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

Daniel Muijs, Chris Chapman, Paul Armstrong

Abstract


This paper reports on a theory-based evaluation of the Teach First programme, an alternative certification 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 observations, 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-experimental design showed that schools partnering Teach First outperformed comparison schools. The study thus provides some support for the effectiveness of Teach First and for the theoretical model.

Keywords


Educational effectiveness; Teacher education; Alternative certification; Teach First

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Journal for Educational Research Online/Journal für Bildungsforschung Online (ISSN 1866-6671)