate how these theories can shape practice at both programmatic and classroom levels.Keywords: teacher licensure, teacher education, self-efficacy, sociocultural theory, Praxis, Black and African American teachersAny discussion of increasing the numbers of Black teachers in United States' schools must include a discussion of when and how prospective teachers are tested. At present time, standardized teacher licensure examinations, which are designed and administered by testing agencies such as Educational Testing Service (ETS; www.ets.org/praxis) and Pearson (www.pearsonassessments.com) are gatekeepers to most teacher education programs in the United States. These exams entail a battery of timed tests in reading, mathematics, and writing. Currently, 29 states use ETS' Pre-Professional Skills Test (i.e., Praxis I) as a basic skills admissions test for teacher education programs. Twelve other states use a similar test created by a different testing company. Summarily, in 41 states, students must pass a licensure examination before they are admitted into a program. Some universities whose state department of education does not have these requirements still elect to have these exams as program admissions requirements.Due to the position of these exams, education is an undergraduate major fundamentally different from others because students must test into it. While it is normal for state certifying bodies in many professions (e.g., law, medicine) to administer professional assessments before granting licensure, the organization of teacher licensure is different from other professions. Traditionally, teacher education and licensure take place at the undergraduate level and not the post-baccalaureate level as in law and medicine. Consequently, prospective teachers must pass basic skills licensure exams before they can be formally admitted into a program, usually during their first or second year at an institution.Research by ETS (Nettles et al, 201 1) found that the first time passing rates of Black test takers between 2005 and 2009 on the Praxis basic skills exam were as follows: reading (40.7%), writing (44.2%), and mathematics (36.8%). Nettles and colleagues (2011) found that the passing rate for White first-time test takers was approximately double that for Black test takers: reading (81.5%), writing (79.5%), and mathematics (78.2%). Even when controlling for other variables such as household income, grade point average, and parent's education level, a 7-point math score difference still exists between Black and White test takers. While the passing rates and standards for White students should not be held as the desired standard for Black students, this gap is alarming and is a critical piece to understanding why only 7% of teachers in the United States are Black (National Center for Education Information, 201 1). If one cannot be admitted into a teacher education program, one cannot become a teacher. This battery of tests is the first significant gatekeeper that students who wish to become teachers experience in postsecondary education.Critiques abound for such standardized tests in general and their contemporary placement as gatekeepers in teacher education programs (Bennett, McWhorter, & Kuykendall, 2006; Flippo, 2003; Memory, Coleman, & Watkins, 2003; Mikitovics & Crehan, 2002). …" @default.
• W71719503 created "2016-06-24" @default.
• W71719503 creator A5010320848 @default.
• W71719503 date "2012-01-01" @default.
• W71719503 modified "2023-09-25" @default.
• W71719503 title "Teacher Licensure Exams and Black Teacher Candidates: Toward New Theory and Promising Practice" @default.
• W71719503 cites W1531755378 @default.
• W71719503 cites W1584697775 @default.
• W71719503 cites W1599748757 @default.
• W71719503 cites W1601894210 @default.
• W71719503 cites W1731839069 @default.
• W71719503 cites W1780382453 @default.
• W71719503 cites W1800288173 @default.
• W71719503 cites W1919982252 @default.
• W71719503 cites W1977234744 @default.
• W71719503 cites W1979594809 @default.
• W71719503 cites W1981391072 @default.
• W71719503 cites W1999591673 @default.
• W71719503 cites W2001381939 @default.
• W71719503 cites W2022837310 @default.
• W71719503 cites W2028139627 @default.
• W71719503 cites W2029588104 @default.
• W71719503 cites W2030568963 @default.
• W71719503 cites W2042345973 @default.
• W71719503 cites W2060354205 @default.
• W71719503 cites W2081877762 @default.
• W71719503 cites W2101245043 @default.
• W71719503 cites W2113427494 @default.
• W71719503 cites W2116199508 @default.
• W71719503 cites W2120734799 @default.
• W71719503 cites W2149759799 @default.
• W71719503 cites W2161960273 @default.
• W71719503 cites W2179683524 @default.
• W71719503 cites W2945424237 @default.
• W71719503 cites W419726280 @default.
• W71719503 cites W4293105157 @default.
• W71719503 cites W2102748060 @default.
• W71719503 doi "https://doi.org/10.7709/jnegroeducation.81.3.0252" @default.
• W71719503 hasPublicationYear "2012" @default.
• W71719503 type Work @default.
• W71719503 sameAs 71719503 @default.
• W71719503 citedByCount "26" @default.
• W71719503 countsByYear W717195032013 @default.
• W71719503 countsByYear W717195032014 @default.
• W71719503 countsByYear W717195032015 @default.
• W71719503 countsByYear W717195032016 @default.
• W71719503 countsByYear W717195032017 @default.
• W71719503 countsByYear W717195032018 @default.
• W71719503 countsByYear W717195032019 @default.
• W71719503 countsByYear W717195032020 @default.
• W71719503 countsByYear W717195032021 @default.
• W71719503 countsByYear W717195032022 @default.
• W71719503 crossrefType "journal-article" @default.
• W71719503 hasAuthorship W71719503A5010320848 @default.
• W71719503 hasConcept C145420912 @default.
• W71719503 hasConcept C15744967 @default.
• W71719503 hasConcept C19417346 @default.
• W71719503 hasConcept C2781234862 @default.
• W71719503 hasConcept C509550671 @default.
• W71719503 hasConcept C71924100 @default.
• W71719503 hasConceptScore W71719503C145420912 @default.
• W71719503 hasConceptScore W71719503C15744967 @default.
• W71719503 hasConceptScore W71719503C19417346 @default.
• W71719503 hasConceptScore W71719503C2781234862 @default.
• W71719503 hasConceptScore W71719503C509550671 @default.
• W71719503 hasConceptScore W71719503C71924100 @default.
• W71719503 hasIssue "3" @default.
• W71719503 hasLocation W717195031 @default.
• W71719503 hasOpenAccess W71719503 @default.
• W71719503 hasPrimaryLocation W717195031 @default.
• W71719503 hasRelatedWork W1980938344 @default.
• W71719503 hasRelatedWork W2102584527 @default.
• W71719503 hasRelatedWork W2105693912 @default.
• W71719503 hasRelatedWork W2285457918 @default.
• W71719503 hasRelatedWork W2726072956 @default.
• W71719503 hasRelatedWork W2769456510 @default.
• W71719503 hasRelatedWork W2899084033 @default.
• W71719503 hasRelatedWork W2942738702 @default.
• W71719503 hasRelatedWork W2990445191 @default.
• W71719503 hasRelatedWork W4211049376 @default.
• W71719503 hasVolume "81" @default.
• W71719503 isParatext "false" @default.
• W71719503 isRetracted "false" @default.
• W71719503 magId "71719503" @default.
• W71719503 workType "article" @default.