Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers

Author(s):
Martin-Raugh, Michelle; Reese, Clyde M.; Phelps, Geoffrey; Tannenbaum, Richard J.; Steinberg, Jonathan; Xu, Jun
Publication Year:
2016
Report Number:
RM-16-08
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
37
Subject/Key Words:
Content Knowledge for Teaching (CKT) Content Validity Elementary Education Elementary School Teachers English Language Arts (ELA) National Observational Teaching Examination (NOTE) Teacher Licensure

Abstract

The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the ETS National Observational Teaching Examinations (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of ELA in elementary school, we (a) identified content knowledge categories through the use of an expert panel and (b) surveyed a sample of 279 educators to verify that this body of content knowledge is indeed necessary and reasonable for the effective practice of beginning elementary school teachers teaching ELA. We report information regarding the importance and relevance of ELA content knowledge areas for both elementary school teachers and faculty members who prepare elementary school teachers. Implications of this work for the ELA components of the NOTE assessment series are discussed.

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