| 来源类型 | Publication |
| Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency | |
| Papay, J., West, M., Fullerton, J., & Kane, T. | |
| 发表日期 | 2011 |
| 出版年 | 2011 |
| 摘要 | Center researchers John Papay, Martin West, Jon Fullerton, and Thomas Kane investigate the effectiveness of the Boston Teacher Residency (BTR) in their working paper Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. BTR is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. Last updated on 05/01/2015 |
| URL | https://cepr.harvard.edu/publications/does-practice-based-teacher-preparation-increase-student-achievement-early |
| 来源智库 | Center for Education Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/483942 |
| 推荐引用方式 GB/T 7714 | Papay, J., West, M., Fullerton, J., & Kane, T.. Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. 2011. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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