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Effectiveness Research for Teacher Education

Despite calls for more evidence regarding the effectiveness of teacher education practices, causal research in the field remains rare. One reason is that we lack designs and measurement approaches that appropriately meet the challenges of causal inference in the context of teacher education programs. This article provides a framework for how to fill this gap. We first outline the difficulties of doing causal research in teacher education. We then describe a set of replicable practices for developing measures of key teaching outcomes, and propose causal research designs suited to the needs of the field. Finally, we identify community-wide initiatives that are necessary to advance effectiveness research in teacher education at scale.

Keywords
teacher education, causal research, measurement
Education level
Document Object Identifier (DOI)
10.26300/zhhb-j781

EdWorkingPaper suggested citation:

Hill, Heather, Zid Mancenido, and Susanna Loeb. (). Effectiveness Research for Teacher Education. (EdWorkingPaper: -252). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/zhhb-j781

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