The Potential Impact of the Removal of a Middle Grades Licensure Band on Ohio’s Teacher Education Majors
Keywords:
teacher preparation, licensure, grade bands, HB33Abstract
In 1998 Ohio replaced a comprehensive Grades 1–8 teacher license with separate licenses for grades PreK-3 (comprehensive) and 4-9 (dual subject). This change allowed teacher candidates to develop a deeper understanding of the content, curriculum, instructional strategies, and assessment techniques specific to the grade levels and contents included in their licensures. Recent legislation (Ohio House Bill 33) contained a provision to replace the early and middle grade bands with a comprehensive PreK-8 license. In this article, we examine the potential impact of this legislative change through a detailed survey of preservice teachers, highlighting their concerns and the broader implications for teacher preparation in Ohio.
References
Bauman, D. (2024). Colleges were already bracing for an ‘Enrollment Cliff.’ Now there might be a second one. Chronicle of Higher Education.
Beswick, K., Watson, J., & Brown, N. (2006). Teachers’ confidence and beliefs and their students’ attitudes to mathematics. Identities, cultures and learning spaces, 1, 68-75.
Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. https://doi.org10.1111/j.1949-8594.2006.tb18073.x
Conference Board of the Mathematical Sciences [CBMS] (2010). The Mathematical Education of Teachers II (MET II). American Mathematical Society. Available online at https://www.cbmsweb.org/archive/MET2/met2.pdf
Garner, B., Munson, J., Krause, G. Bertolone-Smith, C., Saclarides, E. S., Vo, A., & Lee, H. S. (in press). The landscape of US elementary mathematics teacher education: course requirements for mathematics content and methods. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09593-4
Gill, G. K., & Dykeman, C. (2019). Preservice elementary school teachers’ math anxiety and worst experiences as students in math class, SSRN. https://dx.doi.org/10.2139/ssrn.3327922
Haciomeroglu, G. (2014). Elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching & Learning, 1-10. http://www.cimt.org.uk/journal/haciomeroglu.pdf
Lumpe, A.T., Haney, J.J. and Czerniak, C.M. (2000). Assessing Teachers' Beliefs about Their Science Teaching Context. J. Res. Sci. Teach., 37: 275-292. https://doi.org/10.1002/(SICI)1098-2736(200003)37:3%3C275::AID-TEA4%3E3.0.CO;2-2
McAnallen, R. R. (2010). Examining mathematics anxiety in elementary classroom teachers (Publication No. 3464333) [Doctoral dissertation, University of Connecticut]. ProQuest Dissertations and Theses Global.
Ohio Department of Education and Workforce [ODEW]. (2023, April). Ohio’s teacher workforce. Ohio Department of Education and Workforce. https://education.ohio.gov/Topics/Research-Evaluation-and-Advanced-Analytics/Data-Insights/Ohio-s-Teacher-Workforce
Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage
Roberts, T., Pachnowski, L. M. (Summer, 2020). Advocacy Corner: The Value of Middle-Grades Licensure on K-12 Mathematics Achievement. Ohio Journal of School Mathematics. 85: 31-36. https://ohiomathjournal.org/index.php/OJSM/article/download/7730/5617
Schaefer, M. B., Malu, K., Yoon, B. (2016). An Historical Overview of the Middle School Movement, 1963-2015. RMLE Online: Research in Middle Level Education. 39(5) https://eric.ed.gov/?id=EJ1132992#:~:text=The%20 years%201963%2D1979%20where,%2C%20interdisciplinary%20curriculum%2C%20and%20advisory.
Son, J. W., & Kim, O. K. (2016). Curriculum enactment patterns and associated factors from teachers’ perspectives. Mathematics Education Research Journal, 28(4), 585-614.
Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers?. School Science and Mathematics, 106(7), 306-315. https://doi.org/10.1111/j.1949-8594.2006.tb17921.x
U.S. Department of Education, Office of Postsecondary Education, Office of Policy Planning and Innovation [USDOE et al.] (2002). Meeting the Highly Qualified Teachers Challenge: The Secretary’s Annual Report on Teacher Quality. Washington, D.C. https://files.eric.ed.gov/fulltext/ED513876.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Anita O'Mellan, Karl W. Kosko, Lynne M. Pachnowski, Gabriel Matney, Shannon O. Driskell
