A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs

Autor/in	McCormick, Jazarae K.
Titel	A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs
Quelle	(2017), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-7577-1
Schlagwörter	Hochschulschrift; Dissertation; Value Added Models; Special Education; Teacher Education Programs; Educational Policy; Decision Making; Evidence Based Practice; Student Teachers; Special Education Teachers; Program Improvement; Teacher Education Curriculum; Teaching Methods; Achievement Gains; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung
Abstract	The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students' learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01