Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. CEDR Working Paper No. 11212018-1-1

Autor/inn/en	Krieg, John; Goldhaber, Dan; Theobald, Roddy
Institution	Center for Education Data & Research (CEDR)
Titel	Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. CEDR Working Paper No. 11212018-1-1
Quelle	(2018), (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Apprenticeships; Student Placement; Student Teaching; Teacher Education Programs; Cooperating Teachers; Teacher Qualifications; Academic Degrees; Student Characteristics; Internship Programs; Public Schools; Licensing Examinations (Professions); Scores; Value Added Models; Elementary Secondary Education; Teacher Effectiveness; Experienced Teachers; Minority Group Teachers; Professional Development Schools; Preservice Teachers; Mathematics Education; Washington + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Schülerpraktikum; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Berufspraktische Ausbildung; Public school; Öffentliche Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematische Bildung
Abstract	We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP. (As Provided).
Anmerkungen	Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01