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This paper describes Austin College's (Texas) participation in the Benchmark Project, a collaborative followup study of teacher education graduates and their principals, focusing on the second round of data collection. The Benchmark Project was a collaboration of 11 teacher preparation programs that gathered and analyzed data comparing graduates of 4- and 5-year programs and provided each program with data for program assessment. In 1996, Benchmark institutions surveyed their 1991-1995 graduates and principals of those who were teaching. Data from the Austin Teacher Program (ATP) indicated that recent ATP graduates continued to enter the profession at higher rates than all Benchmark respondents. They expressed greater satisfaction with their career decision. They rated the value of the early field experiences far higher than did their counterparts. ATP graduates rated their teacher education program significantly higher than did the sample. They considered portfolio experience considerably less useful, and they rated their effectiveness lower than did their counterparts. The average rating for ATP students by principals on teaching effectiveness was very high (and consistently higher than for their counterparts). Principals thought more highly of graduates' classroom management ability than the graduates themselves. (SM)

Descriptors: Administrator Attitudes, Beginning Teachers, Classroom Techniques, Elementary Secondary Education, Graduate Surveys, Higher Education, Preservice Teacher Education, Principals, Teacher Attitudes, Teacher Effectiveness, Teachers, Teaching Skills











Autor: Baker, Thomas E.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11403&id=ED418923



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