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21.035 - What Is the Impact of Teacher Education? Research on the Effectiveness of Completers During Induction
Fri, April 5, 4:20 to 5:30pm, Metro Toronto Convention Centre, Floor: 800 Level, Room 801BSession Type: Structured Poster Session
Abstract
In recent years, the accountability of teacher preparation has been called into question and the focus of how to determine effectiveness has shifted to the need for evidence of program impact on P-12 student learning and achievement. Regardless of the complexity of linking educator preparation to teacher performance during induction; educational policies, public opinion, and accreditation standards have called for programs to provide data indicating their programs’ impact on student achievement, learning, and/or development (CAEP, 2013; Cochran-Smith, Piazza, & Power, 2013.) The posters in this session use quantitative analyses, mixed methods, and instrumental case study designs to explore the feasibility of connecting program effectiveness to student achievement/outcomes and completers' classroom practice.
Sub Unit
Chair
Papers
1. Critical Incidents That Help or Hinder Novice Urban Teachers' Ability to Impact Learning and Development - Joyce E. Many, Georgia State University; Ruchi Bhatnagar, Georgia State University; Carla Lynn Tanguay, Georgia State University
2. Designing and Implementing a Course With a "Teaching for Democracy" Focus: Learning From Induction Teachers - Karynne L M Kleine, Young Harris College; Christina Lunsmann, Young Harris College
3. Leveraging Completer Data for Program Improvement: Analyzing Multiple Measures Using a Plan-Do-Study-Act Model - Diana Lys, University of North Carolina - Chapel Hill; Alison LaGarry, University of North Carolina - Chapel Hill; Wenyang Sun, University of North Carolina - Chapel Hill
4. Clinical Practice: A Critical Piece of Teacher Preparation - Stella Ann Burns, Eastern Kentucky University; Connie Hodge, Eastern Kentucky University; James Dantic, Eastern Kentucky University; Peggy Petrilli, Eastern Kentucky University
5. Leveraging Paraprofessionals Toward Teacher Candidacy Through Residency Models - Joseph R. Feinberg, Georgia State University; DaShaunda Patterson, Georgia State University; Gwendolyn T. Benson, Georgia State University; Gladys Yarbrough, Georgia State University
6. Determining Impact: A Case Study of the Mentor-Led, Field-Based, Cohort Model - Holley Morris Roberts, Georgia College & State University; Lyndall H. Muschell, Georgia College & State University
7. Inequitable Perspectives: First-Year ESL Teachers' Perspectives on, Pedagogy for, and Dispositions to Teach Culturally and Linguistically Diverse Students - Judith Helen Collazo, University of South Carolina - Aiken
8. How Educator Preparation Programs Are Responding to Demands to Measure Completer Impact on Student Learning - Leah M. Chamberlain, University of Cincinnati
9. Unpacking the Evidence: A Review and Reflection of Professional Preparation Evaluation Measures - Cynthia Bolton, Georgia Southern University; Amee Adkins, Illinois State University
10. Impacts of Noyce Teachers' Mind-Sets on Ways of Their Teaching and Student Learning Objective or Purpose - Gaoyin Qian, Lehman College - CUNY; Serigne Mbaye Gningue, Lehman College - CUNY