An Investigation into How Measures of Student Teacher Performance that Indicate Developmentally Informed Practice Are Related to a Measure of Overall Student Teaching Proficiency at a Private Northwest Comprehensive University

Autor/in	Buchanan, Thomas D.
Titel	An Investigation into How Measures of Student Teacher Performance that Indicate Developmentally Informed Practice Are Related to a Measure of Overall Student Teaching Proficiency at a Private Northwest Comprehensive University
Quelle	(2011), (125 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, George Fox University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-7114-6
Schlagwörter	Hochschulschrift; Dissertation; Factor Analysis; National Standards; Student Teaching; Predictor Variables; Child Development; Student Teachers; Student Teacher Evaluation; Predictive Measurement; Evaluation Methods; Measures (Individuals); Evaluation Research; Test Construction; Evaluation Problems; State Standards; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Faktorenanalyse; Teaching practice; Unterrichtspraxis; Prädiktor; Kindesentwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Messdaten; Evaluationsforschung; Testaufbau; Entwicklungsbezogene Bildung
Abstract	Indicators of the proficiency of teacher candidates at applying knowledge of child development to teaching and learning were examined to see if they predict the overall success of the candidates full-time student teaching. The assessment instrument, the Full-Time Student Teaching Summary Report (FSTSR), was found statistically reliable and suitable for further analysis. While it was found that selected measures of student performance, when taken together, significantly predict 92% of the score of overall student teaching performance, it was also found that this may be misleading because of the problem of multicollinearity in the predictor variables. A secondary hypothesis was formed that the underlying structure of the FSTSR measured only one central property. A factor analysis did not support the single factor hypothesis. The thirty-nine items on the FSTSR statistically cluster around three factors, identified as (1) classroom teaching, (2) professional dispositions, and (3) enlisting and facilitating student support. Fifty-six percent of the items on the measure cluster around the first factor designated as "classroom teaching". Most of the items on the assessment instrument are measuring, for the most part, a central property identified as classroom teaching. While the independent variables significantly predict the criterion, there is little confidence that they are measuring developmentally informed practice. The findings of this study supports a theory that the practice of creating measurement instruments with items formed directly from the wording of state or national standards may lead to less meaningful assessments. Suggestions for modifying the measure to make it more meaningful are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10