What Do Surveys of Program Completers Tell Us about Teacher Preparation Quality?

Autor/inn/en	Bastian, Kevin C.; Sun, Min; Lynn, Heather
Titel	What Do Surveys of Program Completers Tell Us about Teacher Preparation Quality?
Quelle	In: Journal of Teacher Education, 72 (2021) 1, S.11-26 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bastian, Kevin C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119886294
Schlagwörter	Educational Quality; Teacher Education Programs; Accountability; Teacher Surveys; Graduates; Teacher Attitudes; Educational Opportunities; Value Added Models; Prediction; Program Evaluation; Kindergarten; Elementary Secondary Education; Response Rates (Questionnaires); Correlation; Teacher Effectiveness; Teacher Persistence; Faculty Mobility; Validity; North Carolina + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Verantwortung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Lehrerverhalten; Bildungsangebot; Bildungschance; Vorhersage; Programme evaluation; Programmevaluation; Antwortkontrolle; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gültigkeit
Abstract	Surveys of teacher preparation program (TPP) completers have become one widely used measure for program accountability and improvement, yet there is little evidence as to whether perceptions of preparation experiences predict the workforce outcomes of teachers. In the present study, we use statewide completer survey data from North Carolina to assess whether perceptions of preparation quality and opportunities to learn during teacher preparation predict completers' value-added estimates, evaluation ratings, and retention. We perform multiple analyses to address validity concerns--that is, selection into TPPs, sorting into K-12 schools, simultaneity in survey and outcome measures, and differential survey response rates across TPPs. Results are not always consistent across these analyses; however, evidence suggests that completer perceptions are modestly associated with teacher effectiveness and retention. Continued research can further address validity concerns and build a body of evidence on completer perceptions and teacher outcomes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01