Teacher Education, Experience, and the Practice of Aligned Instruction

Source: Journal of Teacher Education, 64(3), May/June 2013, p. 212-225.

This study is interested to understand the relationship of teacher educational and career experience variables with instructional alignment.

Data were collected through a large database of teacher reports of their content coverage.

The results of the fixed effects models indicate significant, positive associations, though they are generally modest in magnitude.
Implications for research and policy are discussed.