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

Author

North, Cheryl, Feldman, Kimberly C., Stites, Michele L., and Schaffer, Eugene C.

Abstract

Schools 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 program. [For the complete Volume 19 proceedings, see ED613922.]

Published
2021

20. Kosovo Education in the 21st Century: A Challenging Future

Author

Salihu, Arber, Terziqi, Dren, and Schaffer, Eugene C.

Abstract

Kosovo's educational system lies at the nexus of complex historical circumstances, the influence of transnational organizations, and local imperatives. With the collapse of Yugoslavia, the political and ethnic tensions played out on an international scale and in the day-to-day lives of Kosovo's citizens. At the end of the second decade since the cessation of hostilities changes have come to the system, but these appear to be fragile and the sustainability of the changes are uncertain. Europe has diminished its role in the change. Some elements of self-determination have emerged with Kosovo in discussions with Serbia on substantial national issues, but progress remains elusive. Balkan states are often regarded as countries in transition. What remains to be resolved is the engagement of decision-makers in development of education. Rather than a political arena, essential for Kosovo is the creation of a professional system to support learning and development through increased financial investments, commitments to quality and resources for education. [For the complete Volume 17 proceedings, see ED596826.]

Published
2019

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