Researchers are producing an increasing number of peer-reviewed articles and conference presentations about UTeach’s effectiveness.
Backes, B., Goldhaber, D, Cade, W., Sullivan, K, & Dodson, M. (2018). Can UTeach? Assessing the relative effectiveness of STEM teachers. Economics of Education Review, 64, 184–198.
Cade, W., Liu, F., Vaden-Kiernan, M., & Dodson, M. (2019). An examination of recruitment and retention of UTeach program candidates (PDF <1MB). American Institutes for Research.
Dickinson, G., Summers, E. J., & Jackson, J. (2010). Developing expertise in project-based science: A longitudinal study of teacher development and student perceptions. In R. E. Yager (Ed.), Exemplary science for resolving societal challenges (pp. 1–18). Arlington, VA: National Science Teachers Association.
Distin, K., & Fraser, B. Evaluation of learning environments of the UTeach teacher development program for secondary STEM teachers (PDF <1MB). Paper presented at the 2017 annual meeting of the American Educational Research Association, San Antonio, TX, April.
Hale, G. R., Lopez, R. E., Cavallo, A. M. L., and Gonzalez, E. E. (2014). Increasing physics teacher production by replicating the UTeach preparation model and awarding Noyce scholarships, in ICPE-EPEC 2013 Conference Proceedings, Eds. Leos Dvorak and Vera Koudelkova, Charles University in Prague, MATFYZPRESS publisher, Prague, 2014, pp. 711-718.
Newton, X. A., Poon, R.C., Nunes, N.L. and Stone, E. (2012). Research on teacher education programs: Logic Model Approach. Evaluation and Program Planning, 36, 88–96.
Ramsey, C., Cannady, J., & DeGraff, M. Closing the gender and underrepresented minority gap in CS: UTeach Computer Science Principles AP assessment results (PDF 3.1MB). Poster presented at 2018 SIGCSE annual meeting, Baltimore, MD.
Walkington, C., & Marder, M. (2018). Using the UTeach Observation Protocol (UTOP) to understand the quality of mathematics instruction. Zdm, 50(3), 507–519. doi: 10.1007/s11858-018-0923-7
Wasserman, N., & Walkington, C. (2014). Exploring links between beginning UTeachers' beliefs and observed classroom practices. Teacher Education & Practice, 27(2/3), 376-401.