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ERIC Number: EJ904703
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0022-4871
It Is Complicated: Unpacking the Flow of Teacher Education's Impact on Student Learning
Diez, Mary E.
Journal of Teacher Education, v61 n5 p441-450 Nov-Dec 2010
Knowing that a teacher education program's graduates affected P-12 student learning may be important, but knowing how the program prepared their graduates to affect learning is critical for ongoing reform efforts. In this essay, the author argues for the utility of looking at three sets of relationships involved in gauging the impact of teacher education programs on P-12 student learning--teacher education program impact on teacher candidate learning, teacher graduate practice of teacher education program outcomes in P-12 settings, and teacher graduate impact on P-12 pupil learning. The author also addresses three issues affecting the efficacy of reform efforts--a focus on proving versus improving, an absence of assessment literacy, and the need for teaching to support learning. (Contains 1 table and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A