Literaturnachweis - Detailanzeige
| Autor/inn/en | Brady, Michael P.; Miller, Katie M.; McCormick, Jazarae; Heiser, Lawrence A. |
|---|---|
| Titel | A Rational and Manageable Value-Added Model for Teacher Preparation Programs |
| Quelle | In: Educational Policy, 32 (2018) 5, S.728-750 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-9048 |
| DOI | 10.1177/0895904816673741 |
| Schlagwörter | Teacher Education Programs; Value Added Models; Grade Point Average; High Stakes Tests; Academic Achievement; Correlation; Lesson Plans; Teaching Methods; Student Teaching; Elementary School Students; Secondary School Teachers; Questionnaires; Statistical Analysis; Pretests Posttests; Scores; Practicums; Preservice Teachers; Florida |
| Abstract | Educators struggle with "value-added" teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates' lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates' grade point averages (GPAs). Results indicated that teacher candidates' lessons are a viable value-added model (VAM) alternative for TPPs. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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