Using standardized performance observations and interviews to assess the impact of teacher education

Persistent Link:
http://hdl.handle.net/10150/280455
Title:
Using standardized performance observations and interviews to assess the impact of teacher education
Author:
Tsang, Henry Yen-Chang
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study used a standardized teacher observation rubric and procedures to evaluate the performance of 63 new teachers with various preparation backgrounds. Observers rated teachers from seven different school districts on 29 separate criteria of teaching effectiveness. New teachers were assessed on their lesson planning, assessment practices, classroom management, and implementing instruction during interviews and observations. Results show significant differences in the performance of new teachers depending on the model of the teacher education program they attended. Traditional undergraduate program graduates were rated higher than teachers who received their preparation from post-baccalaureate or master's degree certification programs (particularly in the area of classroom management and at the middle school level). Follow-up interviews were conducted with a stratified random sample of 15 of 63 participants. New teachers reported difficulty setting up classroom management procedures at the beginning of the semester especially small group instruction and would have preferred more classroom experiences during their teacher education program. Teachers strongly affirmed the importance of teacher education for their ability own to teach.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Economics, Agricultural.; Education, Curriculum and Instruction.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Good, Thomas L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleUsing standardized performance observations and interviews to assess the impact of teacher educationen_US
dc.creatorTsang, Henry Yen-Changen_US
dc.contributor.authorTsang, Henry Yen-Changen_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study used a standardized teacher observation rubric and procedures to evaluate the performance of 63 new teachers with various preparation backgrounds. Observers rated teachers from seven different school districts on 29 separate criteria of teaching effectiveness. New teachers were assessed on their lesson planning, assessment practices, classroom management, and implementing instruction during interviews and observations. Results show significant differences in the performance of new teachers depending on the model of the teacher education program they attended. Traditional undergraduate program graduates were rated higher than teachers who received their preparation from post-baccalaureate or master's degree certification programs (particularly in the area of classroom management and at the middle school level). Follow-up interviews were conducted with a stratified random sample of 15 of 63 participants. New teachers reported difficulty setting up classroom management procedures at the beginning of the semester especially small group instruction and would have preferred more classroom experiences during their teacher education program. Teachers strongly affirmed the importance of teacher education for their ability own to teach.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEconomics, Agricultural.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGood, Thomas L.en_US
dc.identifier.proquest3108961en_US
dc.identifier.bibrecord.b44830786en_US
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