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dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorWilliams, Ruthann Pierceeng
dc.date.issued2009eng
dc.date.submitted2009 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Sandy Hutchinson.eng
dc.descriptionVita.eng
dc.descriptionEd.D. University of Missouri--Columbia 2009.eng
dc.description.abstractGiven that there has been a recent movement toward alternative certification of teachers in all fields, and particular to this study, in business and marketing education, this study of traditional (TR) and alternative routes to certification (AC) sought to discover characteristics and experiences of business and marketing education teachers in Missouri in regard to their preparation for certification to teach. This study used quantitative methodology and gathered data from an electronic survey sent to Missouri business and marketing education teachers who were granted initial certification to teach during 2001 to 2008 and for whom email addresses could be located. The data was analyzed for percentage relationships cross-tabulated by route to certification. The study findings discovered that there is no shortage of business and marketing teachers in Missouri, though it is possible that alternative certification practices may help create a more diverse population of teachers and may serve more hard-to-serve school districts. The AC teachers do not rate themselves as competent in content or pedagogy as highly as did the TR teachers. Both AC and TR teachers credit their work experiences and professional education courses as most influential in their success, along with their age and maturity. The implications of the research are related to developing appropriate teacher preparation policies and practices, defining the role of secondary teacher preparation programs, and improving the overall quality of teacher preparation with appropriate training that incorporates real-world experiences, and considers the age/maturity influence for success in teaching.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentvii, 147 pageseng
dc.identifier.oclc607915376eng
dc.identifier.urihttps://hdl.handle.net/10355/7010
dc.identifier.urihttps://doi.org/10.32469/10355/7010eng
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.lcshBusiness educationeng
dc.subject.lcshMarketing -- Study and teachingeng
dc.subject.lcshTeachers -- Certificationeng
dc.titleBusiness and marketing teacher preparation in Missouri : a study of characteristics and influencing factorseng
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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