Multiple measures of student learning: a case study examination of completer impact

Anderson, S. K. , Hagen, B. D., Smith, K. D., Whitsel, C. and Duffield, S. (2021) Multiple measures of student learning: a case study examination of completer impact. Action in Teacher Education, 43(2), pp. 195-213. (doi: 10.1080/01626620.2020.1842820)

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Evaluating the impact of new teachers on student learning is a requirement for accredited teacher preparation programs. This article shares findings from a mixed methods, multiple case study investigating P-12 student learning in the classrooms of six graduates two-three years after completing a teacher preparation program. Data collection included student engagement surveys, de-identified student growth percentile scores, teacher selected pre-post assessment data, and structured phone interviews with each graduate. Results indicated a majority of students from participants’ classrooms demonstrated learning growth, and participants viewed their teaching as effective. Implications for programs include pre-service opportunities to identify and respond to authentic student engagement and opportunities to build collective teacher efficacy. Additional insights describe pre-service teacher training to measure student progress and measure impact based on classroom assessments. The investigation provides a replicable case study design for teacher educators to examine relationships between teacher preparation, program graduates, and P-12 student outcomes.

Item Type:Articles
Keywords:Teacher preparation, student growth and achievement, efficacy, case study, graduate impact.
Glasgow Author(s) Enlighten ID:Anderson, Dr Sarah
Authors: Anderson, S. K., Hagen, B. D., Smith, K. D., Whitsel, C., and Duffield, S.
College/School:College of Social Sciences > School of Education
Journal Name:Action in Teacher Education
Publisher:Taylor & Francis
ISSN (Online):2158-6098
Published Online:06 November 2020
Copyright Holders:Copyright © 2020 Association of Teacher Educators
First Published:First published in Action in Teacher Education 43(2): 195-213
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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