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Teacher Education Accreditation Council

Teacher Education Accreditation Council. One Dupont Circle, Suite 320 Washington DC www.teac.org 202-466-7236. The Teacher Education Disconnect. Frank B. Murray James Raths Chaitanya Ramineni School of Education University of Delaware Newark, Delaware.

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Teacher Education Accreditation Council

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  1. Teacher Education Accreditation Council One Dupont Circle, Suite 320 Washington DC www.teac.org 202-466-7236

  2. The Teacher Education Disconnect Frank B. Murray James Raths Chaitanya Ramineni School of Education University of Delaware Newark, Delaware

  3. Correlations Among Scores of Student Accomplishment (Texas)

  4. Correlations among clinical measures and license test (Colorado)

  5. Explanations • Restricted variance (grade and rater inflation) • Two separate domains • Invalid measurements (ignoring academic component of clinical and vice versa) • Relationship is curvilinear, not linear

  6. Correlations among GPAs, PGI, SATs, Math, and Student Teaching (Delaware)

  7. Correlations among clinical and other measures (N=69) New York

  8. Scattergram of clinical scores (1-5) and GPA (1-4) in teacher education (VA)

  9. Clinical scores (1-5) and GPA (1-4) in teacher education (VA)

  10. Correlations between teaching skill & academic measures (Colorado) N=56

  11. Correlations among measures in masters program in teacher ed. (NY)

  12. Correlations of clinical ratings with other program measures (Missouri) r = .70*

  13. Correlations Between Clinical and Academic Measures (Albany)

  14. Correlations Between Clinical and Academic Measures (Binghamton)

  15. Correlations Among Clinical Measures (Binghamton)

  16. Correlations Between Clinical and Academic Measures (Buffalo)

  17. Correlations Between Clinical and Academic Measures (Hardwick)

  18. Correlations Between Clinical and Academic Measures (Manhattan) r=.67

  19. Correlations Between Clinical and Academic Measures (Mt. St. Vincent)

  20. Plagues on Both Houses • Findings are not consistent with • Subject matter and natural teaching skills • Teacher education programs, apart from clinical portions, are necessary and sufficient for teaching • Consistent with apprenticeship & internship models, but…….

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