Eduventures Study Debunks Myths About Teacher Preparation Programs

BOSTON, Feb. 15, 2011 /PRNewswire/ -- Eduventures' study (Outcomes of University-Based Teacher Education) outlines fact versus fiction for policymakers, university leaders, and other stakeholders focused on improving teacher preparation programs. The report includes a synthesis of scholarly research on teacher-education programming from recent years, and will be presented at the 63rd Annual Meeting of the American Association of Colleges of Teacher Education (AACTE) on Friday, February 25, 2011. 

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The study outlines whether or not differences exist between "alternative" and "traditional" programs, the impact of master's degrees on student achievement, and the components of teacher education programs that have had an impact on student achievement.

"The Eduventures analysis breaks new ground," says Sharon P. Robinson, President and CEO of AACTE. "It brings research findings to many of the myths that are driving policy around teacher preparation programs."

Eduventures analysis reveals that a program's quality hinges on whether or not it includes strong components such as child development coursework, in-depth pre-service fieldwork, or coursework on teaching pedagogy, rather than whether a program is categorized as "alternative" or "traditional".  Research indicates that programs that incorporate these components are more likely to produce teachers that increase student achievement in the classroom.

When it comes to questions about the value of a master's degree "recent research studies are murky at best," says Mindy Anastasia, Senior Analyst at Eduventures and lead author of the report. "This is primarily due to data systems that cannot differentiate between instructionally focused master's degrees in education and other types of master's degrees that teachers may have completed.  As a result, the public perception that teachers' master's degrees never make a difference in student achievement is not a valid conclusion."

Anastasia concludes, "Some preparation programs for teachers that offer fast entry into the classroom may not necessarily take the time to include these important program components, which is troubling." 

For a copy of the research brief or to schedule a conversation with Mindy Anastasia, please contact Mary Kaye Pepperman at [email protected] or +1-617-990-7245.

About Eduventures

Eduventures, Inc. is a research and consulting firm with deep expertise in higher education. We work with senior leaders at over 300 schools across the United States. Through our Learning Collaboratives and Consulting Division, we work with clients to drive enrollments, raise funds, optimize the academic portfolio, and operate more efficiently. Since 1993, the Boston-based firm has been helping higher education leaders solve pressing challenges with evidence-based insights and guidance. For more information, visit www.eduventures.com.

SOURCE Eduventures