The Predictive Validity of Measures of Teacher Candidate Programs and Performance

Toward an Evidence-Based Approach to Teacher Preparation

Dados Bibliográficos

ID4856641
AutoresGary T Henry (Vanderbilt University, Nashville, TN, USA), Shanyce L Campbell (0000-0001-5187-9439, University of North Carolina at Chapel Hill), Charles L Thompson (University of North Carolina at Chapel Hill), Linda A Patriarca (East Carolina University, Greenville, USA), Kenneth J Luterbach (East Carolina University, Greenville, USA), Diana B Lys (East Carolina University, Greenville, USA), Vivian Martin Covington (East Carolina University, Greenville, USA)
Ano2013
Volume64
Fascículo5
Páginas439-453
Data de publicação2013-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487113496431
OpenAlexW1989111192
IdiomaEN
Citações recebidas20
Referências citadas31

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 disposition surveys, clinical practice observation ratings, and portfolio assessments, each measure a single underlying dimension rather than the multiple constructs they were designed to measure. Neither these instruments nor teacher candidates' scores on standardized exams predict their later effectiveness in the classroom based on value-added models of student achievement. Candidates' grade point averages during their preparation program and number of math courses were positively associated with their students' math score gains. These findings suggest a need for better instruments to measure prospective teachers' progress toward proficiency

Academic achievement · Developmental psychology · Dimension (graph theory) · Disposition · Economics · Mathematics education · Measure (data warehouse) · Portfolio · Predictive validity · Statistics · Teacher education · Teacher Preparation · Value (mathematics) · Computer Science · Educational Assessment and Improvement · Mathematics · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies