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 language | English |
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Pages (from-to) | 29-64 |
Number of pages | 36 |
Journal | Journal for Educational Research Online |
Volume | 4 |
Issue number | 2 |
Publication status | Published - 2012 |
Keywords
- Alternative certification
- Educational effectiveness
- Teach First
- Teacher education