Admissions Metrics: A Red Herring in Educator Preparation?

Autor/inn/en	Dee, Amy Lynn; Morton, Brenda M.
Titel	Admissions Metrics: A Red Herring in Educator Preparation?
Quelle	In: Issues in Teacher Education, 25 (2016) 1, S.73-89 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Accreditation (Institutions); Standards; Achievement Gap; Standardized Tests; Teacher Education; Teacher Education Programs; Leadership; Higher Education; Teacher Effectiveness; Correlation; Preservice Teachers; Academic Achievement; Grade Point Average; Teaching Methods; Admission Criteria; College Admission; Academic Standards; Student Descriptive Questionnaire + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Standadised tests; Standardisierter Test; Lehrerausbildung; Lehrerbildung; Führung; Führungsposition; Hochschulbildung; Hochschulsystem; Hochschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung
Abstract	The Council for the Accreditation of Educator Preparation (CAEP) has created the Next Generation of Educator Preparation Accreditation Standards. The new CAEP requirements will influence the admission standards and practices of all educator preparation providers moving to national accreditation. The research described in this article examined whether or not the GPA upon admission to a teacher preparation institution correlates with the success of teacher licensure candidates in the clinical practice portion of their program. The authors also wanted to know if gender influenced final evaluations. The following questions were asked: (1) Is there any connection between the admission GPA and the final clinical practice evaluation for teacher preparation candidates? (2) Is gender a predictor of final evaluation scores? Believing that educator preparation programs exercise diligence and discernment in their own admissions processes that reflect stakeholder interest, the authors provide eight suggestions for all programs, particularly those nationally accredited, which uphold the spirit of professional organizations, but honor the qualities of the candidates that may have greater impact on student success than ineffectual measures. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01