Toward a Culture of Evidence: Factors Affecting Survey Assessment of Teacher Preparation

Autor/inn/en	Beare, Paul; Marshall, James; Torgerson, Colleen; Tracz, Susan; Chiero, Robin
Titel	Toward a Culture of Evidence: Factors Affecting Survey Assessment of Teacher Preparation
Quelle	In: Teacher Education Quarterly, 39 (2012) 1, S.159-173 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Evidence; Preservice Teacher Education; Schools of Education; Program Evaluation; Elementary Secondary Education; Educational Improvement; Educational Quality; Teacher Education Programs; Surveys; State Colleges; Data Collection; College Credits; Socioeconomic Status; Language Usage; Academic Achievement; College Graduates; Teacher Certification; Teacher Competencies; Teaching Skills; California + Suchen Sie Ihr Suchwort? Evidenz; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Programme evaluation; Programmevaluation; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Survey; Umfrage; Befragung; Data capture; Datensammlung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Socio-economic status; Sozioökonomischer Status; Sprachgebrauch; Schulleistung; Hochschulabsolvent; Hochschulabsolventin; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kalifornien
Abstract	Developing a culture of evidence to assess and improve teacher preparation programs is a critical issue in American education. Teacher education has been struggling with the challenge of preparing and retaining sufficient numbers of high-quality teachers who can work effectively with students from all cultural and racial backgrounds, raising the achievement for all students. Many scholars suggest that a strong research base on how best to prepare teachers to meet the challenges of today's classrooms is lacking. This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. While recognizing other aspects of program evaluation, isolating the effects of extrinsic variables on the survey results is an important step to determining whether the results can be accepted at face value or if they are influenced by outside factors over which programs have no control. In working toward a culture of evidence concerning teacher preparation, all schools, departments, and colleges of education of the 23 California State University (CSU) campuses established common assessments as recommended by Cochran-Smith (2009) and Darling-Hammond (2006). This study examined two factors specific to the preparation programs, and four extrinsic factors specific to the K-12 schools in which surveyed graduates were teaching. (Contains 3 tables.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10