scholarly journals A deeper look at predicting outcomes for future educators

2021 ◽  
Vol 18 (4) ◽  
pp. 82-97
Author(s):  
Merideth Namen ◽  
Keyword(s):  
Teacher Preparation ◽  
State Funding ◽  
Reading Scores ◽  
Quality Teachers ◽  
High Stakes ◽  
Preparation Programs ◽  
Mathematics Scores ◽  
Licensure Examinations ◽  
Praxis Ii ◽  
Praxis I

Because educator licensure is gained by passing licensure examinations in most states, scores on high stakes tests are determining factors as to who will be teaching in America’s classrooms. Due to a focus on program graduation rates, state funding cuts, and production of quality teachers, it is vital that teacher preparation programs produce the quality and quantity of teachers needed to fill the educator deficit. The purpose of the study was to analyze various performance variables of pre-service teachers enrolled in a teacher preparation to identify predictors of performance on required licensure examinations. Findings of the study revealed there is a relationship between Praxis I: Reading scores and Praxis II scores, Praxis I: Writing scores and Praxis II scores, Praxis I: Mathematics scores and Praxis II scores, GPA and Praxis II scores, and CBASE scores and Praxis II scores. The strongest relationships that exist between variables and Praxis II scores are initial Praxis I: Reading scores and overall CBASE scores.

Preparing Teachers in the Age of Equity and Inclusion

2017 ◽  
pp. 1532-1554
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Today's Demands on Education

2019 ◽  
pp. 42-68
Author(s):  
Linda M. Brown
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Effective Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Learning Needs ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Instruction And Learning

The concerns are growing when it comes to today's demands on education. This chapter will explain how demands on teachers are critical to student success. It is imperative that teacher preparation programs are preparing quality teachers who will contribute to effective schools and student learning. The scholarship of teaching and learning needs to accompany teacher education so that teacher educators can understand and communicate the complexity of instruction and learning. Teachers as professionals need to be able to make informed and accountable deliberations about how they will engage in their practice to increase student learning. Reflective practice needs to begin early in teacher preparation programs and continue throughout the preserves teachers' programs.

Preparing Teachers in the Age of Equity and Inclusion

2016 ◽  
pp. 229-251 ◽  
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

scholarly journals Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities

2018 ◽  
Vol 11 (4) ◽  
pp. 153-164 ◽  
Author(s):  
Nichole Walsh ◽  
Nancy Akhavan
Keyword(s):  
Teacher Preparation ◽  
Teacher Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Online Survey ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Traditional Preparation ◽  
Survey Interviews ◽  
The Impact

Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.  

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

MODELING AN ABBREVIATED PRODUCT DESIGN CYCLE IN A FIRST-YEAR ENGINEERING DESIGN COURSE

2012 ◽  
Author(s):  
Patricia Kristine Sheridan ◽  
Jason A Foster ◽  
Geoffrey S Frost
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Conceptual Design ◽  
Design Project ◽  
University Of Toronto ◽  
Praxis Ii ◽  
Engineering Communication ◽  
Detail Design ◽  
Praxis I ◽  
Design Experience

All Engineering Science students at the University of Toronto take the cornerstone Praxis Sequence of engineering design courses. In the first course in the sequence, Praxis I, students practice three types of engineering design across three distinct design projects. Previously the final design project had the students first frame and then develop conceptual design solutions for a self-identified challenge. While this project succeeded in providing an appropriate foundational design experience, it failed to fully prepare students for the more complex design experience in Praxis II. The project also failed to ingrain the need for clear and concise engineering communication, and the students’ lack of understanding of detail design inhibited their ability to make practical and realistic design decisions. A revised Product Design project in Praxis I was designed with the primary aims of: (a) pushing students beyond the conceptual design phase of the design process, and (b) simulating a real-world work environment by: (i) increasing the interdependence between student teams and (ii) increasing the students’ perceived value of engineering communication.

scholarly journals Internet use at and outside of school in relation to low- and high-stakes mathematics test scores across 3 years

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dmitri Rozgonjuk ◽  
Karin Täht ◽  
Kristjan Vassil
Keyword(s):  
Technology Use ◽  
Test Scores ◽  
Internet Use ◽  
High Stakes ◽  
Data Set ◽  
Mathematics Scores ◽  
9Th Grade ◽  
12Th Grade ◽  
Mathematics Test ◽  
Exam Scores

Abstract Background The excessive use of Internet-based technologies has received a considerable attention over the past years. Despite this, there is relatively little research on how general Internet usage patterns at and outside of school as well as on weekends may be associated with mathematics achievement. Moreover, only a handful of studies have implemented a longitudinal or repeated-measures approach on this research question. The aim of the current study was to fill that gap. Specifically, we investigated the potential associations of Internet use at and outside of school as well as on weekends with mathematics test performance in both high- and low-stakes testing conditions over a period of 3 years in a representative sample of Estonian teenagers. Methods PISA 2015 survey data in conjunction with national educational registry data were used for the current study. Specifically, Internet use at and outside of school as well as on weekends were queried during the PISA 2015 survey. In addition, the data set included PISA mathematics test results from 4113 Estonian 9th-grade students. Furthermore, 3758 of these students also had a 9th-grade national mathematics exam score from a couple of months after the PISA survey. Finally, of these students, the results of 12th-grade mathematics national exam scores were available for 1612 and 1174 students for “wide” (comprehensive) and “narrow” (less comprehensive) mathematics exams, respectively. Results The results showed that the rather low-stakes PISA mathematics test scores correlated well with the high-stakes national mathematics exam scores obtained from the 9th (completed a couple of months after the PISA survey) and 12th grade (completed approximately 3 years after the PISA survey), with correlation values ranging from r = .438 to .557. Furthermore, socioeconomic status index was positively correlated with all mathematics scores (ranging from r = .162 to .305). Controlled for age and gender, the results also showed that students who reported using Internet the longest tended to have, on average, the lowest mathematics scores in all tests across 3 years. Although effect sizes were generally small, they seemed to be more pronounced in Internet use at school. Conclusions Based on these results, one may notice that significantly longer time spent on Internet use at and outside of school as well as on weekends may be associated with poorer mathematics performance. These results are somewhat in line with research outlining the potentially negative associations between longer time spent on digital technology use and daily life outcomes.

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