The relationship between pre-service benchmarks and student teaching performance

Alexis Carlson, University of Rhode Island

Abstract

From K-12 schools to higher education institutions, policy makers, parents, teachers, and other education stakeholders are concerned about the state of our nation’s public schools. Issues of reform, accountability, retention, paths to licensure, and preparation of teachers populate education news and research. In the era of accountability, it is important for teacher preparation programs to look within themselves to ensure the structure and requirements of their program help prepare teacher candidates for student teaching and careers. While some insist raising admission requirements, such as grade point averages (GPAs), others are concerned about the role of high stakes admission and licensure requirements in teacher preparation programs.^ The focus of this thesis was to examine one Secondary English Language Arts teacher preparation program within a large, research I institution in the northeast. A correlational study was conducted to determine the relationships between the various pre-service benchmarks (admission scores), GPA), and candidates’ student teaching performance. Regression models were used to determine if any of the pre-service benchmarks were predictors of other pre-service benchmarks or predictors of student teaching performance.^ Findings from this study reinforce existing literature on correlational relationships between pre-service benchmarks. Findings from the regression models add to the literature in the field. The results and implications of this study offer similar programs potential areas of reform. ^

Subject Area

Educational tests & measurements|Education|Teacher education

Recommended Citation

Alexis Carlson, "The relationship between pre-service benchmarks and student teaching performance" (2017). Dissertations and Master's Theses (Campus Access). Paper AAI10263336.
http://digitalcommons.uri.edu/dissertations/AAI10263336

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