Search results for: Hart Laura C.
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University-district partnerships to improve field experiences: Associations with candidate perceptions and performance
Education Preparation Programs (EPPs) are increasingly pressured to demonstrate alignment between program supports and candidates’ outcomes. Using mixed methods, we studied the Early Field Immersion School (EFIS), an effort to improve candidates’ early field experiences. Participants included 171 candidates enrolled in a graduate certificate program and 11 university-based faculty. EFIS candidates spent increased time in early field experiences, yet EFIS was not associated with candidates’ performance at program exit. Although we found that while candidates and faculty alike valued EFIS supports, participation was negatively associated with perceptions of preparedness. We discuss these discrepancies and offer suggestions for ongoing research.
Updated: Oct. 21, 2020
Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience
In this study, the authors examined the impact of an edTPA professional development workshop designed specifically for cooperating teachers (CT) on cooperating teacher practice and teacher candidate edTPA assessment scores. They found that teacher candidates placed with CTs who have received edTPA professional development can benefit from increased CT knowledge about the edTPA assessment.
Updated: May. 30, 2019