Swipe om te navigeren naar een ander artikel
A meta-analysis is presented of the academic achievement effects on students taught by teachers from alternative teacher preparation (ATP) programs, compared to students taught by teachers from traditional teacher preparation (TTP) programs. The literature has indicated mixed results on the student-level academic outcomes of ATP programs. Findings from this meta-analysis indicate an overall statistically significant, yet small, difference in ATP and TTP programs (g = 0.03; 95% CI = 0.01, 0.04, p = 0.001), with the mean achievement of students who had ATP teachers was about 0.03 standard deviations above that of students who had TTP teachers. Further, there were differences in student achievement by type of ATP program, school level, and academic subject area. These results, as well as implications for policy and practice are discussed.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
* Identifies studies included in the meta-analysis.
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago Public High Schools. Journal of Labor Economics, 25(1), 95–135. CrossRef
*Antecol, H., Eren, O., & Ozbeklik, S. (2013). The effect of Teach for America on the distribution of student achievement in primary school: evidence from a randomized experiment. Economics of Education Review, 37, 113–125. https://doi.org/10.1016/j.econedurev.2013.08.004. CrossRef
Ball, D.L., Hill, H.C., & Bass, H. (2005). Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14–17, 20–22, 43–46. https://deepblue.lib.umich.edu/bitstream/handle/2027.42/65072/Ball_F05.pdf?sequence=4&isAllowed=y.
Betts, J. R., Zau, A. C., & Rice, L. A. (2003). Determinants of student achievement: new evidence from San Diego. San Francisco, CA: Public Policy Institute of California.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons, Ltd. CrossRef
Brownell, M. T., Bishop, A. M., & Sindelar, P. T. (2005). NCLB and the demand for highly qualified teachers: challenges and solutions for rural schools. Rural Special Education Quarterly, 24(1), 9–15. https://acres-sped.org/journal. CrossRef
*Clark, M.A., Isenberg, E., Liu, A.Y., Makowsky, L., Zukiewicz, M. (2015). Impacts of the Teach for America investing in innovations scale-up. (Ref #: 06889.740). Princeton, NJ: Mathematica Policy Research. https://www.mathematica-mpr.com/~/media/publications/pdfs/education/tfa_investing_innovation.pdf.
*Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010). Teacher credentials and student achievement in high school: a cross-subject analysis with student fixed effects. Journal of Human Resources, 45, 655–681. https://doi.org/10.1353/jhr.2010.0023.
Comprehensive Meta-Analysis (Version 3) [CMA; Computer Software] (2014) Englewood, NJ: Biostat.
Constantine, J., Player, D., Silva, T., Hallgren, K., Grider, M., & Deke, J. (2009). An evaluation of teachers trained through different routes to certification (NCEE 20094043). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/pubs/20094043/pdf/20094044.pdf
Cooper, H. M. (1979). Statistically combining independent studies: a meta-analysis of sex differences in conformity research. Journal of Personality and Social Psychology, 37, 131–146. https://doi.org/10.1037/0022-3518.104.22.168. CrossRef
Dalton, S.S., & Henderson, A. (2015). HEA title II accountability: impact of alternative route teacher preparation. Paper presented at the 25th Annual National Association for Alternative Certification Route Teacher Preparation, Chicago, IL. https://alt-teachercert.org/HEA%20Title%20II%20.pdf
Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44. https://epaa.asu.edu/ojs/article/view/392/515. CrossRef
Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1–47. https://doi.org/10.14507/epaa.v13n42.2005.
Deeks, J. J., Dinnes, J., D’Amico, R., Sowden, A. J., Sakarovitch, C., Song, F., … European Trial Collaborative Group (2003). Evaluating non-randomised intervention studies. Health Technology Assessment, 7(27), 1–173.
Every Student Succeeds Act [ESSA], Text - S.1177 - 114th Congress (2015–2016). https://www.congress.gov/bill/114th-congress/senate-bill/1177/text.
Feuer, M. J., Floden, R. E., Chudowsky, N., & Ahn, J. (2013). Evaluation of teacher preparation programs: purposes, methods, and policy options. Washington, DC: National Academy of Education.
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164. CrossRef
Hedges, L. J., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
Heilig, J. V., & Jez, S. J. (2010). Teach for America: a review of the evidence. Boulder, CO: Education and the Public Interest Center. Retrieved from National Education Policy Center website http://epicpolicy.org/publication/teach-for-america.
Humphrey, D., & Wechsler, M. (2007). Insights into alternative certification: initial findings from a national study. Teachers College Record, 109, 483–530. https://www.tcrecord.org
Hutchison, L. F. (2012). Addressing the STEM teacher shortage in American schools: ways to recruit and retain effective STEM teachers. Action in Teacher Education, 34, 541–550. https://doi.org/10.1080/01626620.2012.729483. CrossRef
National Education Association [NEA] (2015). Research spotlight on alternative routes to teacher certification. https://www.nea.org/tools/16578.htm.
No Child Left Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq. (2002). Retrieved from https://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf.
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects. Educational Evaluation and Policy Analysis, 26, 237–257. CrossRef
Organization for Economic Co-Operation and Development [OECD] (2015). Universal basic skills: what countries stand to gain. Washington, DC: OECD Publishing. https://doi.org/10.1787/9789264234833-en.
*Piro, J. S., Shutt, T., & Stewart, G. (2010). Value added student achievement in alternative and traditional teacher preparation pathways. The Journal of Academic Administration in Higher Education, 6(2), 1–8. https://jwpress.com/JLHE/JLHE.htm.
Rosenthal, R. (1979). The “file drawer problem” and tolerance for null results. Psychological Bulletin, 86, 638–641. https://doi.org/10.1037/0033-2909.86.3.638. CrossRef
*Sharkey, N. S., & Goldhaber, D. (2008). Teacher licensure status and student achievement: lessons from private schools. Economics of Education Review, 27, 504–516. https://doi.org/10.1016/j.econedurev.2007.09.009. CrossRef
Stronge & Associates (2013). Stronge teacher evaluation system: a validation report. Oshkosh, WI: Strong & Associates Educational Consulting, LLC. Retrieved from http://www.cesa6.org/effectiveness_project/Validation-Report-of-Stronge-Evaluation-System.pdf.
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62, 339–355. CrossRef
Teach for America [TFA] (2016). https://www.teachforamerica.org/.
The White House (2015). Every Student Succeeds Act: a progress report on elementary and secondary education. Executive Office of the President (December). https://www.whitehouse.gov/sites/whitehouse.gov/files/documents/ESSA_Progress_Report.pdf.
U.S. Census Bureau (2016). Census regions and divisions of the United States. https://www2.census.gov/geo/pdfs/maps-data/maps/reference/us_regdiv.pdf.
U.S. Department of Education (2002). New No Child Left Behind. https://www.gpo.gov/fdsys/pkg/PLAW-107publ110/html/PLAW-107publ110.htm.
U.S. Department of Education, Office of Postsecondary Education (2002). Meeting the highly qualified teachers challenge: the secretary’s annual report on teacher quality. https://www2.ed.gov/about/reports/annual/teachprep/2002title-ii-report.pdf.
U.S. Department of Education, Office of Postsecondary Education (2013). Preparing and credentialing the nation’s teachers: the secretary’s ninth report on teacher quality. https://title2.ed.gov/TitleIIReport13.pdf.
U.S. Department of Education, Race to the Top (2009). Race to the top program executive summary. https://www2.ed.gov/programs/racetothetop/executive-summary.pdf.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2012). Elementary and middle school mathematics: teaching developmentally (8th ed.). New York, NY: Pearson.
Wilson, D.B. (2011). Effect size calculation and basic meta-analysis. The Campbell Collaboration [Training video]. https://www.campbellcollaboration.org.
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: an insider’s view from the outside. Journal of Teacher Education, 53(3), 190–204. CrossRef
Wilson, S.M., Floden, R.E., & Ferrini-Mundy, J. (2001). Teacher preparation research: current knowledge, gaps, and recommendations. Document R-01-3. https://www.education.uw.edu/ctp/sites/default/files/ctpmail/PDFs/TeacherPrep-WFFM-02-2001.pdf.
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67.
- Traditional vs. Alternative Teacher Preparation Programs: A Meta-Analysis
Denise K. Whitford
- Springer US