Keywords

Special education, student outcomes, multi level modeling

Abstract

Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.

Notes

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Graduation Date

2013

Semester

Summer

Advisor

Hines, Rebecca

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Department

Dean's Office, Education

Degree Program

Educationation; Exceptional Education

Format

application/pdf

Identifier

CFE0004904

URL

http://purl.fcla.edu/fcla/etd/CFE0004904

Language

English

Release Date

August 2013

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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