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We need new/different language for naming the methods, since some of the language of experimental design (extra-treatment, pre-post/test) since it is uncomfortable for many.

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We need new/different language for naming the methods, since some of the language of experimental design (extra-treatment, pre-post/test) since it is uncomfortable for many.

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Core practice consortium is interesting, and how to generate more consortiums of this type, even perhapse international partnerships to learn from different TE contexts from different schooling contexts abroad

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Core practice consortium is interesting, and how to generate more consortiums of this type, even perhapse international partnerships to learn from different TE contexts from different schooling contexts abroad

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grants to provide additional incentives for stakeholders to buy in

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grants to provide additional incentives for stakeholders to buy in

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Some of us are in institutions were the old debates over who controls Teacher ed have not yet been settled. In my campus, some of the discipline-based depts feel frustrated by all we include in teacher ed (inclusion, social justice, anti-racism, etc.). I think some of the old questions about disciplinary content and preparation would be good for this (even if framed as alternate route vs. traditional route). Maybe?

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Some of us are in institutions were the old debates over who controls Teacher ed have not yet been settled. In my campus, some of the discipline-based depts feel frustrated by all we include in teacher ed (inclusion, social justice, anti-racism, etc.). I think some of the old questions about disciplinary content and preparation would be good for this (even if framed as alternate route vs. traditional route). Maybe?

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representative samples for TE as a whole, without losing ability to capture nuance in heterogeniety

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representative samples for TE as a whole, without losing ability to capture nuance in heterogeniety

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State level consortiums of EPPs (where they exist) might be a venue for this sort of work. There are also a few nation-wide consortiums that might be good locations to start

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I worry a little about research ethics and value to the PSTs and partner districts. How can we make this valuable to them too ? (I think Hosun asked this question too.)

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I worry a little about research ethics and value to the PSTs and partner districts. How can we make this valuable to them too ? (I think Hosun asked this question too.)

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comparison of measurements is a challenge. using similar instruments across studies so that systematic review and meta-analysis could be more feasible

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comparison of measurements is a challenge. using similar instruments across studies so that systematic review and meta-analysis could be more feasible

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I wonder if you could think about starting out this work across institution within the same local areas who may be preparing preservice teachers for the same/similar school districts within a city and state and then branch out from there to broader areas/groups

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Some of our big questions right now are about placements, not necessarily about TEP components.

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Some of our big questions right now are about placements, not necessarily about TEP components.

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I appreciate this question because I hear it often at conferences like this, and I'm not sure if/how collaborations emerge. Panelists offering to continue the conversation/share their work is encouraging! Thanks!

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I appreciate this question because I hear it often at conferences like this, and I'm not sure if/how collaborations emerge. Panelists offering to continue the conversation/share their work is encouraging! Thanks!

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I could imagine encountering a thousand ways a class assignment, placement, etc., may need to be modified in the moment, leading to a thousand decisions about whether a modification is "breaking" a condition or treatment. A lot of keep track of! Seems parallel to the tension I often encounter in classroom-based research about moments when what your students really need is in conflict with what's "best" for research.

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I could imagine encountering a thousand ways a class assignment, placement, etc., may need to be modified in the moment, leading to a thousand decisions about whether a modification is "breaking" a condition or treatment. A lot of keep track of! Seems parallel to the tension I often encounter in classroom-based research about moments when what your students really need is in conflict with what's "best" for research.

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I find that it can be challenging to balance scale with the amount of time to implement meaningful change. I.e. planning a critical change to a program/course may take a few years, in which time various parties also want to implement parallel changes. And as has been argued – you want to listen and engage others in ongoing, data-based improvement. So do you go with a super small sample that you can implement with a quick turn-around and limited resources but control the intervention more carefully, or do you go with a larger sample but risk that you don’t know the exact one thing that had the most meaningful impact?

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I find that it can be challenging to balance scale with the amount of time to implement meaningful change. I.e. planning a critical change to a program/course may take a few years, in which time various parties also want to implement parallel changes. And as has been argued – you want to listen and engage others in ongoing, data-based improvement. So do you go with a super small sample that you can implement with a quick turn-around and limited resources but control the intervention more carefully, or do you go with a larger sample but risk that you don’t know the exact one thing that had the most meaningful impact?

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Wondering if this group is fishing for the creation of a large-scale participant pool effort conducting TE research with common measures. I wonder about pre-designed treatments across so many contexts, but certainly such an approach has promise. I think it would work if this began with *simple* questionsAll aspects of the study could be stated ahead of time for IRB approval at each institution. Part of the initial pre-registration could include demographic info on candidate, contexts, and teacher educators. Each research question could have one researcher who leads the work on that question. Big tech does lots of A/B testing because they can and they have large numbers of users. This could operate in a similar way maybe?

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Wondering if this group is fishing for the creation of a large-scale participant pool effort conducting TE research with common measures. I wonder about pre-designed treatments across so many contexts, but certainly such an approach has promise. I think it would work if this began with *simple* questionsAll aspects of the study could be stated ahead of time for IRB approval at each institution. Part of the initial pre-registration could include demographic info on candidate, contexts, and teacher educators. Each research question could have one researcher who leads the work on that question. Big tech does lots of A/B testing because they can and they have large numbers of users. This could operate in a similar way maybe?

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Dr. Van E brought up the issue of EPPs being complex activity systems, and that seems to me to be a large challenge in the work. Change often happens in silos (if it happens at all). There is also the issue of power dynamics between different roles within teacher ed.

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I would be interested in mixed-methods to best understand the nuance these designs might be able to capture

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I would be interested in mixed-methods to best understand the nuance these designs might be able to capture

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How about questions involving time (e.g. CTs who have a prep period every day to meet with PSTs vs those who have to carve out time before or after school only)?

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How about questions involving time (e.g. CTs who have a prep period every day to meet with PSTs vs those who have to carve out time before or after school only)?

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I would be interested in getting more nuance than whether one treatment works over another. How can we determine if certain treatments work for certain candidates or in certain settings?

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seems like a great way to identify core practices to scale

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answers on developmental trajectory, treatment vs control

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answers on developmental trajectory, treatment vs control

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I think the pairs vs individual study is really interesting

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I think the pairs vs individual study is really interesting

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These all strike me as very clever and I appreciate the contextualization required that's unique to teacher ed. I'm curious what kinds of pushbacks or other wrinkles you've run into?

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These all strike me as very clever and I appreciate the contextualization required that's unique to teacher ed. I'm curious what kinds of pushbacks or other wrinkles you've run into?

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When I think about some of the biggest differences that seem to matter: co-teaching (or not), co-planning (or not), existence of curriculum that can be taken up vs. PSTs who have that responsibility

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When I think about some of the biggest differences that seem to matter: co-teaching (or not), co-planning (or not), existence of curriculum that can be taken up vs. PSTs who have that responsibility

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Helpful to think through the limitations of traditional causal methods when studying impacts of practices in TE

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It seems like a lot of these designs are being measured over a relative short period of time - I wonder how well these can measure the lasting impacts

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I agree that the multiple stakeholder buy-in might be a challenge

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I agree that the multiple stakeholder buy-in might be a challenge

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I would like to know how these approaches would complement/speak to the other sources of evidence coming out of teacher ed research, whether it is causal research on programs proper or qualitative work.

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Questions comparing two "treatments" seem most feasible, though the effect sizes will be smaller than treatment v. control studies so sample size requirements larger!

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I have ethical qualms about withholding treatment to the control group. Especially with such limited time in their teacher prep program anyways!

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Great to know which kinds of practices work! But then teacher buy-in might be a problem as you promote certain kinds of teaching practices. 

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Great to know which kinds of practices work! But then teacher buy-in might be a problem as you promote certain kinds of teaching practices. 

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I wonder about the possibility of building intentional partnerships with TE programs and other causal researchers to build capacity - I see other comments about it being daunting to do both at the same time.

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I also worry a little bit for the field based components that the opportunity-to-learn in each setting may be a confounding factor. How will we be able to make reasonable claims?

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I also worry a little bit for the field based components that the opportunity-to-learn in each setting may be a confounding factor. How will we be able to make reasonable claims?

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These designs offer promise for more reliable results in effectiveness

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These designs offer promise for more reliable results in effectiveness

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I'm all for this, but a lot of stakeholder buy-in is needed (e.g., department chairs, deans, district partners, CTs) to pull it off!

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I'm all for this, but a lot of stakeholder buy-in is needed (e.g., department chairs, deans, district partners, CTs) to pull it off!

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It seems like some small changes to commonly-used designs would yield much more useful insights, but I worry about simply removing unique cases from study designs. Will this yield even more information about "what works" based on monolingual white assumptions?

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It seems like some small changes to commonly-used designs would yield much more useful insights, but I worry about simply removing unique cases from study designs. Will this yield even more information about "what works" based on monolingual white assumptions?

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I like the idea of doing small experiments on elements of program design

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I like the idea of doing small experiments on elements of program design

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These designs are creative and they sound doable. After teaching methods courses all year online, I'm comfortable thinking about the 2nd design idea, in particular. 

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These designs are creative and they sound doable. After teaching methods courses all year online, I'm comfortable thinking about the 2nd design idea, in particular. 

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My initial reaction is that measuring the outcomes seems daunting!

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My initial reaction is that measuring the outcomes seems daunting!

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How do we make schools more hospitable places for teacher learning (pre-service and beyond)?

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How do we make schools more hospitable places for teacher learning (pre-service and beyond)?

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How do we use such fantastic frameworks, such as Carter-Andrews (humanizing Pedagogy;

Acosta (African American Pedagogical Excellence); Zeichner (Democratizing Knowledge) to design and research our TE programs??

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How can teacher education programs and schools/districts/LEAs partner more effectively to prepare teachers?

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How can teacher education programs and schools/districts/LEAs partner more effectively to prepare teachers?

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How do we recruit and retain diverse candidates in teacher education programs?

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Can we build a common language for culturally responsive teaching that is common yet responsive to local community contexts?

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How

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What compelling evidence can our field provide that teacher education makes a difference?

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What compelling evidence can our field provide that teacher education makes a difference?

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What teacher ed practices are likely to shape candidates' practice? How do candidates integrate what they're learning in TE coursework with their own instructional visions (and those they encounter elsewhere)?

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How do we best prepare prospective teachers for culturally responsive pedagogy?

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How do we reconcile various pedagogies/visions (e.g., ambitious teaching, equitable practices, ... ) with adherence to standards?

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How do we reconcile various pedagogies/visions (e.g., ambitious teaching, equitable practices, ... ) with adherence to standards?

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What preparation is "essential" for pre-service stage, and what might be left to induction or on-going PD?