Placed for Success: Which Teachers Benefit from High-Quality Student Teaching Placements?

Autor/inn/en	Bastian, Kevin C.; Patterson, Kristina M.; Carpenter, Dale
Titel	Placed for Success: Which Teachers Benefit from High-Quality Student Teaching Placements?
Quelle	In: Educational Policy, 36 (2022) 7, S.1583-1611 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bastian, Kevin C.) ORCID (Patterson, Kristina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904820951126
Schlagwörter	Teacher Effectiveness; Student Teachers; Student Placement; Cooperating Teachers; Teacher Characteristics; Predictor Variables; Academic Achievement; Beginning Teachers; College School Cooperation + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerpraktikum; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Prädiktor; Schulleistung; Junior teacher; Junglehrer
Abstract	In the present study we consider whether certain pre-service teachers (PSTs) particularly benefit from high-quality student teaching experiences. To conduct these analyses, we connect student teaching and K-12 workforce data for six educator preparation programs (EPPs) and assess whether placement school and cooperating teacher characteristics predict the effectiveness of early-career teachers. Results show that high-quality student teaching placements especially benefit PSTs with lower GPAs and narrow effectiveness gaps between teachers with lower versus higher GPAs. These findings call for closer partnerships between EPPs and school districts and suggest that EPPs may wish to prioritize placements for PSTs with lower GPAs. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01