Journal of Contemporary Research in Education
Article Title
Abstract
Louisiana’s value-added evaluation of teacher preparation programs has provided a salient impetus for program improvement; however, due to the nature of the assessment, teacher preparation programs need to use additional sources of data to identify actionable responses to the value-added results. This paper describes one teacher preparation program’s approach to continuous program improvement in reading education and describes some of the limitations and benefits of value-added assessment results for that purpose.
Relational Format
journal article
Recommended Citation
Gansle, Kristin A.; Grandstaff-Beckers, Gerlinde; Stringer, Angelle; Roberts, Nancy; Burns, Jeanne M.; and Noell, George
(2015)
"The Effects of Continuous Improvement Practices Using State Value-Added Data for Reading Educator Program Enhancement,"
Journal of Contemporary Research in Education: Vol. 4:
Iss.
1, Article 3.
Available at:
https://egrove.olemiss.edu/jcre/vol4/iss1/3