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ERIC Number: ED591846
Record Type: Non-Journal
Publication Date: 2018-Nov
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. Working Paper No. 206-1118-1
Krieg, John; Goldhaber, Dan; Theobald, Roddy
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate's TEP.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Washington