ERIC Number: EJ726987
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Comparing PDS and Campus-Based Preservice Teacher Preparation: Is PDS-Based Preparation Really Better?
Ridley, D. Scott; Hurwitz, Sally; Hackett, Mary Ruth Davis; Miller, Kari Knutson
Journal of Teacher Education, v56 n1 p46-56 2005
To date, the professional development school (PDS) preservice teacher preparation literature base is long on attitudinal analysis and short on comparative analysis of outcome variables. This article reports on a 2-year study comparing the lesson planning, teaching effectiveness, postlesson reflectivity, and content retention of professional teaching knowledge for teachers prepared at a PDS or campus-based program. The teaching outcome variables were rubric scored by experienced raters blind to participants' preparation program. Although the scores of PDS-prepared student teachers consistently trended higher than the campus-prepared cohort, no statistically significant differences were found. However, during the 1st year of teaching, PDS-prepared teachers scored significantly higher than campus-prepared teachers on teaching effectiveness. Potential explanations for the findings are provided.
Descriptors: Program Effectiveness, Comparative Analysis, Student Teachers, Professional Development Schools, Partnerships in Education, Preservice Teacher Education, Planning, Teacher Effectiveness, Knowledge Base for Teaching, Scores
SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free).
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A