The Predictive Validity of Measures of Teacher Candidate Programs and Performance
Toward an Evidence-Based Approach to Teacher Preparation
Bibliographic Data
| ID | 4856641 |
|---|---|
| Authors | Gary 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) |
| Year | 2013 |
| Volume | 64 |
| Issue | 5 |
| Pages | 439-453 |
| Publication date | 2013-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487113496431 |
| OpenAlex | W1989111192 |
| Language | EN |
| Citations received | 20 |
| References cited | 31 |
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
Assessing Online Writing Professional Development with Video-Based Simulations
Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching
Professional passive practice mentoring system in study program ‘Teaching for pre-school education’ in Albanian HEI-s
Research on portfolios in teacher education
Navigating Racialized Administrative Burdens in Teacher Licensure and Certification
Who is Watching? What Do They Want? A Foucauldian Analysis of Teacher Candidates’ Experiences with the edTPA
Who teaches English learners? A study of the quality, experience, and credentials of teachers of English learners in a new immigrant destination
Teacher candidate performance assessments
University tutors and school mentors
Psychometric properties of The Engagement Platform (TEP) school employee engagement tool
Virtual Pathways
Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality
Effects of Teacher Preparation Courses
What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality
Assessing the Assessments of Teacher Preparation
Front End to Back End
University-Based Teacher Preparation and Middle Grades Teacher Effectiveness
Different Methods for Assessing Preservice Teachers' Instruction
A Framework for Improvement
Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings
Analysis of Incomplete Multivariate Data
Handbook of Research on Teacher Education
Where Should Student Teachers Learn to Teach?
Teacher Preparation and Student Achievement
Teacher training, teacher quality and student achievement
Subject area preparation of secondary mathematics and science teachers and student achievement
Missing data
Technological Pedagogical Content Knowledge
A Test of Missing Completely at Random for Multivariate Data with Missing Values
Confirmatory Factor Analysis of Scores on the Clinical Experience Rubric
Those Who Understand
A Simplified Framework for Using Multiple Imputation in Social Work Research
Does the first year of teaching have to be a bad one? A case study of success
The Pre-Professional Skills Test
Multicultural Perceptions of 1st-Year Elementary Teachers’ Urban, Suburban, and Rural Student Teaching Placements
Racial and Ethnic Achievement Gap Trends
Assessment of Complex Performances
Will I Ever Teach? Latino and African American Students’ Perspectives on PRAXIS I
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
Complex by Design
It Is Complicated
Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation
Examining The Quality Of The Evidence In Preservice Teacher Portfolios
| Unique citing works | 20 |
|---|---|
| Citations per year | 2 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |