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Using Experimental Designs to Study Innovations in Teacher Preparation
Mon, April 20, 8:15 to 9:45am, Virtual RoomSession Type: Symposium
Abstract
Various literature reviews and reports have bemoaned the lack of substantive evidence about which features of teacher education lead to better teaching and learning, calling for more research linking specific preparation features to outcomes for graduates, including measures of teaching quality and teacher retention. Some scholars have responded, generating evidence about the positive relationships between specific preparation features and outcomes. Due to various forms of candidate selection, though, we cannot assume these relationships are causal. Thus, some scholars are now urging teacher education researchers to employ more experimental designs. This symposium brings together a group of cutting-edge studies that pair evidence-based innovations in teacher education with experimental designs to yield causal estimates for whether or not the initiatives work.
Sub Unit
Chair
Papers
Effects of Using Administrative Data to Guide the Recruitment of Instructionally Effective and Experienced Cooperating Teachers: Results From a Randomized Control Trial - Emanuele Bardelli, University of Michigan - Ann Arbor; Matthew Ronfeldt, University of Michigan; Hannah Mullman, University of Michigan; Matthew Truwit, University of Michigan; Kevin Schaaf, Tennessee Department of Education
Does Cooperating Teacher Professional Development Impact the Frequency or Quality of Coaching? - Hannah Mullman, University of Michigan; Matthew Ronfeldt, University of Michigan; Emanuele Bardelli, University of Michigan - Ann Arbor; Matthew Truwit, University of Michigan; Kevin Schaaf, Tennessee Department of Education
The Power of Peer Reference: Findings From a Teacher Education Experiment on the Influence of Relative Performance Feedback - Matthew Truwit, University of Michigan; Matthew Ronfeldt, University of Michigan; Dan Goldhaber, American Institutes for Research; James Cowan, American Institutes for Research; Hannah Mullman, University of Michigan; Emanuele Bardelli, University of Michigan - Ann Arbor; Chris Tien, University of Washington
Understanding and Mitigating the Role of Racial Implicit Bias in Teacher Preparation - Julie Jackson Cohen, University of Virginia; Anandita Krishnamachari, University of Virginia; Vivian Wong, University of Virginia