Culture, multiculturalism, and foreign/world language standards in U.S. teacher preparation programs: toward a discourse of dissonance

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

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A Rational and Manageable Value-Added Model for Teacher Preparation Programs

Educational Policy ◽

10.1177/0895904816673741 ◽

2016 ◽

Vol 32 (5) ◽

pp. 728-750 ◽

Cited By ~ 2

Author(s):

Michael P. Brady ◽

Katie Miller ◽

Jazarae McCormick ◽

Lawrence A. Heiser

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

Value Added ◽

Teacher Preparation Programs ◽

Full Time ◽

Preparation Programs ◽

Grade Point ◽

Value Added Model ◽

K 12

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.

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The gateway to the profession: Assessing teacher preparation programs based on student achievement

Economics of Education Review ◽

10.1016/j.econedurev.2013.01.011 ◽

2013 ◽

Vol 34 ◽

pp. 29-44 ◽

Cited By ~ 64

Author(s):

Dan Goldhaber ◽

Stephanie Liddle ◽

Roddy Theobald

Keyword(s):

Student Achievement ◽

Teacher Preparation ◽

Teacher Preparation Programs ◽

Preparation Programs

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Essential Elements of Specialized Middle Level Teacher Preparation Programs

Middle School Journal ◽

10.1080/00940771.2005.11461479 ◽

2005 ◽

Vol 36 (3) ◽

pp. 4-10 ◽

Cited By ~ 7

Author(s):

Ruth Ference ◽

Jacqueline McDowell

Keyword(s):

Teacher Preparation ◽

Essential Elements ◽

Middle Level ◽

Teacher Preparation Programs ◽

Preparation Programs

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Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/08884064211058901 ◽

2021 ◽

pp. 088840642110589

Author(s):

Hannah Morris Mathews

Keyword(s):

Special Education ◽

Teacher Preparation ◽

General Education ◽

Special Educators ◽

Professional Socialization ◽

Special Education Teacher ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Education Teacher ◽

Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

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