检验临床教学观察分数对职前教师素质的影响

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-02-11 DOI:10.3102/0002831221990359
Brendan Bartanen, Andrew Kwok
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引用次数: 9

摘要

我们利用来自德克萨斯州最大的教师教育项目之一的丰富的纵向数据来检验临床教学中职前教师(pst)基于样本的观察性评估的特性。使用方差分解方法,我们发现观测得分的变化很少可归因于pst之间的实际差异。相反,分数的差异在很大程度上反映了现场主管评分标准的差异。男性和有色人种的pst得到了系统性的较低分数,低收入和农村安置学校的pst也是如此。最后,得分较高的pst更有可能被聘为K-12公立学校的教师,而更有可能被同一所学校聘为临床教学实习。
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Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality
We draw on rich longitudinal data from one of the largest teacher education programs in Texas to examine the properties of rubric-based observational evaluations of preservice teachers (PSTs) during clinical teaching. Using a variance decomposition approach, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. Men and PSTs of color receive systematically lower scores, as do PSTs in lower-income and rural placement schools. Finally, higher-scoring PSTs are slightly more likely to become employed as K–12 public school teachers and substantially more likely to be hired at the same school as their clinical teaching placement.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
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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