Selecting the Qualified: Predictors of Student Teacher Performance.

Autor/in	Salzman, Stephanie A.
Titel	Selecting the Qualified: Predictors of Student Teacher Performance.
Quelle	(1991), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Admission Criteria; Correlation; Elementary Secondary Education; Grade Point Average; Higher Education; Longitudinal Studies; Multiple Regression Analysis; Predictor Variables; Preservice Teacher Education; Standardized Tests; Student Teacher Evaluation; ACT Assessment; Pre Professional Skills Tests; Teacher Performance Assessment Instruments + Suchen Sie Ihr Suchwort? Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Lehramtsstudiengang; Lehrerausbildung; Standadised tests; Standardisierter Test; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The selection of students qualified for teacher education has many facets, only some of which are addressed by standardized tests and college grades. The purpose of the present study was to examine the American College Testing (ACT) Program Assessment, Pre-Professional Skills Test (PPST), and college grade point average (GPA) as predictors of student teacher classroom performance as measured by three instruments from the Teacher Performance Assessment Instruments (TPAI). Subjects were 610 teacher education students completing student teaching practicums during the fall and spring semesters of 1987-90 at Idaho State University. Data revealed relationships between the subtest and composite scores of the ACT, subtest scores of the PPST, and GPA. The highest magnitude correlations were found for PPST Reading and ACT English with all other subtest scores and college grades. These data suggest the importance of verbal skills, especially reading, in relation to academic achievement. Academic measures, including standardized tests and college grades, were weak predictors of actual classroom performance of student teachers in this study based on the TPAI instruments. These academic measures (ACT, PPST, and GPA) do not strongly suggest themselves as criteria for teacher education program admission. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC