View in EDS HTML Full Text PDF Full Text

Investigating CS Teacher Licensure in Indiana

Saved in:
Bibliographic Details
Title: Investigating CS Teacher Licensure in Indiana
Language: English
Authors: Koressel, Jacob (ORCID 0000-0001-5867-0224), Ottenbreit-Leftwich, Anne, Jantaraweragul, Katie, Jeon, Minji, Warner, Jayce, Brown, Matthew
Source: TechTrends: Linking Research and Practice to Improve Learning. May 2022 66(3):412-422.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Certification, Computer Science Education, Geographic Location, Institutional Characteristics, Ethnicity, Racial Differences, Socioeconomic Status, Teacher Competencies, Student Characteristics, Equal Education
Geographic Terms: Indiana
DOI: 10.1007/s11528-022-00726-9
ISSN: 8756-3894
Abstract: This study aims to investigate the licensure status of computer science teachers in Indiana by examining teacher licensure data as it relates to school locale and school demographics across the state. Results indicate that there is no significant difference in the presence of teachers with CS-Related or Approved licenses across schools with various locale designations and demographic (ethnic and economic) compositions. It is a positive indication that there are no glaring disparities in access to well-prepared CS teachers across student groups. This also provides an opportunity to investigate additional factors that may shed light on future areas of focus.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1336973
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:This study aims to investigate the licensure status of computer science teachers in Indiana by examining teacher licensure data as it relates to school locale and school demographics across the state. Results indicate that there is no significant difference in the presence of teachers with CS-Related or Approved licenses across schools with various locale designations and demographic (ethnic and economic) compositions. It is a positive indication that there are no glaring disparities in access to well-prepared CS teachers across student groups. This also provides an opportunity to investigate additional factors that may shed light on future areas of focus.
ISSN:8756-3894
DOI:10.1007/s11528-022-00726-9