ERIC Number: ED524510
Record Type: Non-Journal
Publication Date: 2011-Feb-15
Abstractor: As Provided
Reference Count: 12
Pre-Service Teachers' Impact on Student Learning: Three-Year Study of the Impact on Student Learning Project
Meister, Denise G.
Online Submission, Paper presented at the Association of Teacher Educators Annual Conference, Orlando, Florida (February 15, 2011).
With the demand for a demonstration of continuous progress as an accountability gauge in public schools, teachers are compelled to examine assessment data for each of their pupils. This data analysis, in turn, should help teachers gauge their instructional practices and differentiate instruction so that all can reach proficient levels of achievement. Teacher education programs, too, have been asked to provide performance-based programs that demonstrate pre-service teachers can positively affect individual student learning. One way for teacher education programs to demonstrate this measure of success is by having pre-service teachers show their understanding of differentiated instruction, test data collection and analysis, and reflection. To reach this goal our Teacher Education faculty implemented an assignment titled "Impact on Student Learning Project" during the Fall 2006 semester. The intent of this paper is to describe the project and summarize the results culled from pre-service teachers who have completed the project from Fall 2006 until Spring 2009. (Contains 3 footnotes.)
Descriptors: Preservice Teacher Education, Teacher Education Programs, Academic Achievement, Behavior Problems, Data Analysis, Preservice Teachers, Accountability, Summative Evaluation, Reflection, Test Results, Formative Evaluation, Standardized Tests, Pretests Posttests, Data Collection, Elementary Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania