{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20379"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20379","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Differences in the professional norms of middle grades teachers with and without middle grades certification/endorsement","abstract":"Advocates of middle grades reform often argue that teaching at that level requires different norms and technical skills than does teaching at either the elementary or secondary level. Recently, states have begun to accept this argument and require separate certification or endorsement for middle grades teachers. This paper explores whether possession of such a certificate/endorsement is associated with differences in the professional norms of practicing middle grades teachers.","abstract_html":"Advocates of middle grades reform often argue that teaching at that level requires different norms and technical skills than does teaching at either the elementary or secondary level. Recently, states have begun to accept this argument and require separate certification or endorsement for middle grades teachers. This paper explores whether possession of such a certificate/endorsement is associated with differences in the professional norms of practicing middle grades teachers.","abstract_has_math":false,"creators":["Harmon, Carl Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Merchant, Betty M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:37:32Z","date_published":"2011-05-07T12:37:32Z","updated_at":"2026-07-22T22:25:15Z","subjects":["Education, Administration","Education, Elementary","Education, Teacher Training","Education, Secondary"],"languages":["eng"],"rights":["Copyright 1996 Harmon, Carl Michael"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591086980","AAI9702532","(UMI)AAI9702532"],"render_values":[{"text":"9780591086980","href":null,"code":true},{"text":"AAI9702532","href":null,"code":true},{"text":"(UMI)AAI9702532","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20379","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Merchant, Betty M."]},{"key":"dc:creator","label":"Author","values":["Harmon, Carl Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:37:32Z","10000-01-01","1996"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration","Education, Elementary","Education, Teacher Training","Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1996 Harmon, Carl Michael"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591086980","AAI9702532","(UMI)AAI9702532","http://hdl.handle.net/2142/20379"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Advocates of middle grades reform often argue that teaching at that level requires different norms and technical skills than does teaching at either the elementary or secondary level. Recently, states have begun to accept this argument and require separate certification or endorsement for middle grades teachers. This paper explores whether possession of such a certificate/endorsement is associated with differences in the professional norms of practicing middle grades teachers.","Analysis of Variance calculations indicate that, in seven of the sixteen areas studied, middle grades teachers with middle grades certification had significantly higher acceptance of middle grades norms than did only secondary certified middle grades teachers. In six of these seven areas, middle grades teachers with only elementary certification were also significantly more accepting of middle grades norms than were teachers with only secondary certification. In only one case was there a significant difference between middle grades certified and only elementary certified middle grades teachers' norms.","Regression analyses suggest that school structure, particularly interdisciplinary teaming, may be more important than certification in determining teachers' professional norms. Further research that explores this hypothesis is recommended.","Made available in DSpace on 2011-05-07T12:37:32Z (GMT). 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Recently, states have begun to accept this argument and require separate certification or endorsement for middle grades teachers. This paper explores whether possession of such a certificate/endorsement is associated with differences in the professional norms of practicing middle grades teachers.","Analysis of Variance calculations indicate that, in seven of the sixteen areas studied, middle grades teachers with middle grades certification had significantly higher acceptance of middle grades norms than did only secondary certified middle grades teachers. In six of these seven areas, middle grades teachers with only elementary certification were also significantly more accepting of middle grades norms than were teachers with only secondary certification. In only one case was there a significant difference between middle grades certified and only elementary certified middle grades teachers' norms.","Regression analyses suggest that school structure, particularly interdisciplinary teaming, may be more important than certification in determining teachers' professional norms. Further research that explores this hypothesis is recommended.","Made available in DSpace on 2011-05-07T12:37:32Z (GMT). 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