Eberle-Sudre, Kimberlee
(2020)
What Matters? An Analysis of Teacher Training, Student Achievement, and Teacher Attrition in North Carolina.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Using a quantitative approach that draws on qualitative methods, this study aimed to identify what, if any, elements within an elementary teacher preparation program have a relationship between elementary student achievement gains in reading and math as well as a teacher’s attrition. This study identified elements of teacher training programs through interviews, program document reviews, and surveys of training programs in North Carolina. I used data from the North Carolina Education Resource Data Center (NCERDC) for the years 2014-2018 to test relationships between program elements, student achievement, and teacher attrition using a covariate adjusted multilevel linear model and a school fixed effects model.
Results showed that attendance at certain training programs themselves can increase student achievement in math and reading, as well as a teacher’s attrition. Furthermore, there were signs that specific courses in the training program (such as subject matter) can also impact a student’s learning and teacher attrition. Specifically, there were two elements of training techniques themselves that showed an impact on student achievement and teacher attrition: recording a candidate’s teaching practice in student teaching experiences and lessons on instructional technology. Such findings suggest elements within training likely matter as much as the overall training requirements and more research is needed within programs to test the effects of elements themselves, as well as the quality of the element on student and teacher outcome.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
2 September 2020 |
| Date Type: |
Publication |
| Defense Date: |
26 May 2020 |
| Approval Date: |
2 September 2020 |
| Submission Date: |
30 July 2020 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
290 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
teacher preparation
elementary education
teacher training
North Carolina
Teacher training elements
teacher training components |
| Date Deposited: |
02 Sep 2020 15:04 |
| Last Modified: |
02 Sep 2020 15:04 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/39489 |
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