NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1160477
Record Type: Journal
Publication Date: 2017-Dec
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0007-0998
Longitudinal Tracking of Academic Progress during Teacher Preparation
Corcoran, Roisin P.; O'Flaherty, Joanne
British Journal of Educational Psychology, v87 n4 p664-682 Dec 2017
Background: Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. Aim: This study examined pre-service teachers' trajectories of academic growth during teacher preparation. Sample: The sample comprised 398 pre-service teachers--282 (70.8%) males and 116 (29.1%) females. Method: Academic growth was measured across eight time points over the course of 4 years. Pre-service teachers' academic growth was analysed using linear and nonlinear latent growth models. Results: Results indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades. Conclusion: Greater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A