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Causal Evidence to Support the Development of an Equitable and Effective Teacher Workforce
Fri, April 12, 4:55 to 6:25pm, Pennsylvania Convention Center, Floor: Level 100, Room 113BSession Type: Symposium
Abstract
Given the limited duration but critical nature of teacher preparation, we need rigorous evidence about how to launch teachers with the dispositions and skills needed to stay in teaching and support students. This session’s objective is identifying a range of promising preparatory methods, culled from studies designed to support causal claims. Although each paper focuses on building human capital during teacher education, we reflect a diverse range of disciplines, with panelists in special education, research methodology, teacher education, educational policy, and educational psychology. Each paper leverages a causal design to answer questions about whether promising practices lead to improvements in candidate preparedness across a range of outcomes, all aligned with providing more equitable and just educational experiences.
Sub Unit
Chair
Papers
Preparing Elementary Teachers to Support Students With Disabilities in Mathematics - Nathan Jones, Institute of Education Sciences; Julie Jackson Cohen, University of Virginia; Vivian Wong, University of Virginia; Steffen Erickson, University of Virginia
Mindfulness and Connection Training During Preservice Teacher Education Reduced Early Career Teacher Attrition Three Years Later - Matthew Hirshberg, University of Wisconsin - Madison
Evaluation of Simulated Learning in Teacher Preparation Across Universities - Julie Jackson Cohen, University of Virginia; Vivian Wong, University of Virginia; Qing Poppy Liu, University of Virginia; Kristyn Wilson, University of Virginia; Anna Yonas, University of Kansas
Evaluating the Effectiveness of Practice-Based Approaches to Developing Preservice Teachers’ Skill With Acknowledging Competence - Francesca Forzani, University of Michigan; Madelyn Gardner, Learning Policy Institute; Heather C. Hill, Harvard University; Brienna Kightlinger, Harvard University