The Georgia Teacher Academy of Preparation and Pedagogy: A County Level Case Study
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Authors
Gibbs, Hugh Davis
Issue Date
2013-05-07
Type
Thesis
Language
en_US
Keywords
Hugh Gibbs , Georgia--Teachers , Teacher--Certification , Teachers-shortages , Teachers--diversity , Teachers--quality , Georgia Teacher Academy for Preparation and Pedagogy , GaTAPP , Georgia End of Course Test
Alternative Title
Abstract
Beginning in 1983, traditional university based teacher certification was
challenged by an alternate route to being a classroom teacher. States around
the nation developed alternative teacher certification programs to address
teacher shortages, teacher diversity, and teacher quality. These programs varied
greatly as has the research that sought to describe their effects on student
achievement. This study focuses on the state’s largest producer of alternatively
certified teachers, Georgia Teacher Academy for Preparation and Pedagogy
(GaTAPP). To obtain a complete case record, qualititative interviews with
teachers and school administration were performed along with a nonparametric
analysis of teacher certification by teacher demographic variables on student
performance as measured by mean scale score and percent of students meeting
and exceeding standards on the Georgia End of Course Test in mathematics.
While no statistically significant differences were found in the quantitative
analysis, the qualititative exploration yielded several strengths and areas of
concern. Greater content knowledge, a higher level of maturity, and more life
experiences were characteristics generally attributed to GaTAPP teachers.
GaTAPP teachers were also recognized for lacking classroom management
skills, instructional differentiation strategies, and a knowledge of special
education legislation. Recommendations for improving the program for future
candidates included more school level involvement, county level control over
candidate requirements, a collaborative teaching experience for first year
GaTAPP teachers, and an increased focus on the school level mentor relationship. Overall, the program was recognized as a gateway for teacher
candidates to enter the classroom and a viable option to address teacher
shortages in critical areas.
Description
This dissertation, “The Georgia Teacher Academy of Preparation and Pedagogy:
A County Level Case Study,” by Hugh Davis Gibbs.