Does the ATAR Predict Pre-Service Teacher Capacity for Inclusive Classroom Practice?

Autor/inn/en	Auhl, Greg; Bain, Alan
Titel	Does the ATAR Predict Pre-Service Teacher Capacity for Inclusive Classroom Practice?
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 4, S.81-91, Artikel 5 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Prediction; Preservice Teachers; Inclusion; Classroom Techniques; Foreign Countries; Competency Based Teacher Education; Individualized Instruction; Australia + Suchen Sie Ihr Suchwort? Vorhersage; Inklusion; Klassenführung; Ausland; Individualisierender Unterricht; Australien
Abstract	In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01