Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students
A volume in the series: Contemporary Issues in Accreditation, Assessment, and Program Evaluation Research in Educator Preparation. Editor(s): Joyce E. Many, Georgia State University.
Call for Manuscripts
Despite agreement that teachers matter to student learning (e. g., Aaronson, Barrow, & Sander, 2007; Kane, McCaffrey, Miller, & Staiger, 2013; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004), much is still to be learned about the factors that affect teacher effectiveness, especially in terms of how effective teachers are prepared. The National Research Council (2010), a congressionally mandated review of research, reported “there is little firm empirical evidence to support conclusions about the effectiveness of specific approaches to teacher preparation,” and, further on, “the evidence base supports conclusions about the characteristics it is valuable for teachers to have, but not conclusions about how teacher preparation programs can most effectively develop those characteristics” (p. 4). In light of disagreement around how best to prepare effective teachers in the numbers and quality demanded by the increasingly diverse U. S. school population, developing an evidence base for educator preparation program policies and practices is one of the greatest challenges and opportunities for our field.
Educator preparation providers and programs within those providers are “extremely diverse along almost any dimension of interest: the selectivity of programs, the quantity and content of what they require, and the duration and timing of coursework and fieldwork” (NRC, 2010). A stronger evidence base could help these programs when making tradeoffs regarding selectivity, intensity of the training, and content coverage. Yet despite a long history of preparing teachers in the U.S., there have been few comprehensive attempts to gain coherent insight into characterizing EPPs (Goodlad et al., 1990; Goodlad, 1994) and the varied programs offered by them, leaving “relatively few data to support detailed analysis” (Corcoran, Evans, & Schwab, 2004; Crowe, 2007).
As concerns about teacher quality have heightened among U.S. policymakers, the debate about how the nation’s teachers should be prepared and by whom has also intensified. This debate has raised questions about the degree to which state certification and teacher education ensures or hinders the equitable distribution of effective teachers in the nation’s schools. Significantly, the debate has shed light on the current gaps in the research base for effective teacher education. The lack of evidence-based practices delivered consistently across and within EPPs contributes to uneven preparation of teacher candidates. The chapters in this volume will explore how data availability, quality, and use within and across educator preparation programs can help develop evidence and shed light on the structures, policies, and practices associated with high quality teacher preparation.
The goal of this volume is to drill down into research findings to improve the knowledge base about how to prepare effective teachers. With that in mind, the editors invite papers that examine, either through existing study results or conceptual research designs, how the field of educator preparation can more intentionally collect and use evidence to define best practices in teacher preparation.
Submissions addressing the suggested topics below are of particular interest.
> Examination of the data needed to conduct studies of teacher preparation programs and policies
> Discussion of research designs and/or methodologies best suited to research on educator preparation
> Approaches to overcoming methodological challenges in identifying effective practices and policies, e.g. separating selection effects from program effects
> Linking specific aspects of teacher preparation with teacher and/or student outcomes
> Relationship of selection into teacher preparation programs with teacher and/or student outcomes
> Examining variation within and across teacher preparation programs
> Teacher preparation program opportunities to add value in effectively preparing teachers
> Systematically connecting candidate experiences to their outcomes as completers
> Discussion of high priority research topics that will best support practice and policy
Potential contributors are invited to submit a chapter proposal (3-5 pages, including references) clearly explaining their research-based findings related to the objective and/or one or more of the suggested topics, and/or state and how they envision framing their chapter around these findings.
Please send your submission to all three editors, using the email addresses provided in this call.
Authors will be notified by August 15, 2017 about the status of their proposals. Full chapters, ranging from 8,000 to 10,000 words each including title, abstract, manuscript, and references, are expected to be submitted by November 1, 2017.
> July 1, 2017: Proposal Submission Deadline
> August 15, 2017: Notification of Acceptance
> November 1, 2017: Full Chapters Submitted by Authors
> January 10, 2018: First Round Review Results Returned to Authors
> February 20, 2018: Revised, First Round Full Chapters Submitted by Authors
> March 31, 2018: Second Round Review Results Returned to Authors
> April 30, 2018: Revised, Second Round Full Chapters Submitted by Authors
> June 30, 2018: Final Editing and Compilation of Book by Editors
Please consider participating and/or sharing with colleagues who may be doing work in these areas.
We look forward to hearing from you!
Jennifer E. Carinci, Ed.D.
Council for the Accreditation of Educator Preparation
Stephen Meyer, Ph.D.
Cara Jackson, Ph. D.
Montgomery County Public Schools
- This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125