For evidence on the importance of the selection of the cooperating teacher, particularly the benefits of selection by the preparation program, see D. Boyd, P. Grossman, H. Lankford, S. Loeb, & J. Wyckoff. (2008). "Teacher Preparation and Student Achievement," Calder Institute, Working Paper 20.
Further evidence and discussion surrounding the impact of student-teaching on student achievement can be found in NCTQ's report:
Student Teaching in the United States (2011) which includes citations of all of 34 studies published since 1997 in peer-reviewed journals on student teaching. They include: Anderson, N. A., & Radencich, M. C. (2001). The value of feedback in an early field experience: Peer, Teacher, and Supervisor coaching.
Action in Teacher Education, 23(3), 66-74; Brink, B., Laguardia, A., Grisham, D. L., Granby, C., & Peck, C. A. (2001). Who needs student teachers?
Action in Teacher Education, 23(3), 33-45; Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher Preparation and Student Achievement.
Educational Evaluation and Policy Analysis, 30(4), 319-343; Bullough Jr., R.V., Young, J., Erickson, L., Birrell, J. R., Clark, D. C., Egan, M. W., Berrie, C. F., Hales, V. & Smith, G. (2002). Rethinking Field Experience: Partnership teaching versus single-placement teaching.
Journal of Teacher Education, 53(1), 68-80; Cochran-Smith, M . (1991). Reinventing Student Teaching.
Journal of Teacher Education, 42 (2), 104-118; Connor, K. R., & Killmer, N. (2001). Cohorts, Collaboration, and Community: Does Contextual Teacher Education Really Work?
Action in Teacher Education, 23(3), 46-53; Danne, C. J. (2000). Clinical Master Teacher Program: Teachers and Interns Perceptions of Supervision with Limited University Intervention.
Action in Teacher Education, 22, 93-100; Fresse, A. R. (1991). The role of reflection on pre-service teacher's development in the context of a professional development school.
Teaching and Teacher Education, 12, 429-442. Grossman, P., Hammereness, K. M., McDonald, M., & Ronfeldt, M. (2008). Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs.
Journal on Teacher Education, 20(10), 273-287; Hopkins, W. S., Hoffman, S. Q., & Moss, V. D. (1997). Professional development schools and pre-service teacher stress.
Action in Teacher Education, 18(4), 36-46; Lesley, M. K., Hamman, D., Olivarez, A., Button, K. & Griffith, R. (2009). "I'm Prepared for Anything Now." Student teacher and cooperating teacher interactions as a critical factor in determining the preparation of quality elementary reading teachers. The Teacher Educator, 44 (1), 40-55; Justen, J. E., III, Mc Junkin, M., & Strickland, H. (1991). Supervisory beliefs of cooperating teachers.
The Teacher Educator, 34(3), 173-180; Kent, S. I. (2001). Supervision of Student Teachers: Practices of Cooperating Teachers Prepared in a Clinical Supervision Course. Journal of Curriculum and Supervision, 16, 228-244; Knight, S. L., Wiseman, D. L., & Cooner, D. (2000). Using collaborative teacher research to determine the impact of professional development school activities on elementary student's math and writing outcomes.
Journal of Teacher Education, 51, 26-38; Knoblauch, D., & Woolfolk-Hoy, A. (2008). "Maybe I can teach those kids." The influence of contextual factors on student teachers efficacy.
Teaching and Teacher Education, 24(1), 166-179. Knudson, R. E., & Turley, S. (2000). University supervisors and at-risk student teachers.
Journal of Research and Development in Education, 33, 175-186.Korthagen, F., Loughran, J., Russell, T. (2006). Developing fundamental principles for teacher education programs and practices.
Teaching and Teacher Education, 22(8), 1020-1041. McNay, M. & Graham, R. (2007). Can Cooperating Teachers Help Student Teachers Develop a Vision of Education?
The Teacher Educator, 42(3), 224-236.Student Teaching in the United States, 2011; Mewborn, D. S. (1991). Learning to Teach Elementary Mathematics: Ecological Elements of a Field Experience.
Journal of Mathematics Teacher Education, 3(1), 27-46. Mule, L. (2006). Preservice teacher's inquiry in a professional development school context: Implications for the practicum.
Teaching and Teacher Education, 22(2), 205-218; Nguyen, H.T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors?
Teaching and Teacher Education, 25(5), 655-662; Pence, H. M., & Macgillivary, K. I. (2008). The impact of an international field experience on pre-service teachers.
Teaching and Teacher Education, 24(1), 14-25; Peterson, B. E., & Williams, S. R. (2008). Learning Mathematics for Teaching in the Student in Teaching Experience: Two contrasting cases.
Journal of Mathematics Teacher Education, 11(6), 459-478. Putman, M.S. (2009). Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching.
The Teacher Educator, 44(4), 232-247. Richardson-Koehler, V. (1988). Barriers to the Effective Supervision of Student Teaching: A Field Study.
Journal of Teacher Education, 39(2), 28-34; Ridley, D.S., Hurwitz, S., Hackett, S. & Miller, K.K. (2005). Comparing PDS and Campus Based Preservice Teacher Preparation: Is PDS-based preparation really better?
Journal of Teacher Education, 56(1), 46-56; Rodgers, A., & Virginia, K. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context.
Teaching and Teacher Education, 23(1), 63-80; Roth-McDuffie, A. (2004). Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers
Reflective Thinking During Student Teaching. Journal of Mathematics Teacher Education, 7(1), 33-61; Sandholtz, J. H., & Wasserman, K. (2001). Student and Cooperating Teachers: Contrasting experiences in teacher preparation. Action in Teacher Education, 23(3), 54-65. Slick, S. K. (1997). Assessing versus assisting: The supervisor's role in the complex dynamics of the students teaching triad. Teaching and Teacher Education, 13, 713-726; Tellez, K. (2008). What student teachers learn about multicultural education from their cooperating teachers? Teaching and Teacher Education, 24(1), 43-58; Tillema, H. H. (2009). Assessment for Learning to Teach. Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers. Journal of Teacher Education, 60(2), 28-34; Valencia, S. W., Martin, S. D., Place, N. A. & Grossman, P. (2009). Complex Interactions in Student Teaching: Lost Opportunities for Learning. Journal of Teacher Education, 60(3), 304-322; White, S. (2009). Articulation and Re-articulation: Development of a model for providing quality feedback to pre-service teachers on practicum. Journal of Education for Teaching, 35(2), 123-132.See also Levine, A. (September 2006). Educating school teachers (p. 39). Washington, DC: The Education Schools Project; Guyton, E., & McIntyre, D.J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.). Handbook of research on teacher education. New York: Macmillan.