Using Educator Effectiveness Measures to Improve Educator Preparation Programs and Student Outcomes. Literature Synthesis. CEEDAR Document No. LS-1

Autor/inn/en	Noell, George H.; Brownell, Mary T.; Buzick, Heather M.; Jones, Nathan D.
Institution	University of Florida, CEEDAR Center (Collaboration for Effective Educator Development, Accountability and Reform)
Titel	Using Educator Effectiveness Measures to Improve Educator Preparation Programs and Student Outcomes. Literature Synthesis. CEEDAR Document No. LS-1
Quelle	(2014), (56 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evaluation Methods; Program Effectiveness; Students with Disabilities; Teacher Education Programs; Teacher Competencies; Educational Objectives; Value Added Models; Teaching Methods; Direct Instruction; Special Education; Preservice Teachers; Teacher Effectiveness; Teacher Student Relationship; Interaction; Classroom Techniques; Teaching Skills; Teacher Surveys; Administrator Surveys; Classroom Assessment Scoring System; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Special needs education; Sonderpädagogik; Sonderschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The purpose of this paper is to: (1) examine the research base on three types of assessments currently collected in some states and by some institutions of higher education (IHE); and (2) consider the degree to which these assessments can be used to evaluate the effectiveness of programs preparing teachers to work with students with disabilities. The authors present a synthesis of available research about teacher preparation and effectiveness along three domains: (1) student-learning outcomes; (2) measures of classroom practice; and (3) ratings of educator effectiveness by supervisors. They explore the current state of research evidence related to measurement in each domain along with some critical considerations for use in evaluating teacher preparation programs. Specifically, they discuss the current status of research examining the indicators' technical adequacy and potential uses in both the formative and summative evaluations of teacher preparation for working with students with disabilities. Each section concludes with a description of issues relevant to assessing preparation for teaching students with disabilities. (ERIC).
Anmerkungen	Collaboration for Effective Educator Development, Accountability and Reform Center. University of Florida, P.O. Box 117050 Gainesville, FL 32611. Tel: 352-273-4256; e-mail: ceedar@coe.ufl.edu; Web site: https://ceedar.education.ufl.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01