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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-eng
dc.contributor.advisorPiveral, Joyceeng
dc.contributor.authorWall, Timothy J., 1972-eng
dc.coverage.spatialUnited Stateseng
dc.date.issued2008eng
dc.date.submitted2008 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on July 31, 2009)eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.description.abstractThis study evaluated the impact of participation in an examination preparation program for elementary education teacher candidates attempting teacher licensure. Measurements included scores on the ACT, C-BASE, and PRAXIS-II exams. Research methodology employing MANCOVA investigated the impact of three variables: (a) participation level in the T.E.S.T. (translate, eliminate, solve, avoid tricks) examination preparation program (b) teacher candidate qualification status and (c) ACT scores. Statistical analysis and MANCOVA revealed teacher candidate qualifiers for admittance to teacher education outscored non-qualifiers on the ACT, C-BASE and PRAXIS-II. PRAXIS-II scores for elementary teacher candidates at the institution studied improved from 1995-2007, but MANCOVA analyses determined participation in the T.E.S.T. examination preparation program, although statistically significant, had low practicality and effect size. Utilizing MANCOVA with ACT as covariate, analyses determined main effects for independent variables were statistically significant with good power. Effect size was small for main effects with low practicality. Strong correlations were found among ACT, C-BASE, and PRAXIS-II. There were no significant interaction effects. At the institution studied, elementary education teacher candidate T.E.S.T. program non-participants outscored participants on C-BASE and PRAXIS-II examinations when utilizing ACT scores as a covariate.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb70594557eng
dc.identifier.oclc428816052eng
dc.identifier.urihttps://doi.org/10.32469/10355/5609eng
dc.identifier.urihttps://hdl.handle.net/10355/5609
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshElementary school teachers -- Certificationeng
dc.subject.lcshElementary school teachers -- Training ofeng
dc.subject.lcshElementary school teachers -- Certification -- Examinationseng
dc.titleEvaluation of the impact of participation in the T.E.S.T. examination preparation program on elementary education teacher candidate C-BASE and PRAXIS-II performanceeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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