Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

By:

Mancenido, Zid

Material type:

Continuing resourcePublication details: Review of Educational Research; 2024Description: 268-307ISSN:

0034-6543

Subject(s):

Online resources:

Click here to access online

Summary: Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002 2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.

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Holdings
Item type	Current library	Call number	Vol info	Status	Date due	Barcode
Article Index	Dr VKRV Rao Library		Vol. 94, No. 2	Not for loan		AI153

Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002 2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.

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