View in EDS

Reimagining Admissions to Realize Equity in Teacher Education Programs

Saved in:
Bibliographic Details
Title: Reimagining Admissions to Realize Equity in Teacher Education Programs
Language: English
Authors: Kathyrn Hibbert, Deanna Friesen, Rebecca Cole, Mary Ott, Janelle Rouse, Robyn Michaud, Yi Chen, Kevin Hobbs
Source: Journal of Teaching and Learning. 2026 20(1):402-416.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, College Admission, Admission Criteria, Equal Education, Preservice Teacher Education, Preservice Teachers, College Applicants, Educational Practices, Foreign Countries, Scores
Geographic Terms: Canada
ISSN: 1492-1154
1911-8279
Abstract: Faculties of Education make important decisions about who our next generation of teachers will be. While universities have been making declarations of commitment to equity, diversity, and inclusion (EDI) principles, there is little alignment between their stated goals and their admissions practices. This study examined the relationship between two metrics intended to identify strong teacher candidates (i.e., experience profile scores and Computer-Based Assessment for Sampling Personal Characteristics (CASPer) z scores) to determine whether they identify the same candidates. The second goal was to examine the relative contributions of our admission criteria to our decision-making process. Data from 3017 teacher education applicants were analyzed. All variables were unique and significant predictors of admission status. Poor agreement was observed between the two admission metrics. However, the CASPer data addressed non-cognitive metrics and identified who was more likely to struggle in the program. We used this data to reimagine our admissions process, creating a more just and equitable system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494658
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494658
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1494658
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reimagining Admissions to Realize Equity in Teacher Education Programs
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kathyrn+Hibbert%22">Kathyrn Hibbert</searchLink><br /><searchLink fieldCode="AR" term="%22Deanna+Friesen%22">Deanna Friesen</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Cole%22">Rebecca Cole</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Ott%22">Mary Ott</searchLink><br /><searchLink fieldCode="AR" term="%22Janelle+Rouse%22">Janelle Rouse</searchLink><br /><searchLink fieldCode="AR" term="%22Robyn+Michaud%22">Robyn Michaud</searchLink><br /><searchLink fieldCode="AR" term="%22Yi+Chen%22">Yi Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Hobbs%22">Kevin Hobbs</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(1):402-416.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Admission+Criteria%22">Admission Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Applicants%22">College Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1492-1154<br />1911-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Faculties of Education make important decisions about who our next generation of teachers will be. While universities have been making declarations of commitment to equity, diversity, and inclusion (EDI) principles, there is little alignment between their stated goals and their admissions practices. This study examined the relationship between two metrics intended to identify strong teacher candidates (i.e., experience profile scores and Computer-Based Assessment for Sampling Personal Characteristics (CASPer) z scores) to determine whether they identify the same candidates. The second goal was to examine the relative contributions of our admission criteria to our decision-making process. Data from 3017 teacher education applicants were analyzed. All variables were unique and significant predictors of admission status. Poor agreement was observed between the two admission metrics. However, the CASPer data addressed non-cognitive metrics and identified who was more likely to struggle in the program. We used this data to reimagine our admissions process, creating a more just and equitable system.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1494658
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494658
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 402
    Subjects:
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: College Admission
        Type: general
      – SubjectFull: Admission Criteria
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: College Applicants
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Reimagining Admissions to Realize Equity in Teacher Education Programs
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kathyrn Hibbert
      – PersonEntity:
          Name:
            NameFull: Deanna Friesen
      – PersonEntity:
          Name:
            NameFull: Rebecca Cole
      – PersonEntity:
          Name:
            NameFull: Mary Ott
      – PersonEntity:
          Name:
            NameFull: Janelle Rouse
      – PersonEntity:
          Name:
            NameFull: Robyn Michaud
      – PersonEntity:
          Name:
            NameFull: Yi Chen
      – PersonEntity:
          Name:
            NameFull: Kevin Hobbs
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1492-1154
            – Type: issn-electronic
              Value: 1911-8279
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Teaching and Learning
              Type: main
ResultId 1