Candidate Variables as Predictors of Success on the Special Education edTPA Portfolio

Autor/inn/en	Green, Katherine B.; Schwab, James R.
Titel	Candidate Variables as Predictors of Success on the Special Education edTPA Portfolio
Quelle	In: Teacher Education Quarterly, 49 (2022) 1, S.53-66 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Predictor Variables; Preservice Teachers; Performance Based Assessment; Special Education Teachers; Rural Areas; Universities; Teacher Certification; Scores; Licensing Examinations (Professions); Grade Point Average; Gender Differences; Racial Differences; Socioeconomic Status; Academic Degrees; Majors (Students); edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Prädiktor; Leistungsermittlung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Ländlicher Raum; University; Universität; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	The current study investigated candidate predictors of performance on the Educative Teacher Performance Assessment (edTPA) special education teacher portfolio at a rural university in the southeastern region of the United States. As educator preparation programs across the United States continue to grapple with common standards for licensure, certification, and entry into the teaching profession, many states and universities now use the edTPA teacher portfolio as a standardized assessment to determine teacher certification. This study examined observable variables to seek predictors of candidate performance on the special education edTPA assessment in a rural university. A multiple regression analysis was run to determine if (a) grade point average (GPA), (b) scores on state-mandated certification exams, (c) sex, (d) race, (e) socioeconomic status, (f) degree and major, (g) age at graduation, or (h) year the edTPA was taken served as predictors for special education edTPA total scores. Results indicate that the variables explained 16.6% of the variation of scores. However, only candidate GPA was a significant predictor of edTPA performance. The implications for special education teacher preparation for edTPA are discussed. Directions for future research are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01