ERIC Number: ED462402
Record Type: RIE
Publication Date: 2001-Apr
Methodological Issues in Describing the Features and Qualities of Teacher Education Programs.
Reckase, Mark D.
A complex research project has been conducted to determine the features and qualities of teacher education programs that are related to gains in student performance that occurred when a student was under the tutelage of a teacher from one of the teacher education programs. This paper describes the methodology and some of the results from work on producing good measurements of the multitude of variables that describe teacher preparation and professional judgment. Because of the large scope of the work, the discussion is confined to scale formation for three variables. The development team created the Beginning Teacher Preparation Survey to obtain information about a specific set of variables. Two efficacy scales, revised to one such scale, a professional development and support scale, and a scale measuring mathematics orientation provide examples of the sorts of scales developed for the survey. The confirmatory and exploratory reliability analysis process was performed on the majority of the hypothesized scales in the survey. A total of 26 scales have been defined and confirmed through the analyses. The lowest reliabilities have been in the 0.50 range and the highest in the upper 0.90 range. The distribution of scores for the scales were usually unimodal and often symmetric, but in some cases, the distributions were almost uniform. The result of the scaling methodology has been to produce a series of scales that are very sensitive to differences in beginning teacher's preparation and perspective. These scales can be used with high confidence to investigate the variables that lead to student learning in the classroom. (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).