Author Type

Graduate Student

Date of Award

2017

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Brady, Michael P.

Abstract

The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.

Extent

134 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2017.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00004979

Format

pdf

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