The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
Initial Results of a New Clinical Practice Model: Impact on Learners at Risk
Abstract
The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P–12 learners. With these goals in mind, a model alternative school/university partnership was created, based on Korthagen's “Realistic Teacher Education” framework. This article is an evaluation of the impact of this intervention on student outcomes from the program's first three years. A convergence of evidence reveals significant improvements in grade point average and credits earned; furthermore, significant improvements in total disciplinary incidents emerged in some of the analyses. These results suggest that this teacher education intervention has promise for documenting impact on P–12 learners. This outcome is significant for accreditation purposes, for bolstering the image of teacher education programs within the broader community, and for establishing a common research agenda.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
The SBM program improved academic achievement.
“It has successfully improved academic achievement (Choi and Lemberger, 2010; Núñez et al., 2013; Wasburn-Moses et al., 2015; Larose et al., 2018; Lyons et al., 2019; Meltzer et al. (2020); McQuillin and McDaniel, 2021; Martins et al., 2024)”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Wasburn-Moses et al., 2015
Citations
Cites
Applied Multivariate Research: Design and Interpretation
Meyers, L. S., Gamst, G. C., & GUARINO, A. J. (2017) · Sage eBooks · doi:10.4135/9781071802687 · Cited by 2,883
Journal of Education and Practice
Sekar, J. M. A., & Eyasu, M. (2017) · doi:10.7176/jep · Cited by 2,735
Studying teacher education: the report of the AERA Panel on Research and Teacher Education
(2005) · Choice Reviews Online · doi:10.5860/choice.43-2338 · Cited by 1,560
Korthagen, F. A. J., Kessels, J., Köster, B., Lagerwerf, B., & Wubbels, T. (2001) · Routledge eBooks · doi:10.4324/9781410600523 · Cited by 1,515
Preparing teachers for a changing world
Darling‐Hammond, L., & Bransford, J. D. (2005) · Cited by 876
Zimper, N., & Dwight, J. (2010) · Cited by 533
Bundy, C. E. (1968) · Journal of Agricultural Education · doi:10.5032/jaatea.1968.01006 · Cited by 483
Toward Teacher Education Research That Informs Policy
Sleeter, C. E. (2014) · Educational Researcher · doi:10.3102/0013189x14528752 · Cited by 143
The Intersection of Policy, Reform, and Teacher Education
Wiseman, D. L. (2012) · Journal of Teacher Education · doi:10.1177/0022487111429128 · Cited by 103
Larose, S., & Tarabulsy, G. M. (2005) · Sage eBooks · doi:10.4135/9781412976664.n29 · Cited by 53
Teacher education in the United States of America, 2011
Imig, D. G., Wiseman, D. L., & Imig, S. R. (2011) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2011.611006 · Cited by 27
Prospective Teachers' Perceptions of the Value of an Early Field Experience in a Laboratory Setting
Wasburn-Moses, L., Kopp, T. J., & Hettersimer, J. (2012) · Cited by 22
Self-citationThe Impact of a Service-Learning Experience in Mentoring At-Risk Youth
Wasburn-Moses, L., Fry, J., & Sanders, K. (2014) · Journal on excellence in college teaching · Cited by 20
Self-citationLaboratory Schools to PDSs: The Fall and Rise of Field Experiences in Teacher Education
Hausfather, S. (2001) · The Educational Forum · doi:10.1080/00131720008984460 · Cited by 16
Preparing Educators and Related School Personnel to Work with At-Risk Students
Prater, M. A., Sileo, T. W., & Black, R. S. (2000) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/088840640002300108 · Cited by 14
Teacher education in the United States of America
Schaefer, R. J. (1970) · Prospects · doi:10.1007/bf02354315 · Cited by 13
Rosenberg, M. S., Brownell, M. T., McCray, E. D., et al. (2009) · Cited by 9
Campus Mentors: A CTE/Higher Education Partnership.
Wasburn-Moses, L., & Statt, J. (2012) · Techniques - American Vocational Association · Cited by 2
Self-citation
Flagged first, then by citations
Research works printed but not linked: 6
- American Association of Colleges for Teacher Education., 2010, The clinical preparation of teachers: A policy brief.
- Council for the Accreditation of Educator Preparation (CAEP)., 2013, CAEP 2013 standards for the accreditation of educator preparation.
- Institute of Education Sciences (IES)., 2006, What works clearinghouse: Dropout prevention.
- Rosenberg M. S., 2009, Development and sustainability of school-university partnerships in special education teacher preparation: A critical review of the literature
- Wasburn-Moses L., 2014, Journal of Excellence on College Teaching, 25, 71
- Wasburn-Moses L., 2012, Techniques, 87, 9
Cited by
Sorted by citations
Tiraieyari, N., & Krauss, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1518053
Metadata
- Authors
- Wasburn-Moses, L., Noltemeyer, A. L., & Schmitz, K. J.
- Affiliations
- Miami University (US)
- Corresponding author
- Wasburn-Moses, Leah
- ORCID
- Noltemeyer, Amity L.
- Venue
- The Teacher Educator
- Publisher
- Informa UK Limited
- Published
- 2015-07-03
- Volume
- 50
- Issue
- 3
- Pages
- 203-214
- ISSN
- 0887-8730 (ISSN-L)
- 1938-8101
- OpenAlex
- W2112815717
- Cited by
- 10
- References
- 19
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2022: 1 · 2021: 2 · 2018: 2 · 2017: 1 · 2016: 1
- FWCI
- 6.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Teacher Educator (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
- teacher professional development, clinical practice, pre-service teachers, university-school partnership, student outcomes, grade point average, disciplinary incidents, program evaluation, teacher education accreditation
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 ›
Are you an author, or do you see a problem with this page? Request a review
