Impact on Student Learning: The Contribution of a Professional Development Collaboration

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dc.contributor.authorNorth, Cheryl
dc.contributor.authorFeldman, Kimberly C.
dc.contributor.authorStites, Michele L.
dc.contributor.authorSchaffer, Eugene C.
dc.date.accessioned2021-06-14T20:58:42Z
dc.date.available2021-06-14T20:58:42Z
dc.date.issued2021
dc.descriptionNew Challenges to Education: Lessons from Around the World BCES Conference Books, 2021, Volume 19; Sofia: Bulgarian Comparative Education Societyen_US
dc.description.abstractSchools of education are often criticized for not effectively preparing teacher candidates and teacher education research has been criticized for lack of rigor in examining the impact on student learning. Teacher preparation accrediting agencies have responded with requirements for programs to demonstrate the effectiveness of their graduates based on their students’ achievement. This has proved challenging for programs that lack access to student achievement data. To examine teacher effectiveness, one mid-size state university devised a strategy using publicly available state data. This case study presents an analysis of the mathematics performance of students as it relates to a Professional Development School program for cooperation between Laurel Woods Elementary School and University of Maryland, Baltimore County (UMBC). With almost 50% of the school’s 1st through 3rd grade teachers being UMBC graduates, this analysis of 3rd grade achievement data provides insight into the impact of teacher education graduates on their students’ achievement. The study compares Laurel Woods’ overall and subgroup data with that of the state. The results indicate that teacher education programs and Professional Development School partnerships can contribute positively to the success of schools where a high proportion of teachers are from one teacher education programen_US
dc.description.urihttps://bces-conference.org/onewebmedia/2021%20157-166%20C%20North%20K%20Feldman%20M%20Stites%20E%20Schaffer.pdfen_US
dc.format.extent10 pagesen_US
dc.genreconference papers and proceedingsen_US
dc.genrebook chapters
dc.identifierdoi:10.13016/m2nfch-pqpn
dc.identifier.citationNorth, Cheryl et al; Impact on Student Learning: The Contribution of a Professional Development Collaboration; New Challenges to Education: Lessons from Around the World; BCES Conference Books, 2021, Volume 19; https://bces-conference.org/onewebmedia/2021%20157-166%20C%20North%20K%20Feldman%20M%20Stites%20E%20Schaffer.pdfen_US
dc.identifier.urihttp://hdl.handle.net/11603/21741
dc.language.isoen_USen_US
dc.publisherBCES Conferenceen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Staff Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.titleImpact on Student Learning: The Contribution of a Professional Development Collaborationen_US
dc.typeTexten_US

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