James Cowan
Dados Biográficos
| ID | 3751647 |
|---|---|
| NOME | James Cowan |
| PRENOMES | James |
| SOBRENOME | Cowan |
| ASSINATURA | COWAN J |
| AFILIAÇÕES | American Institutes for Research |
| ORCID | 0000-0002-3131-1077 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 56 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1928 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
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…
Measuring the Quality of the Teacher Workforce
Researchers from the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research examine two approaches to measuring teacher effectiveness: traditional value-added measures (VAMs) based on test scores and newer measures focusing on non-test outcomes like attendance and behavior. Analysis of data from 8,000 Massachusetts teachers reveals three key findings: teachers vary significantly in their effectivene…
Misalignments Between Student Teaching Placements and Initial Teaching Positions
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in the U.S. state of Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and…
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value adde…
Four years of pandemic-era emergency licenses
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests,…
Covid-19-related healthcare impacts
INTRODUCTION: Currently, COVID-19 dominates the public health agenda and poses a permanent threat, leading to health systems' exhaustion and unprecedented service disruption. Primary healthcare services, including tuberculosis services, are at increased risk of facing severe disruptions, particularly in low-income and middle-income countries. Indeed, corroborating model-based forecasts, there is increasing evidence of the COVID-19 pandemic's nega…
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…
Evaluating Prospective Teachers
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA…
Missing Elements in the Discussion of Teacher Shortages
Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evi…
Excavating the Teacher Pipeline
We analyze the placement and attrition patterns of teachers by preparation programs and document large differences in the rate at which teachers exit both their schools and the profession. These differences are robust to within-school comparisons. Moreover, assumptions about turnover and the persistence of program effects prove important for predicting the likely changes in student achievement that would result from varying the proportion of grad…
Predicting fish population dynamics
The Maori Yesterday and To-Day
The Tongariro National Park, New Zealand
A New Zealand National Park
Travel in New Zealand
Missing Elements in the Discussion of Teacher Shortages
Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evi…
Evaluating Prospective Teachers
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA…
Excavating the Teacher Pipeline
We analyze the placement and attrition patterns of teachers by preparation programs and document large differences in the rate at which teachers exit both their schools and the profession. These differences are robust to within-school comparisons. Moreover, assumptions about turnover and the persistence of program effects prove important for predicting the likely changes in student achievement that would result from varying the proportion of grad…
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…
The Maori Yesterday and To-Day
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests,…
Predicting fish population dynamics
A New Zealand National Park
Travel in New Zealand
The Tongariro National Park, New Zealand
A New Zealand National Park
The Maori Yesterday and To-Day
Predicting fish population dynamics
Excavating the Teacher Pipeline
We analyze the placement and attrition patterns of teachers by preparation programs and document large differences in the rate at which teachers exit both their schools and the profession. These differences are robust to within-school comparisons. Moreover, assumptions about turnover and the persistence of program effects prove important for predicting the likely changes in student achievement that would result from varying the proportion of grad…
Missing Elements in the Discussion of Teacher Shortages
Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evi…
Evaluating Prospective Teachers
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA…
Covid-19-related healthcare impacts
INTRODUCTION: Currently, COVID-19 dominates the public health agenda and poses a permanent threat, leading to health systems' exhaustion and unprecedented service disruption. Primary healthcare services, including tuberculosis services, are at increased risk of facing severe disruptions, particularly in low-income and middle-income countries. Indeed, corroborating model-based forecasts, there is increasing evidence of the COVID-19 pandemic's nega…
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…
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests,…
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value adde…
Four years of pandemic-era emergency licenses
Measuring the Quality of the Teacher Workforce
Researchers from the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research examine two approaches to measuring teacher effectiveness: traditional value-added measures (VAMs) based on test scores and newer measures focusing on non-test outcomes like attendance and behavior. Analysis of data from 8,000 Massachusetts teachers reveals three key findings: teachers vary significantly in their effectivene…
Misalignments Between Student Teaching Placements and Initial Teaching Positions
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in the U.S. state of Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and…
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…
Medicine (8 obras) · Psychology (8 obras) · Mathematics education (6 obras) · School Choice and Performance (6 obras) · Geography (5 obras) · Medical education (5 obras) · Teacher Education and Leadership Studies (5 obras) · Economics (4 obras) · Teacher education (4 obras) · Pedagogy (3 obras)