Institute for Educational Sciences Pre-Doctoral Fellowship

As the prevalence of teacher accountability measures has risen over the past decade so too has the evidence base about their potential bias against teachers of color. In this paper, we use item response theory (IRT) to build on this base of evidence, finding that teachers of different identities with comparable teaching expertise receive systematically biased observation ratings on specific items across the continuum of instructional effectiveness.

This paper uses statewide, longitudinal data on postsecondary students across public colleges and universities in Tennessee to examine the Black teacher pipeline and stages along that pipeline where we may be losing potential Black educators.

Recent research shows what has long been suspected: pre-service teachers (PSTs) who complete their clinical placements with more effective clinical mentors (CMs) go on to become more effective teachers than their peers.

As the prevalence of teacher accountability measures has risen over the past decade since the introduction of Race to the Top, so too …

Research has found variation across teacher preparation programs (TPPs) in graduates’ workforce outcomes. Less is known, though, about …

As the prevalence of teacher accountability measures has risen over the past decade since the introduction of Race to the Top, so too …

Research has found variation across teacher preparation programs (TPPs) in graduates’ workforce outcomes. Less is known, though, about …

Emerging research in teacher education is showing that cooperating teachers (CTs) have a substantial impact on preservice student teachers’ (PSTs’) future teaching trajectories. In large-scale observational studies of recent graduates in Tennessee and Washington state (Goldhaber, Krieg, & Theobald, 2020; Ronfeldt, Brockman, & Campbell, 2018), researchers found that PSTs who were placed with more instructionally effective CTs were more instructionally effective themselves.

This talk has been cancelled In order to receive initial teacher certification, teacher candidates complete clinical training, often referred to as “student teaching” or “residency,” in the classroom of a cooperating teacher (CT) – a P-12 teacher who mentors them as they take on classroom teaching responsibilities.

In order to receive initial teacher certification, teacher candidates complete clinical training, often referred to as “student teaching” or “residency,” in the classroom of a cooperating teacher (CT) – a P-12 teacher who mentors them as they take on classroom teaching responsibilities.