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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Making the Grade: Measuring Completers’ Impact on K-12 Learning
Author(s): Diana M. Yesbeck, Savanna M. Love
Citation: Diana M. Yesbeck, Savanna M. Love, (2020) "Making the Grade: Measuring Completers’ Impact on K-12 Learning," Journal of Higher Education Theory and Practice, Vol. 20, ss. 8, pp. 107-119
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Teacher preparation programs measure success in multiple ways. This mixed-methods study measures completers’ impact on K-12 classroom learning to satisfy national accreditation and for our continuous improvement model. Our teacher preparation program uses an ongoing process to improve program products, services, and processes through constant review, measurement, and action. To determine completers’ effectiveness and impact on K-12 learning, we developed a five-prong approach to measure practices which are accurate and effective. We developed, validated, and implemented four proprietary instruments to determine the effectiveness of its completers in applying expected professional knowledge, skills, and dispositions to positively impact student learning.
