An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary
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]...
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| Veröffentlicht in: | Educational review (Birmingham) 2021-09, Vol.73 (5), p.544-562 |
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| container_title | Educational review (Birmingham) |
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| creator | Brady, Michael P. |
| description | 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. |
| doi_str_mv | 10.1080/00131911.2019.1601615 |
| format | Article |
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Teachers</subject><subject>student teaching</subject><subject>Teacher Characteristics</subject><subject>Teacher Competencies</subject><subject>Teacher Education Programs</subject><subject>Teacher Effectiveness</subject><subject>Teacher Evaluation</subject><subject>teacher preparation</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Value Added Models</subject><subject>Value-added models 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| fulltext | fulltext |
| identifier | ISSN: 0013-1911 |
| ispartof | Educational review (Birmingham), 2021-09, Vol.73 (5), p.544-562 |
| issn | 0013-1911 1465-3397 |
| language | eng |
| recordid | cdi_proquest_journals_2570241434 |
| source | PAIS Index; EBSCOhost Education Source |
| subjects | Academic Achievement Accountability Candidates College students Correlation Curricula Educational Legislation Elementary Secondary Education Federal Legislation High Stakes Tests Measurement Techniques Partnerships Predictor Variables Preservice Teacher Education Program Evaluation Reliability Standardized Tests Student Behavior Student Characteristics Student Evaluation Student Teachers student teaching Teacher Characteristics Teacher Competencies Teacher Education Programs Teacher Effectiveness Teacher Evaluation teacher preparation Teachers Teaching Methods Value Added Models Value-added models (VAM) |
| title | An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary |
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