A Critical Analysis of Program Evaluations of Teacher Preparation Within the Context of the National Council on Teacher Quality’s Critique

• In Event: Reforming Teacher Preparation and Accreditation: The Importance of Research-Based Evaluation of Teacher Education

Abstract

Purpose
• To review and critically analyze recent research focusing on the content, design, and implementation of teacher preparation programs

Theoretical Framework
Demands for teacher education reform have intensified in the twenty-first century with increased calls for accountability, higher standards, and an expansion of the research base (Cibulka, 2009; Cochran-Smith & Zeichner, 2005; Wilson & Tamir, 2008). One organization, the National Council of Teacher Quality, has attempted to evaluate the quality of teacher preparation programs based on document analyses (Greenberg, McKee, & Walsh, 2013; Greenberg, Pomerance, & Walsh, 2011; Greenberg & Walsh, 2010). Critiques of NCTQ reports have emphasized the organization’s political agenda and the lack of transparency and have questioned the methodological reliability and validity (Curtis, Borderlong, & Teitelbaum, 2010; Paulson & Marchant, 2012). The reports have received widespread attention by the general public, as well as recognition by the teacher education community that more information is needed (Dillon & Silva, 2011; Paulson & Marchant). This review critically examines recent evaluation studies focusing on teacher preparation to provide a contrasting research-based description of the content, design and implementation of teacher education programs using the NCTQ standards as a framework for discussion of what has been done and what has been learned.

Methods & Data Sources
This study consisted of an analysis of peer-reviewed research published in journal articles from 2008-2013 which evaluated the content, design, or implementation of initial teacher preparation programs in the United States. Database searches focused on descriptors such as: teacher preparation, program evaluation, and topics found in the NCTQ standards (e.g. student teaching, equity, content preparation). A pool of 111 program evaluations of teacher preparation was compiled. NVivo software was used to code methodological approaches and critique rigor and to categorize the topics and findings.

Results
Recent teacher preparation program evaluations have substantively addressed topics within the NCTQ standards. Methodological approaches have included document analyses, case studies, quantitative studies, mixed methods research, and survey research. While some research has explored the presence or absence of specific content in programs (e.g. Gorski, 2009; Newman, 2010; Ruiz, et al., 2011; Smith, 2009), program evaluation research has often considered what candidates have learned (e.g. Brown, et. al., 2008; Buck, et. al., 2010; Harrington & Enochs, 2009) or stakeholders’ perceptions of program quality (e.g. Lesley, et al., 2010). Some studies have also examined the degree to which learning specific information or completion of overall programs has impacted candidates’ performance or retention as teachers (e.g. Bhatnagar, et. al., 2012; Fullerton, et. al., 2011; Kirchhoff & Lawrenz, 2011; Marchel, et al., 2011).
Significance
Given the increased interest on teacher education reform within the NCTQ topic areas and the serious methodological issues raised regarding that report, information is needed on what has been learned in these areas from recent program evaluation research. An up-to-date synthesis and critique of the field will allow for contrasts between what can be learned from the research base in teacher education (and the rigor of that research) with methodologies and contentions in the NCTQ report.

Authors

• Joyce E. Many, Georgia State University

• Marissa Ball, Georgia State University

• Ruchi Bhatnagar, Georgia State University

• Kim Barker, Georgia State University

• Carla Tanguay, Georgia State University