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Related Experiment Video

Updated: May 18, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Research on teacher education programs: logic model approach.

Xiaoxia A Newton¹, Rebecca C Poon, Nicole L Nunes

¹Graduate School of Education, University of California, Berkeley, CA 94720, USA. xnewton@berkeley.edu

Evaluation and Program Planning

|September 20, 2012

Summary

Teacher education research can be improved using logic models to clearly show how program activities lead to student success. This approach helps connect teacher training to K-12 pupil learning outcomes.

Related Experiment Videos

Last Updated: May 18, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Educational research
Program evaluation
Teacher professional development

Background:

Teacher education programs face pressure to prove effectiveness via student learning gains.
The connection between teacher preparation and K-12 pupil outcomes is complex and not a direct correlation.
Existing research often lacks explicit links between program processes and desired educational impacts.

Purpose of the Study:

To advocate for the use of logic models in teacher education research.
To make explicit the causal pathways from teacher education to pupil learning.
To illustrate the application of logic models in designing a longitudinal study of a mathematics and science teacher education program.

Main Methods:

Utilizing the logic model approach from evaluation scholarship.
Designing a longitudinal study to examine teacher education program processes.
Focusing on the impact of undergraduate mathematics and science teacher preparation.

Main Results:

The logic model approach provides a framework for clarifying the relationship between teacher education and student achievement.
Explicitly mapping program components and intended outcomes enhances research rigor.
The proposed study design allows for a systematic examination of program influence over time.

Conclusions:

Logic models are a valuable tool for enhancing the rigor and clarity of teacher education research.
This approach can strengthen the evidence base for effective teacher preparation.
The study design demonstrates a practical application for understanding program impact on K-12 classrooms.