Description
In California, one-third of ninth-grade students drop out every year. Those that do graduate often lack the necessary knowledge and skills needed for postsecondary education and work. Reform efforts are moving ahead to transform American high schools, with the goal of preparing all students for the rigors of both college and careers. In response to these reforms, the focus has shifted to the way teachers are prepared to be able to blend academic and career-focused instruction. Teachers are considered to be the most powerful in-school influence on student achievement. This mixed methods study examined the differences between preservice teacher candidates prepared in a Linked Learning Lens Single Subject Credential Program with those candidates prepared in a traditional Single Subject Credential Program. The question that guided this research is whether or not preservice teachers who obtain a credential through the Linked Learning Lens Single Subject Credential Program are better prepared to meet the needs of the twenty-first century student. Using survey data, differences were analyzed between the Linked Learning Lens Credential teacher candidates and the non-Linked Learning Lens Credential teacher candidates and the impact on the teacher candidates' attitudes and knowledge. Additionally, faculty syllabi were analyzed to compare curriculum, assignments, and assessments between the two programs of study. Findings showed that preservice teachers candidates prepared in the Linked Learning Lens Credential Program appear to have the skills and knowledge to teach in a Linked Learning environment, and they are also better prepared to bring twenty-first century skills into their classrooms, preparing students for the world of college and career.
