Literaturnachweis - Detailanzeige
Autor/inn/en | Auhl, Greg; Bain, Alan |
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Titel | Does the ATAR Predict Pre-Service Teacher Capacity for Inclusive Classroom Practice? |
Quelle | In: Australian Journal of Teacher Education, 46 (2021) 4, S.81-91, Artikel 5 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1835-517X |
Schlagwörter | Prediction; Preservice Teachers; Inclusion; Classroom Techniques; Foreign Countries; Competency Based Teacher Education; Individualized Instruction; Australia |
Abstract | In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed. (As Provided). |
Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |