Predicting success in teacher certification testing: The role of academic help -seeking
Item
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Title
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Predicting success in teacher certification testing: The role of academic help -seeking
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Identifier
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d_2009_2013:4e518e3a29f8:10253
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identifier
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10279
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Creator
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White, Marie C.,
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Contributor
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Barry J. Zimmerman
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Date
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2009
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Educational tests & measurements | Teacher education | academic | certification exams | help-seeking | minority | Preservice teacher
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Abstract
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This study was designed to identify the help-seeking behaviors of preservice teachers who are at risk for failure of state certification examinations through use of a scale adapted to the arena of teacher education. In the past, self-report measures of help-seeking behavior patterns were not designed to be used in teacher education. The participants were 50 preservice teachers drawn from a small private college in lower Manhattan of New York City. The college maintains an open enrollment policy, giving students from minority populations an opportunity to enter higher education. Many of these students were underprepared for college level work and had to take remedial liberal arts courses before they could enroll in education courses. The student body is predominantly minority group members who have mainly attended New York City Public Schools. The students who participated in the study were second semester freshmen, and first and second semester sophomores.;The help-seeking scale (White,2007) in the present research was adapted to provide a reliable and valid measure of students' use of this important self-regulatory strategy. This Preservice Teacher Help-Seeking Scales (PTHSS) was administered to preservice teachers who were preparing for the first of three state certification exams. In addition to reliability assessments, the validity of the scales was measured using three other instruments: (1) Instructor Help-Seeking Scale (IHSS), an adapted version of the help-seeking scales that is completed by participants' instructors (2) an observational measure of help-seeking behavior in teacher education classroom contexts (DOHS), and (3) scores on the New York State teacher certification exam entitled the Liberal Arts and Sciences Test (LAST). None of these indices of validity were included in prior research by Pajares and his colleagues.;These results indicated the student questionnaire (PTHSS) demonstrated high levels of reliability and concurrent validity with an Instructor (IHSS) and an in-class observational measure (DOHS) of help-seeking. It also provided significant predictive validity in terms of scores on the LAST. Finally, the PTHSS also displayed construct validity in conjunction with the Instructor (IHSS). These results provide support for use of the scales by teacher educators to evaluate aspiring teachers' potential to pass the teacher certification exams. Once students with low PTHSS scores are identified, and their PTHSS profiles can be used to guide specialized training in help-seeking (Young, 2004).
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
