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ERIC Number: EJ1169298
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1935-7125
A National Descriptive Survey of Teacher Residency Programs
Wasburn-Moses, Leah
School-University Partnerships, v10 n2 p33-41 Fall 2017
Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare data collected to both the federal definition and to standards identified in the professional literature. An Internet search uncovered the existence of 37 programs in 15 states and the District of Columbia. Data gleaned from publicly-available materials was triangulated with results from a telephone check. Findings indicated that although most residencies met the federal definition, post-residency induction and linking course- and fieldwork may be an area of concern in some programs. Programs varied in structure and supports offered. Implications include the need for a standardized definition and terminology, more research on the connection between course- and fieldwork, and more publicly available information and data.
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail:; Web site:
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 - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A