| Autor: |
Anderson, Sarah K., Hagen, Brittany D., Smith, Kayla D., Whitsel, Christopher, Duffield, Stacy |
| Předmět: |
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| Zdroj: |
Action in Teacher Education (Routledge); Summer2021, Vol. 43 Issue 2, p195-213, 19p |
| Abstrakt: |
Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection included student engagement surveys, de-identified student growth percentile scores, teacher selected pre-post assessment data, and structured phone interviews with each graduate. Results indicated a majority of students from participants' classrooms demonstrated learning growth, and participants viewed their teaching as effective. Implications for programs include pre-service opportunities to identify and respond to authentic student engagement and opportunities to build collective teacher efficacy. Additional insights describe pre-service teacher training to measure student progress and measure impact based on classroom assessments. The investigation provides a replicable case study design for teacher educators to examine relationships between teacher preparation, program graduates, and P-12 student outcomes. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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