Alternative Routes: Alternative Teacher Certifications and STEM Classroom Environments.
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| Title: | Alternative Routes: Alternative Teacher Certifications and STEM Classroom Environments. |
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| Alternate Title: | Rutas alternativas: Certificaciones docentes alternativas y entornos de aula en STEM. Caminhos alternativos: Certificações docentes alternativas e ambientes de sala de aula em STEM. |
| Authors: | Hwang, NaYoung1 nayoung.hwang@unh.edu, Redding, Christopher2 c.redding@coe.ufl.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 5/12/2026, Vol. 34 Issue 45-47, p1-35. 35p. |
| Subject Terms: | *Teacher certification, *Classroom environment, *Psychology of students, *Science teachers, *Teacher effectiveness, *At-risk students, *STEM education |
| Abstract (English): | We use data from the High School Longitudinal Study of 2009 to examine the relationship between alternative teacher certification and student perceptions of the classroom learning environment. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. Using student and subject fixed effects models, we find that, on average, there is no significant difference in classroom learning environments between alternatively certified teachers and traditionally certified teachers. Alternatively certified math teachers are less effective in enhancing some aspects of positive classroom learning environments, yet this evidence is limited. Our findings contribute to the ongoing conversation on teacher certification pathways and teaching effectiveness by providing empirical evidence on how students differentially perceive the classroom learning environment depending on the type of certification their mathematics and science teachers hold. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Utilizamos datos del High School Longitudinal Study of 2009 para examinar la relación entre la certificación docente alternativa y las percepciones del estudiantado sobre el entorno de aprendizaje en el aula. Nuestros resultados muestran que el estudiantado de comunidades marginadas tiene mayor probabilidad de ser enseñado por docentes de matemáticas y ciencias con certificación alternativa. Mediante modelos de efectos fijos por estudiante y por asignatura, encontramos que, en promedio, no existen diferencias significativas en los entornos de aprendizaje en el aula entre docentes con certificación alternativa y docentes con certificación tradicional. Los docentes de matemáticas con certificación alternativa son menos efectivos en mejorar algunos aspectos de entornos de aprendizaje positivos en el aula; sin embargo, esta evidencia es limitada. Nuestros hallazgos contribuyen al debate en curso sobre las vías de certificación docente y la efectividad de la enseñanza al proporcionar evidencia empírica sobre cómo el estudiantado percibe de manera diferenciada el entorno de aprendizaje en función del tipo de certificación de sus docentes de matemáticas y ciencias. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Utilizamos dados do High School Longitudinal Study of 2009 para examinar a relação entre certificação docente alternativa e as percepções dos estudantes sobre o ambiente de aprendizagem em sala de aula. Nossos resultados mostram que estudantes de comunidades marginalizadas têm maior probabilidade de serem ensinados por professores de matemática e ciências com certificação alternativa. Utilizando modelos de efeitos fixos por estudante e por disciplina, verificamos que, em média, não há diferenças significativas nos ambientes de aprendizagem em sala de aula entre professores com certificação alternativa e professores com certificação tradicional. Professores de matemática com certificação alternativa são menos eficazes em promover alguns aspectos de ambientes de aprendizagem positivos em sala de aula; no entanto, essa evidência é limitada. Nossos achados contribuem para o debate em curso sobre as vias de certificação docente e a eficácia do ensino ao fornecer evidências empíricas sobre como os estudantes percebem de forma diferenciada o ambiente de aprendizagem em função do tipo de certificação de seus professores de matemática e ciências. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | We use data from the High School Longitudinal Study of 2009 to examine the relationship between alternative teacher certification and student perceptions of the classroom learning environment. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. Using student and subject fixed effects models, we find that, on average, there is no significant difference in classroom learning environments between alternatively certified teachers and traditionally certified teachers. Alternatively certified math teachers are less effective in enhancing some aspects of positive classroom learning environments, yet this evidence is limited. Our findings contribute to the ongoing conversation on teacher certification pathways and teaching effectiveness by providing empirical evidence on how students differentially perceive the classroom learning environment depending on the type of certification their mathematics and science teachers hold. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.34.9137 |
