Measuring Credential Candidates’ Impact on Student Achievement

Hagans, Kristi S.; Powers, Kristin

doi:10.1080/01626620.2015.1078755

Cited by 6 publications

(6 citation statements)

References 19 publications

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“…Their call to action was in direct response to the lack of congruency between classroom activities and the theoretical instruction found in TPP coursework, which was first revealed in the Carnegie Task Force on Teacher as a Profession in the mid-1980s (Holmes Group, 1986). Under the era of reformation, teacher education and thus EPPs narrowed their vision, values and mission to align with national policies that sought to strengthen student achievement, by aligning practices to promote strong student outcomes (Hagans and Powers, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Before the establishment of the Council for the Accreditation of Education Preparation (CAEP) in 2013 which is the current accrediting entity for EPPs in the USA, the previous accrediting bodies of the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) redefined and created the standards for high teacher effectiveness. The standards focused on EPPs providing candidates deep critical content and pedagogical knowledge; immersing candidates in high-quality clinical field experiences; recruiting candidates who demonstrate academic achievement and can impacting P-12 student learning; and implementing quality assurance and continuous improvement procedures about their own program (Hagans and Powers, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This contrast in cultures can often provide challenges for White teachers, who may lack the necessary experiences that can prevent deficit-based thinking towards students of color (Jackson et al , 2016). Thus, to confront and possibly prevent such difficulties from limiting students’ academic performance, EPPs are charged with directly addressing diversity and multiculturalism through courses (Darling-Hammond, 2006; Hagans and Powers, 2015).…”

mentioning

confidence: 99%

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Teacher education and multicultural courses in North Carolina

Williams

Glass

2019

JME

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Purpose Teacher effectiveness in diverse school environments depends highly on the multicultural education courses provided by Educator Preparation Programs (EPP). Research measuring new teachers’ (i.e. teachers having 0-3 years of teaching experience) effectiveness as a result of EPPs’ multicultural education courses is limited. The purpose of this study was to examine if any association occurred between the number of multicultural courses offered to pre-service teacher candidates by EPPs and their graduates rating of effectiveness, as it pertains to creating a culturally diverse classroom environment. Design/methodology/approach Using data from the North Carolina Department of Public Instruction (NCDPI) and public EPPs course catalogs for North Carolina, this descriptive study investigates multicultural education course offerings and recent teacher graduate data for North Carolina for 2015, as it pertains to creating culturally diverse learning environments for students of color. Findings The results indicate that multiple EPPs in North Carolina are not providing multicultural courses for their pre-service teachers, and that novice teachers in North Carolina are lacking the ability to produce diverse learning environments for students of color at a high capacity as defined by the North Carolina Teacher Effectiveness definition. Research limitations/implications Data were retrieved from 2015. In the current year, EPPs could have boosted their offerings of multicultural courses since that time. Social implications It is anticipated that the lack course offerings by EPPs will directly reflect new teachers’ ability to create respectful learning environment for students of color, suggesting that EPPs may be counterproductive towards teacher candidates’ understanding of race in the classroom. Originality/value This study’s originality exists in its ability to begin to connect new teachers’ productivity with regards for promoting diversity or multiculturalism and the multicultural courses offered by EPPs.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher education and multicultural courses in North Carolina

Williams

Glass

2019

JME

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“…Definitions of effective teaching focus on three primary areas: performances, essential knowledge, and critical dispositions (CCSSO, 2011). While no one measure provides a complete picture of teacher effectiveness (Hagans & Powers, 2015; NCTE, 2012; Newton et al, 2010), empirical inquiry into critical dispositions lags behind what is known about essential knowledge and performances.…”

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confidence: 99%

ProCAD: Looking at a Fuller Picture of the Teacher Candidate

Laughter

Brown

Neu

2020

Journal of Teacher Education

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Definitions of effective teaching focus on three primary areas: performances, essential knowledge, and critical dispositions. While no one measure provides a complete picture of teacher effectiveness, empirical inquiry into critical dispositions lags behind what is known about essential knowledge and performances. We found this underdevelopment true in our own educator preparation program at the University of Tennessee, Knoxville, which led to the development, testing, and implementation of the Professional Competencies, Attitudes, and Dispositions (ProCAD) assessment. In this article, we introduce the ProCAD assessment, describing each piece of the ProCAD framework and its alignment with InTASC critical disposition substandards. We present findings from the analysis of ProCAD data and close with implications for better understanding effective teaching and future research.

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“…The landscape of teacher education and credentialing has changed significantly over the past 20 years (Cochran-Smith & Villegas, 2015a;Hagans & Powers, 2015;Mehta, 2013). Two competing forces are shaping policy and practices for how teachers are prepared, credentialed, and inducted into the profession (Camera, 2016).…”

mentioning

confidence: 99%

The Complexities of Middle Level Teacher Credentialing: Status Report and Future Directions

et al. 2018

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Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level teacher credentials are addressed in the United States and This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/ 4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.

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Measuring Credential Candidates’ Impact on Student Achievement

Cited by 6 publications

References 19 publications

Teacher education and multicultural courses in North Carolina

Teacher education and multicultural courses in North Carolina

ProCAD: Looking at a Fuller Picture of the Teacher Candidate

The Complexities of Middle Level Teacher Credentialing: Status Report and Future Directions

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