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ERIC Number: ED429969
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Establishing Research-Based Knowledge in Teacher Education.
Pepper, S. Kaye; Hare, R. Dwight
This paper provides an approach to building research-based knowledge in teacher education through program evaluation. This approach allows results of program evaluations to be compared and contrasted and theoretical constructs developed into practical models for use in improving teacher preparation. The paper examines Yarger and Smith's 1990 framework for studying teacher education programs. Their systematic approach included: antecedents or preexisting conditions, processes or transactions, and outcomes. They considered studies that followed this systematic approach "linking studies." Yarger and Smith believed that the three components and the associated links provided a vehicle for discussing appropriate methodology for research on teacher education, implementation of teacher education programs, and needs associated with program improvement. In following Yarger and Smith's writings, it is important to determine a unifying source which can pull teacher education institutions together in a common effort to build the research-based knowledge. Important initiatives are currently underway to develop more meaningful standards for teaching. This paper examines Stake's Countenance Model of Program Evaluation, which fits closely with Yarger and Smith's paradigm, and discusses a modification of Stake's Countenance Model, which is necessary to better fit the needs of today's education programs. The paper concludes that a research base in teacher education is possible if teacher education institutions publish research findings of their program evaluations (which are developed for each specific site, include Yarger and Smith's three components, and are based on a national perspective). (Contains 21 references.) (SM)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A