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A Rational and Manageable Value-Added Model for Teacher Preparation Programs
- Source :
-
Educational Policy . Jul 2018 32(5):728-750. - Publication Year :
- 2018
-
Abstract
- Educators struggle with "value-added" teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates' lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates' grade point averages (GPAs). Results indicated that teacher candidates' lessons are a viable value-added model (VAM) alternative for TPPs.
Details
- Language :
- English
- ISSN :
- 0895-9048
- Volume :
- 32
- Issue :
- 5
- Database :
- ERIC
- Journal :
- Educational Policy
- Publication Type :
- Academic Journal
- Accession number :
- EJ1181404
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/0895904816673741