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Impact of Coaching, Co-Teaching, and Student Characteristics on Teacher Readiness

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Title: Impact of Coaching, Co-Teaching, and Student Characteristics on Teacher Readiness
Language: English
Authors: Stapleton, Joy N. (ORCID 0000-0003-4643-1431), Fogarty, Elizabeth A. (ORCID 0000-0003-0159-5600), Tschida, Christina M. (ORCID 0000-0002-0869-281X), Cuthrell, Kristen (ORCID 0000-0003-1774-8835), Chittum, Jessica R. (ORCID 0000-0001-7738-6675)
Source: Journal of Teacher Education and Educators. 2021 10(2):131-155.
Availability: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Peer Reviewed: Y
Page Count: 25
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Coaching (Performance), Team Teaching, Preservice Teachers, Cooperating Teachers, Student Teaching, Career Readiness, Predictor Variables, Gender Differences, College Entrance Examinations, Scores, Performance Based Assessment, Elementary School Teachers, Public Schools
Assessment and Survey Identifiers: SAT (College Admission Test), edTPA (Teacher Performance Assessment)
ISSN: 2147-0456
Abstract: In this quasi-experimental study, we examine the effects of three different student teaching conditions--instructional coaching, co-teaching, and co-teaching and instructional coaching--on an elementary teacher candidate's readiness to teach in comparison to a traditional model of student teaching. 244 teacher candidates were randomly assigned to one of four models during their year-long student teaching experience and candidates and their cooperating teachers received training. The results of this study indicate candidate characteristics (race, gender, and academic ability/SAT score) and the treatment conditions contribute to a regression model that predicts a statistically significant amount of the variance in candidate readiness (edTPA score) even though, individually, the treatment conditions were not statistically significant predictors. Findings suggest teacher candidates who have been prepared under the three treatment conditions are similarly ready to teach to those who have been prepared under a traditional student teaching model. This is important because it gives teacher preparation programs a variety of options to meet the needs of their teacher candidates and program.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313682
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Impact of Coaching, Co-Teaching, and Student Characteristics on Teacher Readiness
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  Data: <searchLink fieldCode="AR" term="%22Stapleton%2C+Joy+N%2E%22">Stapleton, Joy N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4643-1431">0000-0003-4643-1431</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fogarty%2C+Elizabeth+A%2E%22">Fogarty, Elizabeth A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0159-5600">0000-0003-0159-5600</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tschida%2C+Christina+M%2E%22">Tschida, Christina M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0869-281X">0000-0002-0869-281X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cuthrell%2C+Kristen%22">Cuthrell, Kristen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1774-8835">0000-0003-1774-8835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chittum%2C+Jessica+R%2E%22">Chittum, Jessica R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7738-6675">0000-0001-7738-6675</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+and+Educators%22"><i>Journal of Teacher Education and Educators</i></searchLink>. 2021 10(2):131-155.
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  Data: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
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  Data: 25
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
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  Data: In this quasi-experimental study, we examine the effects of three different student teaching conditions--instructional coaching, co-teaching, and co-teaching and instructional coaching--on an elementary teacher candidate's readiness to teach in comparison to a traditional model of student teaching. 244 teacher candidates were randomly assigned to one of four models during their year-long student teaching experience and candidates and their cooperating teachers received training. The results of this study indicate candidate characteristics (race, gender, and academic ability/SAT score) and the treatment conditions contribute to a regression model that predicts a statistically significant amount of the variance in candidate readiness (edTPA score) even though, individually, the treatment conditions were not statistically significant predictors. Findings suggest teacher candidates who have been prepared under the three treatment conditions are similarly ready to teach to those who have been prepared under a traditional student teaching model. This is important because it gives teacher preparation programs a variety of options to meet the needs of their teacher candidates and program.
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  Data: EJ1313682
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 131
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Cooperating Teachers
        Type: general
      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: SAT (College Admission Test)
        Type: general
      – SubjectFull: edTPA (Teacher Performance Assessment)
        Type: general
    Titles:
      – TitleFull: Impact of Coaching, Co-Teaching, and Student Characteristics on Teacher Readiness
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