Transcript From Research to Practice: An Analysis of the Interaction

What We
Know About
Teacher
Preparation
Programs
Jack States
Ronnie Detrich
Randy Keyworth
Big Ideas!

1. Student achievement is the yard stick for
measuring teacher preparation
2. Formative assessment is critical to teacher
preparation
3. Coaching is the critical component in how to
effectively teach teachers
4. More quality studies are needed to build an
effective preparation knowledge base
How Do We Measure Teacher
Preparation Effectiveness?
1. Law - No Child Left Behind
(NCLB)
2. Best Practices
3. Accreditation
4. Student Achievement
How Does NCLB Define
“Highly Qualified”?
1. Full State licensure or certification
(No emergency, temporary, or provisional
basis)
2. A bachelors degree
3. Demonstrate knowledge of subject areas
The Learning Wars
✔ Art vs. Science
✔ Qualitative vs. Quantitative
✔ Process vs. Outcomes
Student Achievement
What is the knowledge base linking
teacher preparation programs and
student achievement?
Value Added Modeling
VAM: Statistical techniques to assess the
impact variables such as schools or
teachers on student achievement
Valued Added Modeling (VAM)
Benefits
 Valuable tool for recruiting the best teachers
 Assist researchers determine those characteristics
that produce better teachers
• Recent Research:
 George H. Noell, 2007: found significant
differences in the effectiveness of teachers from
different preparation programs in Louisiana.
 Boyd et al., 2009: found significant differences in
teacher preparation programs in New York City
What Methods Produce the
Best Teachers?
1. Too few studies examine the effect
on student achievement
?
2. Too few studies employ rigorous
research methods
What Preparation Model Works Best?
✔
Four year vs. five year programs
✔
National certification
✔
Accredited training programs
✔
Traditional vs. alternative
credential programs
Four vs. Five Year Programs
Frequency of Outcome Measures Used to Evaluate
Teacher Preparation Programs
4
No
Studies
# of Studies
3
2
1
0
Ratings
Preparation
Program
Ratings of
Teachers
Satisfaction
Academic
Teachers
Qualifications Enter Field
Retention
Teacher
Direct
Student
Knowledge Observation Achievement
Effectiveness Criteria
Andrew 1990 and Andrew and Schwab 1995
Are National Board Certified Teachers More
Effective
Comparison of NBPTS Certified Teachers to Non-certified
Teachers on Student's Math Achievement
0.2
Effect Size
0.15
.2 represents
a small effects
size
0.1
0.07
0.05
0.07
0.05
0.04
0.025
0
Goldhaber et al.
(2005)
Cavaluzzo
(2004)
McColskey et al. Clotfelter et al.
(2005)
(2006)
Harris & Sass
-0.01
(2006)
Sanders et al.
(2005)
-0.05
Studies
National Board Certification and Teacher Effectiveness: Evidence from A Randomized Assigned Experiment,
Cantrell, et al. 2007
Does Accreditation Produce Better
Teachers?
National Council for the Accreditation of Teacher Education
(NCATE)
% Graduates Pass the PRAXIS II
Comparison of NCATE Trained Teachers vs.
Non-NCATE Teachers Passing the PRAXIS II
(1995-97)
92%
91%
90%
88%
86%
Rigorous
Research on
Student
Achievement
Absent
84%
84%
82%
80%
NCATE Institution
Non-NCATE Institution
Alternative Programs vs. Traditional Programs
Comparison of Student Reading and Math Scores
1
Effect Size
0.8
No significant
difference in
effect size
0.6
0.4
0.2
0
0.01
Reading
-0.03
Math
-0.2
An Evaluation of Teachers Trained Through Different Routes to Certification - 2009
What Are Schools Teaching Teachers?
1. Critical teaching skills (What)
2. Pedagogy (How)
3. Field experience (Application)
Critical Teaching Skills
✔ Active teaching
✔ Classroom behavior management
✔ Classroom organization
✔ Formative assessment
✔ Subject matter
Does Subject Matter Training Matter?
Teacher Subject Matter Training and Student
Achievement
Strength of Evidence
Strong
2
Subject matter
training impact on
student
achievement
negligible
Minimal
1
Insignificant
0
Math
(Secondary)
Math
(Elementary)
Science
Reading
Arts
Other
Subject Matter
Literature Review
Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (2005)
Creating Effective Teachers: Concise Answers for Hard Questions (2003)
What Research Tells About How to Teach
Reading
National Reading Panel (2000)
Effect Size of the Components of Reading
1
0.9
0.86
0.8
Effect Size
0.7
0.6
0.5
0.44
0.41
0.4
0.3
0.2
No effect size
available
0.1
0
Phonemic
Awareness
Phonics Instruction
Fluency
No effect
size available
0
0
Vocabulary
Comprehension
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel
What Are Colleges Teaching?
Teacher Preparation Programs
Teaching Evidence-based Components of Reading
100%
90%
80%
70%
60%
50%
Only 15%
Teach All
53%
50%
50%
Teach
2 2or
Teach
Teach 2
orless
less
or
less
40%
Components
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
30%
20%
10%
0%
All 5
Components
4 of 5
3 of 5
2 of 5
1 of 5
0
Failed
criteria
Number of Reading Components
What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning
Walsh et al. 2006
What We Know About
Assessment
Size Effect of Formative Evaluation Methods
(Progress Monitoring) on Student Achievement
1
0.91
0.9
0.8
0.7
Effect Size
0.7
0.6
0.5
0.4
0.3
0.26
0.2
0.1
0
Data Collected
Data Graphed
Data Analyzed
Following Rules
Effects of Systematic Formative Evaluation: A Meta-Analysis, Fuchs & Fuchs, 1986
What Schools Are Teaching
(Formative Assessment)
Sample of 13 Elementary Teacher Programs in Connecticut
16%
% of Course Syllabi
14%
12%
10%
8%
14%
6%
4%
2%
0%
0%
Progress Monitoring, Formative
Assessment, or Ongoing Assessment
Dibels
Response to Intervention and Teacher Preparation, Spear-Swerling, 2008
Big Ideas!

Critical Skills
✔
Subject matter plays a minor
role
✔
Formative Assessment is the
critical skill in our knowledge
base
✔
What data we have indicates it
isn’t being emphasized enough
Pedagogy
Definition
The science of teaching referring to theories of learning,
strategies of instruction, and methods for teaching.
•
•
•
•
•
•
•
•
Didactic presentation – lectures
Reading - materials
Discussion
Computer instruction
Role playing
Simulation
Demonstration
Coaching
What We Know About Teaching
Training Method that Produces the Best Results
Percentage of Participants
100%
90%
80%
70%
60%
1. Theory & Discussion
2. Plus Demonstration
3. Plus Practice & Feedback
4. Plus Coaching
50%
40%
30%
20%
10%
0%
Knowledge
Skill
Demonstration
Use in
Classroom
Degree of Skill Competency
Student Achievement Through Staff Development, Joyce & Showers, 2002
How Are Teaching Candidates Assessed?
Methods for Assessing Teachers in Connecticut Survey
60%
30% For
Key
Method
% of Syllabi
50%
40%
30%
20%
10%
0%
Tests and quizes
Reflective
Running record
learning journal
Observation of
child or lesson
Planning a unit
Response to Intervention and Teacher Preparation, Spear-Swerling, 2008
Big Ideas!

Pedagogy
✔
✔
The quantity and quality of
studies of how we teach
teachers are not available
Coaching produces the best
results, but the data suggests
it isn’t widely employed
Field Experience
Field Experience Research Topics
90
84
80
Number of Studies
70
The principal
measure between
1995 and 2005 was
Attitude Change
60
50
40
30
20
10
10
2
3
3
Coaching
Student
Achievement
Knowledge
5
0
Methods
Subject Matter Attitude Change
Implementation Implementation
Study Outcome
AERA Report : Studying Teacher Education, 2005
Field Experience
Field Experience Research
Research Designs
Assessment Methods
Number of Studies
50
45
45
40
35
30
25
Only 3
experimental
studies out of
107
22.5
20
17.5
15
12
10
7
5
0
3
0
Research Design Methods
Big Ideas!

Field Training
✔
✔
The quantity and quality of
studies of how we should
conduct “student teaching”
are not available
Linking pre-service and field
experience must be expanded