教师备课实践的影响评估:更严谨研究的挑战与机遇

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2023-05-24 DOI:10.3102/00346543231174413

Zid Mancenido

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引用次数: 0

摘要

许多教师教育研究人员对缺乏对教师准备实践的严格影响评估表示担忧。我总结了这些与内部效度、测量和外部效度相关的问题。然后，我通过回顾2002年至2019年期间发表在同行评议期刊上的166份关于教师备课实践的影响评估，评估了这些问题的普遍程度。虽然我发现很少有研究涉及内部效度、测量和外部效度的问题，但我强调了一些创新的方法，并提出了一个考虑事项清单，以帮助未来的研究人员设计更严格的影响评估。

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

Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. 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, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.