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ERIC Number: EJ1045751
Record Type: Journal
Publication Date: 2014
Reference Count: 75
Using a Participant Pool to Gather Data in a Teacher Education Program: The Course of One School's Efforts
Wiens, Peter D.
Issues in Teacher Education, v23 n1 p177-206 Spr 2014
A decade ago, the Carnegie Corporation of New York, along with the Ford and Annenberg Foundations, undertook a reform initiative, Teachers for a New Era (TNE). The goal of the TNE was to "stimulate construction of excellent teacher education programs at selected colleges and universities"(Carnegie Corporation of New York, 2001, p. 1). As part of this project, one mid-Atlantic university designed and implemented a participant data pool (PDP) to collect and manage data on teacher education students. The purpose of the PDP was to use the data to better understand whether the teacher education program was, indeed, an excellent program and to further stimulate knowledge creation about teacher education and preservice teachers. Ten years later, it is now time to examine the implementation of a PDP. In reflecting on the creation of PDP, McNergney and Imig (2006) wondered whether it was feasible to conduct teacher education program evaluations within and across settings. To this end, this study sought to examine the implementation of the PDP over the past ten years and to address McNergney and Imig's question. Results indicate that it is feasible to create and manage teacher education data in a national research university. Use of the PDP by researchers has steadily grown over the past five years. Further, a research requirement, along with increased attention to the PDP, has led to increasingly high percentages of student participation in research activities. This effort has led to a database of information on more than 1,300 students over a five-year period. Nevertheless, this article noted the unequal use of the data for research purposes. While researchers have conducted multiple analyses on some measures in the PDP, other measures have not been used frequently for analysis. As data are continually collected through the PDP, further analysis can provide information on how teacher education students grow personally and how their conceptions of teaching change throughout the course of their program. It is equally important to continually assess the usefulness of each measure in the PDP while searching for other measures that might be incorporated into the data collection effort.
Descriptors: Teacher Education Programs, Preservice Teacher Education, Educational Change, Program Evaluation, Program Implementation, Data Collection, Accountability, Case Studies, Research Universities, Academic Achievement, Feasibility Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A