Do Higher Program Admission Standards Alter Profiles of Entering Teacher Candidates

Dados Bibliográficos

ID4820993
AutoresDonald Freeman (0000-0001-7472-7251), Donald J Freeman, Robert J Martins, Robert J Martin (0000-0002-4443-1641), Bruce A Brousseau, B Bradley West
Ano1989
Volume40
Fascículo3
Páginas33-41
Data de publicação1989-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248718904000306
OpenAlexW2049964822
IdiomaEN
Citações recebidas8
Referências citadas10

Entry-level characteristics of teacher candidates who satisfied higher program admission standards were compared with those of candidates who did not. The authors found that those who met the standards scored higher on most, but not all, measures of achievement. The two groups expressed similar educational beliefs and levels of commitment to teaching

Academic achievement · Academic standards · Entry Level · Higher education · Mathematics education · Medical education · Political science · Student achievement · Teacher education · Teacher Preparation · Educational Leadership and Administration · Medicine · Psychology · Student Assessment and Feedback · Teacher Professional Development and Motivation