A Look at the Mat Model of Teacher Education and Its Graduates: Lessons for Today: Final Report

Coley, Richard J.; Thorpe, Margaret E.

doi:10.1002/j.2330-8516.1986.tb00165.x

Cited by 7 publications

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“…Eighty-six percent of 4-year graduates and 93 % of 5-year graduates entered teaching. Entry rates from other studies vary from 40 to 83 % (Coley & Thorpe, 1986;Feistritzer, 1983), with most programs reporting around 60 % entry into teaching.…”

Section: Results Of the Two Studiesmentioning

confidence: 96%

Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs

Andrew

1990

Journal of Teacher Education

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A 10-year comparison of graduates from 4-and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Significantly more 5-year graduates entered and stayed in teaching than graduates of the 4-year program. Graduates of the 5-year program were more satisfied with their career and perceived the quality of their program to be higher than the 4-year graduates did. Limitations of the study and alternative explanations for these differences are discussed.The debate on program length in teacher education has been heated. Many perceive the debate as a threat to traditional 4-year baccalaureate teacher education programs, and many argue their positions with emotionally charged rhetoric. The debate has proceeded with little research data on program graduates, because there are so few extended programs and because research on teacher education graduates has been minimal. It may be that those engaged in the debate prefer to argue from theoretical frameworks rather than to risk their position with empirical test. The present article and further research under way at the University of New Hamsphire bring some empirical data to the dialogue. Background of the Study

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Section: Results Of the Two Studiesmentioning

confidence: 96%

Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs

Andrew

1990

Journal of Teacher Education

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“…Many of the former teachers pursued education careers outside of the classroom. The study, A Look at the MAT Model of Teacher Education and Its Graduates: Lessons for Today, concluded that the MAT model was a viable alternative to increase the supply and quality of the nation's teachers, although more modern programs should be designed to recognize the changing composition of the nation's school population (Coley and Thorpe 1985).…”

Section: Research On the Teacher Education Pipelinementioning

confidence: 99%

Contributions to Education Policy Research

Coley

Goertz

Wilder

2017

Methodology of Educational Measurement and Assessment

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Section: Teacher Policymentioning

confidence: 99%

Contributions of a Nonprofit Educational Measurement Organization to Education Policy Research

Coley

Goertz

Wilder

2013

ETS Research Report Series

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As part of its mission, Educational Testing Service (ETS) has conducted education policy research focused on promoting equal opportunity for all individuals from early childhood through adulthood. This report provides a sampler of this extensive work in three areas chosen to represent major historical foci: • Analyzing, evaluating, and informing public policy in educational governance, including school finance; teacher policy; and federal, state, and local education policy; • Examining differential access to educational opportunity in three areas of longstanding interest to ETS: the gender gap, advanced placement programs, and graduate education; and • Reporting on the educational outcomes of the U.S. population and describing the contexts for these outcomes and for the gaps in outcomes that exist among segments of the population.

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A Look at the Mat Model of Teacher Education and Its Graduates: Lessons for Today: Final Report

Cited by 7 publications

References 0 publications

Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs

Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs

Contributions to Education Policy Research

Contributions of a Nonprofit Educational Measurement Organization to Education Policy Research

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