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Instruments for Measuring Quality in Teacher Education
Mon, April 16, 2:15 to 3:45pm, New York Hilton Midtown, Floor: Concourse Level, Concourse A RoomSession Type: Symposium
Abstract
In order to support systematic, rigorous research and improvement work in teacher education, the field is in need of a set of powerful well-researched methods of gathering data both within and across programs. Given the considerable spread and range of programs and contexts, articulating and then measuring robust and versatile features of strong teacher education becomes especially important. This session shares the results of five different research efforts to develop instruments that measure features of teacher education and that can be used systematically within and across programs—across states, a jurisdiction, or even multiple international contexts.
Sub Unit
Chair
Papers
An International Comparative Study of Vision, Coherence, and Opportunities to Learn in Practice - Kirsti Klette, University of Oslo; Karen M. Hammerness, American Museum of Natural History; Esther T. Canrinus, University of Agder; Inga Staal Jenset, University of Oslo; Swee C. Goh, Nanyang Technological University
Opportunities to Learn to Enact Ambitious Instruction in Elementary Mathematics and English Language Arts - Julie Jackson Cohen, University of Virginia; Rebekah Berlin, University of Virginia
Capturing the "Context": Learning With and From the Development of a Survey for "Urban" Settings - Kavita Kapadia Matsko, National Louis University; Karen M. Hammerness, American Museum of Natural History; Robert E. Lee, University of Central Missouri; Katerine Bielaczyc, Clark University; Laura Colket, Clark University; Thomas DelPrete, Clark University; Marvin A. Hoffman, University of Chicago; Klaudia M. Rivera, Long Island University; Katherine Schultz, University of Colorado Boulder
Preparation for Inquiry-Based Working as an Aspect of Quality Teacher Education - Jan Baan, University of Amsterdam; Lisa Gaikhorst, University of Amsterdam; Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education
Opportunities to Learn to Become a Primary Teacher in Chile: The Perspective of Teacher Candidates - Lorena Meckes, Universidad Catolica de Chile; Cristian Cox, The Pontifical Catholic University of Chile; Pilar Aylwin, Universidad Catolica de Chile; Constanza Hurtado, Universidad Catolica de Chile; Renato Orellana, Universidad Catolica de Chile; Martin Bascope, Universidad Catolica de Chile