ERIC Number: EJ1068294
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Initial Results of a New Clinical Practice Model: Impact on Learners at Risk
Wasburn-Moses, Leah; Noltemeyer, Amity L.; Schmitz, Kristin J.
Teacher Educator, v50 n3 p203-214 2015
The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P-12 learners. With these goals in mind, a model alternative school/university partnership was created, based on Korthagen's "Realistic Teacher Education" framework. This article is an evaluation of the impact of this intervention on student outcomes from the program's first three years. A convergence of evidence reveals significant improvements in grade point average and credits earned; furthermore, significant improvements in total disciplinary incidents emerged in some of the analyses. These results suggest that this teacher education intervention has promise for documenting impact on P-12 learners. This outcome is significant for accreditation purposes, for bolstering the image of teacher education programs within the broader community, and for establishing a common research agenda.
Descriptors: Preservice Teachers, Partnerships in Education, College School Cooperation, Teacher Education, Intervention, Academic Achievement, Correlation, Evidence, Grade Point Average, Credits, Discipline, Elementary School Students, Secondary School Students, Grade 9, Grade 10, Mentors, Attendance Patterns, Student Behavior, Measures (Individuals), Statistical Analysis, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education; Grade 8; Junior High Schools; Middle Schools; Grade 9; High Schools; Grade 10
Authoring Institution: N/A
Grant or Contract Numbers: N/A