Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Dr. Tamara J. Williams


With an increased focus on field-based preparation, the relationship between P12 school districts and universities has been forced to change with little or no support to create effective third space environments. The complexity of the student teaching experience is compounded by the need for redefined roles, the lack of a common lexicon and the incongruence of accreditation systems. A Convergent Parallel Mixed Methods study was conducted to compare the use of formative and summative evaluation tools used to evaluate teacher candidates during student teaching. It also explored how the use of these two tools impacted the feedback provided and implemented by teacher candidates. The formative evaluation was developed using Delphi methodology and merged the language of the local P12 school districts with the summative evaluation tool grounded in the InTASC language. The results showed increased candidate growth and more effective feedback from mentor teachers and university supervisors. As a result, a common explanatory framework was developed to support third space environments.


A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2017 Christina L. Wilcoxen.

Included in

Education Commons