Diana B Lys
Datos Biográficos
| ID | 1603379 |
|---|---|
| NOMBRE | Diana B Lys |
| NOMBRES | Diana B |
| APELLIDO | Lys |
| FIRMA | LYS D B |
| AFILIACIONES | University of North Carolina at Chapel Hill |
| VERIFICADO | No |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 23 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Access and Relationships
We link student teaching placement and K-12 administrative data from North Carolina to better understand the contexts in which educator preparation programs (EPPs) and K-12 districts make placements and the factors that predict whether EPPs and districts make placements with a highly effective teacher. Our work builds on two key findings from prior literature—cooperating teachers (CTs) are critically important to the development of preservice tea…
Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates' Performance Assessment Scores
In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates' edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating tea…
The Challenge and Opportunity of Competency-Based Counselor Education
There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency-based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored
A Framework for Improvement
Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, c…
Teacher candidate performance assessments
The Predictive Validity of Measures of Teacher Candidate Programs and Performance
Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including dispositio…
The Predictive Validity of Measures of Teacher Candidate Programs and Performance
Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including dispositio…
Teacher candidate performance assessments
A Framework for Improvement
Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, c…
Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates' Performance Assessment Scores
In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates' edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating tea…
The Challenge and Opportunity of Competency-Based Counselor Education
There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency-based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored
The Predictive Validity of Measures of Teacher Candidate Programs and Performance
Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict value-added scores of program graduates. The study finds that rating instruments, including dispositio…
Teacher candidate performance assessments
A Framework for Improvement
Teacher candidate performance assessments represent a promising source of data for evidence-based program improvement. However, teacher preparation programs (TPPs) interested in reform face a crucial question: how to identify actionable evidence in performance-assessment data. To address this concern, we propose a two-pronged empirical framework that TPPs can use to analyze performance-assessment data. The first approach, latent class analysis, c…
The Challenge and Opportunity of Competency-Based Counselor Education
There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency-based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored
Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates' Performance Assessment Scores
In the present study, we examine whether characteristics of student teaching sites and cooperating teachers predict teacher candidates' edTPA scores. Using data from North Carolina, we find that candidates earn higher edTPA scores if they student-taught in a high value-added school and with a cooperating teacher earning higher evaluation ratings. Evidence also suggests that candidates earn higher scores when they are mentored by a cooperating tea…
Access and Relationships
We link student teaching placement and K-12 administrative data from North Carolina to better understand the contexts in which educator preparation programs (EPPs) and K-12 districts make placements and the factors that predict whether EPPs and districts make placements with a highly effective teacher. Our work builds on two key findings from prior literature—cooperating teachers (CTs) are critically important to the development of preservice tea…
Psychology (5 obras) · Mathematics education (4 obras) · Computer Science (3 obras) · Teacher education (3 obras) · Teacher Education and Assessments (3 obras) · Teacher Preparation (3 obras) · Academic achievement (2 obras) · Educational Assessment and Improvement (2 obras) · Engineering (2 obras) · Medical education (2 obras)