- Andrew Kwok
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This concurrent mixed methods study descriptively explores teacher residency programs (TRPs) across the nation. We examine program and participant survey data from the National Center for Teacher Residencies (NCTR) to identify important TRP structures for resident support. Latent class analysis of program-level data reveals three types of TRPs (locally-funded low tuition, multi-funded multifaceted, and federally-funded post-residency support), while regression models indicate significant relationships between individual program structures and participant (residents, graduates, mentors, and principals) perceptions. Qualitative analyses of multiple open response items across participants details four salient TRP structures: providing extended clinical experience, localizing individual support, offering programmatic training, and teaching practical professional knowledge. Findings inform policymakers on TRP investment, practitioners about program design, and researchers for continued large-scale evidence.
Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates 2 broad pedagogical categories and 9 separate skills. We then quantize these feedback codes to identify the variation in the presence of these codes across PST characteristics, and then use several modeling techniques to indicate that specific feedback codes are negatively associated with evaluation score. Managing student attention was most detrimental to scores in early observations whereas instructional feedback (e.g., lesson delivery) was prioritized later in clinical teaching. Findings inform teacher preparation policy on understanding PST development and improving supervisory feedback.
Heightened concerns about the health of the teaching profession highlight the importance of studying the early teacher pipeline. This exploratory, descriptive paper examines preservice teachers' (PST) expressed motivation for pursuing a teaching career and its relationship with PST characteristics and outcomes. Using data from one of the largest teacher education programs in Texas, we use a natural language processing algorithm to categorize into topical groups roughly 2,800 essay responses to the prompt, "Explain why you decided to become a teacher.'' We identify 11 topics that largely reflect altruistic and intrinsic (though not extrinsic) reasons for teaching. The frequency of motivation topics varied substantially by PST gender, race/ethnicity, and certification area. While topics collectively explained little of the variance in PST outcomes, we found preliminary evidence that intrinsic enjoyment of teaching and prior experiences with adversity predicted higher performance during clinical teaching and lower attrition as a full-time K–12 teacher.
Our study examines roughly 2,000 novice teachers’ responses about how they account for students’ cultural, ethnic/racial, and linguistic diversity. We qualitatively analyze robust open-ended survey responses to explore teachers’ reported strategies for how they integrate asset-based pedagogy (ABP). We identify codes related to these strategies and then investigate them by participant demographics. This illuminates both the predictive validity of our qualitative analyses as well as provides initial evidence as to whether certain characteristics are associated with critical techniques. Our findings inform practitioners of a suite of ABP strategies as well as districts and policymakers about how novice teachers are processing asset-based instruction and who to target support in this vital pedagogical area.
Strengthening teacher supply is a key policy objective for K–12 public education, but understanding of the early teacher pipeline remains limited. We leverage the universe of applications to a large public university in Texas from 2009–2020 to examine the pipeline into teacher education and employment as a K–12 public school teacher. A unique feature of Texas's centralized higher education application is it solicits potential interest in teacher certification. We document sharply declining interest in teaching over the period. Further, we show that nonwhite, male, and high-achieving students are substantially underrepresented in teacher education. Particularly for race/ethnicity, these disparities are only partially explained by differences in interest at application.
Using rich longitudinal data from one of the largest teacher education programs in Texas, we examine the measurement of pre-service teacher (PST) quality and its relationship with entry into the K–12 public school teacher workforce. Drawing on rubric-based observations of PSTs during clinical teaching, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. We also find that men and PSTs of color receive systematically lower scores. Finally, higher-scoring PSTs are slightly more likely to enter the teacher workforce and substantially more likely to be hired at the same school as their clinical teaching placement.