Social and Emotional Type Inventory (SETI)
Category: Student Well-Being
Many teacher education researchers have expressed concerns with the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, external validity, and measurement. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002-2019. Although I find that very few studies address issues of internal validity, external validity and measurement, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.
Keywords
Impact evaluation, teacher education, literature review
Education level
Topics
Document Object Identifier (DOI)
10.26300/ywnd-4c31
