Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. This book examines how to improve teacher preparation programs using the best available evidence. The chapters explore how data availability, quality, and use within and across preparation programs shed light on the structures, policies, and practices associated with high-quality teacher preparation. The authors look at critical questions about the connection between what takes place during teacher preparation and subsequent outcomes for teachers and students. Despite a long history of teacher preparation and considerable investments in preservice and in-service training, there remains much to be learned about effectively training teachers. The chapter topics include;
• Improving Teacher Preparation: The Promise, Challenges, and Research Needs of State Accountability Systems,
• Learning to Teach: Optimizing Coursework and Fieldwork Requirements in Traditional Teacher Preparation,
• Using Case Study Data of Completers as Evidence in a Continuous Improvement Model,
• Educating Effective Science Teachers: Preparing and Following Teachers Into the Field,
• Measuring Diversity in Teacher Candidate Practicum Placements and its Relationship to Outcomes,
• Signature Practices in an Urban Residency Program: How Are These Practices Evident in the Graduates’ Classrooms,
• Preparing and Keeping Our Best: Linking a Measure of Preservice Teacher Quality to Professional Outcomes,
• Toward Causal Evidence on Effective Teacher Preparation, and
• Supporting the Use of Evidence in Teacher Preparation: Considerations and Next Steps.
Citation: Carinci, J. E., Jackson, C., & Meyer, S. J. (Eds.). (2020). Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students. IAP.