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Evaluating Teacher Candidates From Admissions Through Student Teaching
Fri, April 13, 12:00 to 1:30pm, Vancouver Convention Centre, Floor: First Level, East Ballroom ASession Submission Type: Roundtable Session
Abstract
This Working Round Table addresses alternative approaches to assessing teacher candidates’ progress throughout their credential program, including examining the relationship between admissions criteria and success in student teaching. In addition, a variety of views on the means to measure and evaluate the candidate’s progress within field experience will be discussed.
Sub Unit
Chair
Papers
A Figured World of Becoming: Positioning Identities of Preservice Art Teachers - Lisa Lajevic, The College of New Jersey; Kimberly Anne Powell, The Pennsylvania State University
Does Student Teaching Matter? Investigating Teacher Candidates’ Sense of Teaching Efficacy - Joohi Lee, The University of Texas - Arlington; Amber L. Brown, The University of Texas - Arlington; Denise Collins, The University of Texas - Arlington
Intake Procedures and Student Teacher Failure: Refining the Process - Kim J. Calder Stegemann, Thompson Rivers University
Is All Feedback Created Equal? A Content Analysis of Feedback of Teacher Candidates During Field Experiences - Karina R. Clemmons, University of Arkansas at Little Rock; Amanda L. Nolen, University of Arkansas at Little Rock
Preservice Teacher Assessment: A Comparison Study - Sarah Enterline, K12 Insight; Keridan Doyle, Boston College; Frances A. Loftus, Boston College