More or better student teaching?
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Quality, rather than quantity, of practicum experiences fosters meaningful professional learning.
“In other words, it is the quality, rather than merely the quantity, of practicum experiences that fosters meaningful professional learning”
From Theory and Practice in Initial Teacher Education: A Multi-Level Model from Pegaso University (2026) · cites this paper as Ronfeldt & Reininger, 2012
Cites
Conditions for successful field experiences: Perceptions of cooperating teachers
Graham, B. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.07.007 · Cited by 201 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Classroom management self-efficacy and burnout: A multivariate meta-analysis
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014) · Educational Psychology Review · doi:10.1007/s10648-013-9244-0 · Cited by 560 · see citing works
Field placement schools and instructional effectiveness
Ronfeldt, M. (2015) · Journal of Teacher Education · doi:10.1177/0022487115592463 · Cited by 122 · see citing works
Self-citationTheory and Practice in Initial Teacher Education: A Multi-Level Model from Pegaso University
D’Anna, C., Savoia, T., Di Padova, M., Carruba, M. C., Razzoli, S., Sorrentino, C., & Dipace, A. (2026) · Education Sciences · doi:10.3390/educsci16020180 · Cited by 1 · see citing works
- Authors
- Ronfeldt, M., & Reininger, M.
- Affiliations
- University of Michigan (US)
- Stanford University (US)
- Corresponding author
- Ronfeldt, Matthew
- ORCID
- Ronfeldt, Matthew
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2012-11
- Volume
- 28
- Issue
- 8
- Pages
- 1091-1106
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W1994301784
- Cited by
- 257
- References
- 1
- Citations by year
- 2026: 12 · 2025: 10 · 2024: 15 · 2023: 17 · 2022: 22 · 2021: 23 · 2020: 27 · 2019: 23 · 2018: 40 · 2017: 14 · 2016: 11 · 2015: 18 · 2014: 14 · 2013: 11
- FWCI
- 66.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › School Choice and Performance
- Keywords
- student teaching, teacher preparation, teacher self-efficacy, teacher career plans, underserved students, urban schools, pre-service teachers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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