Examining K–12 students’ perceptions of student teacher effectiveness

2020 ◽  
Vol 24 (2) ◽  
pp. 274-292
Author(s):  
Rebecca Stobaugh ◽  
Julia Mittelberg ◽  
Xiaoxia Huang
Keyword(s):  
Teacher Effectiveness ◽  
Student Teacher ◽  
K 12

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

The Impact of Student-Teacher Pairings on Teacher Effectiveness

1975 ◽  
Vol 12 (2) ◽  
pp. 169-189 ◽  
Author(s):  
William G. Cunningham
Keyword(s):  
Factor Analysis ◽  
Teacher Effectiveness ◽  
Analysis Of Variance ◽  
Student Teacher ◽  
Kindergarten Children ◽  
Different Types ◽  
The Impact

This study tests the hypothesis that types of students tend to differ in the benefit that they receive from various types of teachers. Factor analysis was used to identify four types of students (kindergarten children) and four types of teachers. The findings from the analysis of variance procedure were that a certain type of teacher was significantly more effective with one type of student than with another. The knowledge that different types of teachers tend to differ in the success they have with the same type of student, and that different types of students tend to differ in the benefit they receive from the same type of teacher might provide a basis for the matching of students with teachers.

scholarly journals Student-Teacher Race Congruence: New Evidence and Insight From Tennessee

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841881752 ◽  
Author(s):  
Ela Joshi ◽  
Sy Doan ◽  
Matthew G. Springer
Keyword(s):  
Teacher Effectiveness ◽  
Student Teacher ◽  
Evaluation System ◽  
Student Preparedness ◽  
Teacher Race ◽  
Reading And Math ◽  
Prior Literature ◽  
Support Policy ◽  
Match Effect ◽  
New Evidence

Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.

Distance Education in the K-12 Setting

2018 ◽  
pp. 66-86
Author(s):  
Christina L. Seamster
Keyword(s):  
Distance Education ◽  
Teacher Effectiveness ◽  
Teaching Practices ◽  
School Teacher ◽  
Virtual School ◽  
Future Research ◽  
Twelfth Grade ◽  
History Of ◽  
Evolution Of Technology ◽  
K 12

The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education's need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.

What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality?

2019 ◽  
Vol 72 (1) ◽  
pp. 11-26
Author(s):  
Kevin C. Bastian ◽  
Min Sun ◽  
Heather Lynn
Keyword(s):  
North Carolina ◽  
Teacher Preparation ◽  
Survey Data ◽  
Teacher Effectiveness ◽  
Outcome Measures ◽  
Value Added ◽  
Teacher Preparation Program ◽  
Opportunities To Learn ◽  
Program Accountability ◽  
K 12

Surveys of teacher preparation program (TPP) completers have become one widely used measure for program accountability and improvement, yet there is little evidence as to whether perceptions of preparation experiences predict the workforce outcomes of teachers. In the present study, we use statewide completer survey data from North Carolina to assess whether perceptions of preparation quality and opportunities to learn during teacher preparation predict completers’ value-added estimates, evaluation ratings, and retention. We perform multiple analyses to address validity concerns—that is, selection into TPPs, sorting into K-12 schools, simultaneity in survey and outcome measures, and differential survey response rates across TPPs. Results are not always consistent across these analyses; however, evidence suggests that completer perceptions are modestly associated with teacher effectiveness and retention. Continued research can further address validity concerns and build a body of evidence on completer perceptions and teacher outcomes.

Do High School Students With a Same-Race Teacher Attend Class More Often?

2021 ◽  
pp. 016237372110322
Author(s):  
Michael Gottfried ◽  
J. Jacob Kirksey ◽  
Tina L. Fletcher
Keyword(s):  
High School ◽  
High School Students ◽  
Student Teacher ◽  
Race And Ethnicity ◽  
Fixed Effects ◽  
School Students ◽  
Data Set ◽  
Class Period ◽  
Student Absenteeism ◽  
K 12

Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To address this, our study used administrative data provided by a California high school district for the school years 2014 to 2018. We explored student absenteeism at the date and class period levels. Using this rich, longitudinal data set, we employed grade, school, class period, student, and date fixed effects models to examine the association between student–teacher matches and student absenteeism. Student–teacher race and ethnicity matches were associated with fewer unexcused absences for Latinx students. The results also indicate that associations were strongest for Latinx students in 11th and 12th grades—the age group in K–12 that has the most individual agency when it comes to getting to school. Furthermore, we found no evidence of declines in excused absences, which reflect health.

A Survey of Student Teacher Effectiveness

1961 ◽  
Vol 45 (267) ◽  
pp. 166-169
Author(s):  
Kenneth H. Hoover ◽  
Laurel Boetto ◽  
Roy P. Doyle
Keyword(s):  
Teacher Effectiveness ◽  
Student Teacher

scholarly journals PROMOTING TEACHER EFFECTIVENESS THROUGH A HOLISTIC WELLNESS MODEL

2012 ◽  
Vol 40 (1) ◽  
pp. 75-87
Author(s):  
Dana Harwell ◽  
Mae Daniel
Keyword(s):  
Teacher Effectiveness ◽  
Student Teacher ◽  
Teacher Assessment ◽  
Second Order ◽  
Assessment Instrument ◽  
Predictor Variables ◽  
Social Self ◽  
Holistic Wellness ◽  
Teacher Interns ◽  
Creative Self

Research was conducted to determine if a holistic wellness model could promote teacher effectiveness with 54 teacher interns at a Mississippi campus. The purpose of this research was to determine whether holistic wellness as defined by creative self, coping self, social self, essential self, and physical self as measured by the 5F-Wel can be used to predict teacher effectiveness as measured by the STAI. The research question proposed for this study was: Is there a relationship between wellness as measured by the Five Factor Wellness Inventory and effective teaching as measured by the STAI? The research design was correlational. A convenience sample of voluntary participants among the 54 teacher interns was used. The predictor variables were the second order factor scores on the 5F-Wel. These factors are creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score on the Student Teacher Assessment Instrument (STAI). Effective teacher research supported the Student Teacher Assessment Instrument as a viable measure of teacher effectiveness. The results obtained show the predictor variables included in the multiple linear regression analysis did not predict teacher effectiveness as measured by the STAI at an accuracy greater than chance. A statistically significant relationship between the predictor variables and dependent variable was not found. Specifically, wellness as measured by the second order factors on the 5F-Wel did not predict teacher effectiveness as measured by the STAI in this study. Recommendations were to replicate this study using similar methodology in other geographical locations. Being that guidelines of state universities are of unison, it can be assumed that dissimilarities exist among the individual programs. Therefore, replicating this study at another university could provide dissimilar results or possibly indentify a specific characteristic from an intern population that would benefit from a holistic wellness model. Key words: teacher efficacy, teacher wellness, holistic wellness, student teacher.

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