An Alternative, Curriculum-Based Value-Added Model for Teacher Preparation Programmes: A Research Summary

Autor/in	Brady, Michael P.
Titel	An Alternative, Curriculum-Based Value-Added Model for Teacher Preparation Programmes: A Research Summary
Quelle	In: Educational Review, 73 (2021) 5, S.544-562 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brady, Michael P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2019.1601615
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Value Added Models; Teacher Effectiveness; Elementary Secondary Education; Program Evaluation; Measurement Techniques; Educational Legislation; Federal Legislation; High Stakes Tests; Teacher Competencies; Correlation; Academic Achievement; Accountability; Standardized Tests; Student Evaluation; Teacher Evaluation; Predictor Variables; Student Behavior; Teaching Methods; Student Teachers; Teacher Characteristics; Student Characteristics + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Programme evaluation; Programmevaluation; Messtechnik; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrkunst; Korrelation; Schulleistung; Verantwortung; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Prädiktor; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	Teacher preparation programmes (TPPs) find many ways to shape the development of their teacher candidates while bridging the research to practice gap in university and school partnerships. Recently, accountability models built on high-stakes standardised student assessments (Value-Added Models [VAM]) have been mandated as a way to evaluate the effectiveness of teacher and teacher preparation efforts. Adopting a metric with known validity and reliability flaws has unintended consequences that affect teachers, TPPs, and K-12 students. This article examines the current climate surrounding teacher and TPP evaluation, and presents the unintended consequences of using a flawed metric for VAM efforts. The article provides a rationale for an alternative, curriculum-based VAM for TPPs, and summarises a series of four investigations that explored this model and serve as a rationale for further implementation by other TPPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01