IDEAS home Printed from https://ideas.repec.org/a/eee/epplan/v36y2013i1p88-96.html
   My bibliography  Save this article

Research on teacher education programs: Logic model approach

Author

Listed:
  • Newton, Xiaoxia A.
  • Poon, Rebecca C.
  • Nunes, Nicole L.
  • Stone, Elisa M.

Abstract

Teacher education programs in the United States face increasing pressure to demonstrate their effectiveness through pupils’ learning gains in classrooms where program graduates teach. The link between teacher candidates’ learning in teacher education programs and pupils’ learning in K-12 classrooms implicit in the policy discourse suggests a one-to-one correspondence. However, the logical steps leading from what teacher candidates have learned in their programs to what they are doing in classrooms that may contribute to their pupils’ learning are anything but straightforward. In this paper, we argue that the logic model approach from scholarship on evaluation can enhance research on teacher education by making explicit the logical links between program processes and intended outcomes. We demonstrate the usefulness of the logic model approach through our own work on designing a longitudinal study that focuses on examining the process and impact of an undergraduate mathematics and science teacher education program.

Suggested Citation

  • Newton, Xiaoxia A. & Poon, Rebecca C. & Nunes, Nicole L. & Stone, Elisa M., 2013. "Research on teacher education programs: Logic model approach," Evaluation and Program Planning, Elsevier, vol. 36(1), pages 88-96.
    • Handle: RePEc:eee:epplan:v:36:y:2013:i:1:p:88-96
    DOI: 10.1016/j.evalprogplan.2012.08.001
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0149718912000638
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.evalprogplan.2012.08.001?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2006. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," Education Finance and Policy, MIT Press, vol. 1(2), pages 176-216, April.
    2. Donald Boyd & Hamilton Lankford & Susanna Loeb & Jonah Rockoff & James Wyckoff, 2008. "The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 27(4), pages 793-818.
    3. Donald Boyd & Hamilton Lankford & Susanna Loeb, 2003. "The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools," NBER Working Papers 9953, National Bureau of Economic Research, Inc.
    4. McLaughlin, John A. & Jordan, Gretchen B., 1999. "Logic models: a tool for telling your programs performance story," Evaluation and Program Planning, Elsevier, vol. 22(1), pages 65-72.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Peyton, David J. & Scicchitano, Michael, 2017. "Devil is in the details: Using logic models to investigate program process," Evaluation and Program Planning, Elsevier, vol. 65(C), pages 156-162.
    2. Gervais, Christine & de Montigny, Francine & Lacharité, Carl & Dubeau, Diane, 2015. "The Father Friendly Initiative within Families: Using a logic model to develop program theory for a father support program," Evaluation and Program Planning, Elsevier, vol. 52(C), pages 133-141.
    3. Sherman, Paul David, 2016. "Using RUFDATA to guide a logic model for a quality assurance process in an undergraduate university program," Evaluation and Program Planning, Elsevier, vol. 55(C), pages 112-119.
    4. Crea, Thomas M., 2016. "Refugee higher education: Contextual challenges and implications for program design, delivery, and accompaniment," International Journal of Educational Development, Elsevier, vol. 46(C), pages 12-22.
    5. Ebenso, Bassey & Manzano, Ana & Uzochukwu, Benjamin & Etiaba, Enyi & Huss, Reinhard & Ensor, Tim & Newell, James & Onwujekwe, Obinna & Ezumah, Nkoli & Hicks, Joe & Mirzoev, Tolib, 2019. "Dealing with context in logic model development: Reflections from a realist evaluation of a community health worker programme in Nigeria," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 97-110.
    6. Clapham, Kathleen & Manning, Claire & Williams, Kathryn & O’Brien, Ginger & Sutherland, Margaret, 2017. "Using a logic model to evaluate the Kids Together early education inclusion program for children with disabilities and additional needs," Evaluation and Program Planning, Elsevier, vol. 61(C), pages 96-105.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Matthew A. Kraft & John P. Papay & Olivia L. Chi, 2020. "Teacher Skill Development: Evidence from Performance Ratings by Principals," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 39(2), pages 315-347, March.
    2. Hanley S. Chiang & Melissa A. Clark & Sheena McConnell, "undated". "Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America," Mathematica Policy Research Reports 4623b3b72e154403be21e3878, Mathematica Policy Research.
    3. Kraft, Matthew A. & Brunner, Eric J. & Dougherty, Shaun M. & Schwegman, David J., 2020. "Teacher accountability reforms and the supply and quality of new teachers," Journal of Public Economics, Elsevier, vol. 188(C).
    4. Hanushek, Eric A., 2011. "The economic value of higher teacher quality," Economics of Education Review, Elsevier, vol. 30(3), pages 466-479, June.
    5. Rockoff, Jonah E. & Speroni, Cecilia, 2011. "Subjective and objective evaluations of teacher effectiveness: Evidence from New York City," Labour Economics, Elsevier, vol. 18(5), pages 687-696, October.
    6. Eric A. Hanushek & Steven G. Rivkin, 2010. "The Quality and Distribution of Teachers under the No Child Left Behind Act," Journal of Economic Perspectives, American Economic Association, vol. 24(3), pages 133-150, Summer.
    7. Jennifer King Rice, 2013. "Learning from Experience? Evidence on the Impact and Distribution of Teacher Experience and the Implications for Teacher Policy," Education Finance and Policy, MIT Press, vol. 8(3), pages 332-348, July.
    8. Jonah E. Rockoff & Brian A. Jacob & Thomas J. Kane & Douglas O. Staiger, 2011. "Can You Recognize an Effective Teacher When You Recruit One?," Education Finance and Policy, MIT Press, vol. 6(1), pages 43-74, January.
    9. Collier, Trevor C., 2013. "Teacher Qualifications And Student Achievement: A Panel Data Analysis," Review of Applied Economics, Lincoln University, Department of Financial and Business Systems, vol. 9(1-2), January.
    10. Mason, Patrick L., 2010. "“Does teacher preparation matter? pupil academic achievement and teacher’s college preparation”," MPRA Paper 20060, University Library of Munich, Germany.
    11. Michael Podgursky, 2006. "Is Teacher Pay Adequate?," Working Papers 0601, Department of Economics, University of Missouri.
    12. Kevin C. Bastian & Gary T. Henry & Charles L. Thompson, 2013. "Incorporating Access to More Effective Teachers into Assessments of Educational Resource Equity," Education Finance and Policy, MIT Press, vol. 8(4), pages 560-580, October.
    13. Papay, John P. & Kraft, Matthew A., 2015. "Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement," Journal of Public Economics, Elsevier, vol. 130(C), pages 105-119.
    14. Seth Gershenson, 2016. "Performance Standards and Employee Effort: Evidence From Teacher Absences," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 35(3), pages 615-638, June.
    15. Pascal Bressoux & Francis Kramarz & Corinne Prost, 2009. "Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes," Economic Journal, Royal Economic Society, vol. 119(536), pages 540-561, March.
    16. Sorensen, Lucy C. & Holt, Stephen B., 2021. "Sorting it Out: The Effects of Charter Expansion on Teacher and Student Composition at Traditional Public Schools," Economics of Education Review, Elsevier, vol. 82(C).
    17. Tim Benijts, 2014. "A Business Sustainability Model for Government Corporations. A Belgian Case Study," Business Strategy and the Environment, Wiley Blackwell, vol. 23(3), pages 204-216, March.
    18. Fielden, Sarah J. & Rusch, Melanie L. & Masinda, Mambo Tabu & Sands, Jim & Frankish, Jim & Evoy, Brian, 2007. "Key considerations for logic model development in research partnerships: A Canadian case study," Evaluation and Program Planning, Elsevier, vol. 30(2), pages 115-124, May.
    19. Rebecca Allen & Jay Allnutt, 2013. "Matched panel data estimates of the impact of Teach First on school and departmental performance," DoQSS Working Papers 13-11, Quantitative Social Science - UCL Social Research Institute, University College London.
    20. Ebenso, Bassey & Manzano, Ana & Uzochukwu, Benjamin & Etiaba, Enyi & Huss, Reinhard & Ensor, Tim & Newell, James & Onwujekwe, Obinna & Ezumah, Nkoli & Hicks, Joe & Mirzoev, Tolib, 2019. "Dealing with context in logic model development: Reflections from a realist evaluation of a community health worker programme in Nigeria," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 97-110.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:epplan:v:36:y:2013:i:1:p:88-96. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/evalprogplan .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.