Program Theory Evaluation of Mathematics Teacher Training in the NYC Teaching Fellows Program

• In Event: Accountability and Testing Policies in Teacher Education

Abstract

This study uses Program Theory Evaluation (PTE) to evaluate the espoused theory of the NYC Teaching Fellows (NYCTF). We examine the relationship between the fast-track pre-service training and the feelings of preparedness, effectiveness, and retention for secondary mathematics NYCTF. Specifically, we examine the relationship between those outcomes and within program differences in training. We find that those NYCTF who received the practical pre-service training felt more prepared to enter the classroom but were less effective than other NYCTF.

Authors

• Julie Miller, University of Maryland - College Park

• Ashley Anne Grant, Johns Hopkins University

• Matthew J. Griffin, University of Maryland

• William Viviani, University of Maryland - College Park

• Andrew M. Brantlinger, University of Maryland