{"title":"Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness","authors":"Emanuele Bardelli, Matthew Ronfeldt, J. Papay","doi":"10.3102/00028312221137798","DOIUrl":null,"url":null,"abstract":"Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in both initial level and early-career growth in teaching effectiveness. We also find that different TPP features explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/00028312221137798","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in both initial level and early-career growth in teaching effectiveness. We also find that different TPP features explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness.
期刊介绍：
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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