Teach First: Pedagogy and outcomes. The impact of an alternative certification programme

Daniel Muijs, Chris Chapman, Paul Armstrong

Research output: Contribution to journalArticlepeer-review

Abstract

This paper reports on a theory-based evaluation of the Teach First programme, an alternative certifi cation programme based on Teach for America. A mixed methods approach was employed within the theoretical framework of the Dynamic Model of Educational Effectiveness. Findings from classroom observa- tions, interviews and surveys suggest that Teach First teachers in their second year are effective practitioners, using a mainly whole-class interactive teaching approach. Analysis of national student performance datasets using a quasi-exper- imental design showed that schools partnering Teach First outperformed compar- ison schools. The study thus provides some support for the effectiveness of Teach First and for the theoretical model. 1
Original languageEnglish
Pages (from-to)29-64
Number of pages36
JournalJournal for Educational Research Online
Volume4
Issue number2
Publication statusPublished - 2012

Keywords

  • Alternative certification
  • Educational effectiveness
  • Teach First
  • Teacher education

Fingerprint

Dive into the research topics of 'Teach First: Pedagogy and outcomes. The impact of an alternative certification programme'. Together they form a unique fingerprint.

Cite this