Traditional vs. Alternative Teacher Preparation Programs: A Meta-Analysis

Denise K. Whitford, Dake Zhang, Antonis Katsiyannis

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

A meta-analysis is presented of the academic achievement effects on students taught by teachers from alternative teacher preparation (ATP) programs, compared to students taught by teachers from traditional teacher preparation (TTP) programs. The literature has indicated mixed results on the student-level academic outcomes of ATP programs. Findings from this meta-analysis indicate an overall statistically significant, yet small, difference in ATP and TTP programs (g = 0.03; 95% CI = 0.01, 0.04, p = 0.001), with the mean achievement of students who had ATP teachers was about 0.03 standard deviations above that of students who had TTP teachers. Further, there were differences in student achievement by type of ATP program, school level, and academic subject area. These results, as well as implications for policy and practice are discussed.

Original languageEnglish (US)
Pages (from-to)671-685
Number of pages15
JournalJournal of Child and Family Studies
Volume27
Issue number3
DOIs
StatePublished - Mar 1 2018

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Keywords

  • Alternative
  • Meta-analysis
  • Student academic achievement
  • Teacher preparation
  • Traditional

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