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ERIC Number: ED327518
Record Type: RIE
Publication Date: 1990
Pages: 145
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Data-Based Teacher Education Evaluation: Toward an Indicator System of Program Quality.
Schumacher, Sally; Cauley, Kathleen
This case study identifies valid indicators of teacher education program quality selected from: (1) 15 interviews of purposefully sampled faculty members and all administrators of a teacher education program at an urban university, obtained with a 12-page interview guide and 5 written prompts; and (2) an analysis of scales of self-efficacy, teaching orientations, educational beliefs, and career plans. The purpose of the study was to assess program impact on a matched sample of 227 entering and graduating teacher candidates from a 5-year data bank (1984-89). The indicators focus on the commonalities across 5-year programs in early, middle, secondary, and special education and 4-year programs in physical, art, music, and theater education. Indicators of program quality assess the acquisition of a liberal education, pedagogical knowledge, development of pedagogical reasoning, and other valued outcomes (self-efficacy, conception of teaching, professional beliefs, multicultural sensitivity, and teaching commitment). Measures include five program-developed instruments, three nationally developed standardized tests, and one state-developed observational instrument. Instruments include standardized paper and pencil tests, self-report measures, and both high- and low-inference classroom observational ratings. The goals of the project are to identify the underlying conceptions of teaching embedded in the teacher education program, to determine valid indicators of program quality, and to design a comprehensive teacher education data-based plan which contains these conceptions and indicators. Appendixes comprise the greater part of the document. An analysis of interviews, the interview guide and prompts, an analysis of the surveys, and a description of the measures used for indicators of teacher education program quality are appended. (Author/JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Virginia Commonwealth Univ., Richmond. School of Education.
Identifiers: Virginia Commonwealth University