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Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

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
Document Object Identifier (DOI)
10.26300/ywnd-4c31

EdWorkingPaper suggested citation:

Mancenido, Zid. (). Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research. (EdWorkingPaper: 22-534). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ywnd-4c31

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