Emanuele Bardelli
Biographic Data
| ID | 5181123 |
|---|---|
| NAME | Emanuele Bardelli |
| GIVEN NAMES | Emanuele |
| FAMILY NAME | Bardelli |
| SIGNATURE | BARDELLI E |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-3383-9315 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Clinical Experiences and (Unexpected Findings on) Job Placements
We implemented two reforms to student teaching in randomized controlled trials designed to test improvements to preservice preparation. Although neither reform affected overall teacher employment, we find significant effects on other labor market outcomes. The first-placed student teachers are planned with more effective mentors and in more effective schools for their clinical experiences. We find that treated candidates tended to find employment…
Simulating the statewide scaleup of a promising teacher education initiative to preempt its unintended consequences for racial inequity
Most evaluation research fails to adequately anticipate unintended consequences, thereby implicitly permitting the possibility of negative repercussions so long as they fall out of the purview of the policy under study. Simulating how otherwise promising initiatives might scale into educational policy, however, offers both researchers and policymakers a way to not only investigate but also preemptively address any such possible, pernicious side e…
Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness
Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in bo…
Development of the Short Critical Consciousness Scale (ShoCCS)
Critical consciousness represents the analysis and critique of structural inequalities, the motivation and perceived capacity to effect change, and social action to redress inequity. A wave of recent instruments measuring critical consciousness has been rigorously validated. Yet, whether these measures efficiently assess different levels of critical consciousness or contain redundant, or non-informative, items remain unknown. This research develo…
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement…
Workforce Outcomes of Program Completers in High-Needs Endorsement Areas
Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the …
Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics
Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set o…
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement…
Workforce Outcomes of Program Completers in High-Needs Endorsement Areas
Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the …
Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness
Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in bo…
Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics
Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set o…
Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics
Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique data set o…
Workforce Outcomes of Program Completers in High-Needs Endorsement Areas
Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the …
Development of the Short Critical Consciousness Scale (ShoCCS)
Critical consciousness represents the analysis and critique of structural inequalities, the motivation and perceived capacity to effect change, and social action to redress inequity. A wave of recent instruments measuring critical consciousness has been rigorously validated. Yet, whether these measures efficiently assess different levels of critical consciousness or contain redundant, or non-informative, items remain unknown. This research develo…
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement…
Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness
Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in bo…
Simulating the statewide scaleup of a promising teacher education initiative to preempt its unintended consequences for racial inequity
Most evaluation research fails to adequately anticipate unintended consequences, thereby implicitly permitting the possibility of negative repercussions so long as they fall out of the purview of the policy under study. Simulating how otherwise promising initiatives might scale into educational policy, however, offers both researchers and policymakers a way to not only investigate but also preemptively address any such possible, pernicious side e…
Clinical Experiences and (Unexpected Findings on) Job Placements
We implemented two reforms to student teaching in randomized controlled trials designed to test improvements to preservice preparation. Although neither reform affected overall teacher employment, we find significant effects on other labor market outcomes. The first-placed student teachers are planned with more effective mentors and in more effective schools for their clinical experiences. We find that treated candidates tended to find employment…
Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Mathematics education (4 works) · Medical education (4 works) · Medicine (4 works) · School Choice and Performance (4 works) · Teacher education (3 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works) · Economics (2 works)