Multiple Measures of Student Learning: A Case Study Examination of Completer Impact

Autor/inn/en	Anderson, Sarah K.; Hagen, Brittany D.; Smith, Kayla D.; Whitsel, Christopher; Duffield, Stacy
Titel	Multiple Measures of Student Learning: A Case Study Examination of Completer Impact
Quelle	In: Action in Teacher Education, 43 (2021) 2, S.195-213 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Sarah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1842820
Schlagwörter	Beginning Teachers; Teacher Influence; Learner Engagement; Academic Achievement; Teacher Education Programs; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students; Achievement Gains; Teacher Effectiveness; Teacher Collaboration; Reflective Teaching; Self Efficacy + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Achievement gain; Leistungssteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation; Self-efficacy; Selbstwirksamkeit
Abstract	Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection included student engagement surveys, de-identified student growth percentile scores, teacher selected pre-post assessment data, and structured phone interviews with each graduate. Results indicated a majority of students from participants' classrooms demonstrated learning growth, and participants viewed their teaching as effective. Implications for programs include pre-service opportunities to identify and respond to authentic student engagement and opportunities to build collective teacher efficacy. Additional insights describe pre-service teacher training to measure student progress and measure impact based on classroom assessments. The investigation provides a replicable case study design for teacher educators to examine relationships between teacher preparation, program graduates, and P-12 student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01