Placed for Success
Which Teachers Benefit from High-Quality Student Teaching Placements
Bibliographic Data
| ID | 21582017 |
|---|---|
| Authors | Kevin C Bastian (0000-0003-2734-9133, UNC Chapel Hill, Chapel Hill, NC, USA, corresponding author), Kristina M Patterson (0000-0002-8949-0514, Georgia Southern University, Statesboro, GA, USA), Dale Carpenter (0000-0003-0022-8542, Western Carolina University, Cullowhee, NC, USA) |
| Year | 2022 |
| Volume | 36 |
| Issue | 7 |
| Pages | 1583-1611 |
| Publication date | 2022-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0895904820951126 |
| OpenAlex | W3066499003 |
| Language | EN |
| Citations received | 16 |
| References cited | 40 |
In the present study we consider whether certain pre-service teachers (PSTs) particularly benefit from high-quality student teaching experiences. To conduct these analyses, we connect student teaching and K-12 workforce data for six educator preparation programs (EPPs) and assess whether placement school and cooperating teacher characteristics predict the effectiveness of early-career teachers. Results show that high-quality student teaching placements especially benefit PSTs with lower GPAs and narrow effectiveness gaps between teachers with lower versus higher GPAs. These findings call for closer partnerships between EPPs and school districts and suggest that EPPs may wish to prioritize placements for PSTs with lower GPAs
Academic achievement · Business · Mathematics education · Medical education · Political science · Student achievement · Student teacher · Student teaching · Teacher education · Teacher Quality · Workforce · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Reconceptualizing Quality Teaching
A Synthesis of Research on Principal Internships
The future of student teaching
Clinical Experiences and (Unexpected Findings on) Job Placements
Access and Relationships
Misalignments Between Student Teaching Placements and Initial Teaching Positions
School Leader Apprenticeships
How does the provision of feedback influence teachers’ cooperation? A moderated chain mediation model
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments
Evaluating the impact of a digital competency-based placement model on STEM pre-service teachers’ digital competence and teaching experiences
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Paired for Success
Making Moves
Front End to Back End
Different Methods for Assessing Preservice Teachers' Instruction
Does Placement Predict Performance? Associations Between Student Teaching Environments and Candidates' Performance Assessment Scores
Where Should Student Teachers Learn to Teach?
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Teacher Preparation and Student Achievement
Learning Styles and Learning Spaces
Relationship Between School Suspension and Student Outcomes
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
Student Teaching’s Contribution to Preservice Teacher Development
Measuring the Impacts of Teachers II
Productivity returns to experience in the teacher labor market
Teacher credentials and student achievement
Handbook of teaching and policy
Self-efficacy
Changes in teacher efficacy during the early years of teaching
More or better student teaching
Teacher career paths, teacher quality, and persistence in the classroom
Who Benefits from Kipp
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance
Using Student Test Scores to Measure Teacher Performance
Stayers and Leavers
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
Methodological Concerns About the Education Value-Added Assessment System
Predicting Teacher Performance With Test Scores and Grade Point Average
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness
Teacher Collaboration in Instructional Teams and Student Achievement
Collective Teacher Efficacy
Field Placement Schools and Instructional Effectiveness
Cooperating Teacher as Model and Coach
Who Benefits Most from College
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Unique citing works | 16 |
|---|---|
| Citations per year | 4 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |