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ERIC Number: EJ1057751
Record Type: Journal
Publication Date: 2012-Jul
Pages: 30
Abstractor: As Provided
Reference Count: 49
ISSN: EISSN-1941-3386
Multiple Regression as a Practical Tool for Teacher Preparation Program Evaluation
Williams, Cynthia
Journal of Case Studies in Accreditation and Assessment, v2 Jul 2012
In response to No Child Left Behind mandates, budget cuts and various accountability demands aimed at improving programs, colleges and schools of education are in need of practical, quantitative evaluation methods which can be utilized internally to meaningfully examine teacher preparation programs and related coursework. The utility of multiple regression as a tool for linking coursework to teacher certification outcomes was examined in two separate case studies: one examined data from a smaller, private university and the other examined data from a larger public university. Grade inflation, missing or confounding variables, bivariate correlations, beta weights, statistical assumptions, and power were statistical considerations. Results indicated multiple regression can provide meaningful program evaluation information when examining teacher preparation programs where fewer sections of courses are offered, such as at the private university level. Variance associated with multiple course sections being nested in individual courses was believed to interfere with multiple regression results for public university analyses. Methods such as hierarchical linear modeling (HLM) and growth mixture modeling (GMM) may be more appropriate when evaluating teacher preparation programs at larger universities where nested variables are often more prevalent.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas