PASSING THE PRAXIS IS AS EASY AS PIE - PRACTICAL PRACTICE, IMMEDIATE FEEDBACK, AND ENGAGEMENT WITH PEERS

Oct 15, 2026

Principal Preparation Programs (PPPs) must prepare principal candidates for certification while reducing stress associated with the Praxis exam. A mixed-methods study examined candidates struggling with the Praxis and tested retrieval practice using the Transfer Appropriate Processing (TAP) framework. Thirty participants were assigned to testing, testing with collaboration, or random groups. Quantitative results showed significant differences between practice testing and random conditions. Qualitative findings indicated increased confidence and improved test-taking strategies. Implications highlight retrieval practice and collaboration to support transfer of knowledge to novel leadership situations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Theoretical Framework

Literature Review

Abstract

Higher Education Studies PASSING THE PRAXIS IS AS EASY AS PIE: PRACTICAL PRACTICE, IMMEDIATE FEEDBACK, AND ENGAGEMENT WITH PEERS Tammy Crouse, Debbie Hildreth, and Kevin Jones The University of West Alabama Abstract In today’s world, Principal Preparation Programs (PPPs) need to be innovative in helping principal candidates be more prepared to lead in changing times, but first, they must receive certification successfully. Completing the Praxis exam is the final requirement to gain certification as an instructional leader in Alabama and is often a stressful time for many. A mixed-methods study was conducted to investigate the problem of principal candidates struggling with the Praxis exam and find ways to support them by utilizing retrieval practice using the theoretical framework of Transfer Appropriate Processing (TAP) . An invitation to participate was sent to all students in their last course in the instructional leadership program atone university. Then 30 participants were randomly placed into one of three cohorts: testing, testing with collaboration, or random. Online practice exams were purchased through a small seed grant. Quantitative data consisted of scores from online practice tests at three testing points. A significant difference was found between the practice testing and random groups. Qualitative data from an open-ended survey at the end of the experience revealed that participants increased their confidence and test-taking strategies and found the experience to be positive in preparing for the exam and their future leadership. The implications for PPPs are many, includingthe importance of providing students with opportunities for retrieval practice and collaboration. This helps not only with the testing situation but also in increasing their ability to transfer knowledge to novel situations similar to what they will face in the complex field of leadership and be better prepared to lead in changing times. Exploring innovative and virtual options for practice and collaboration is also needed for PPPs to meet the needs of online students today and help ensure they are ready to lead schools in times of change. Authors’ Note: The authors provide permission to publish this manuscript. Correspondence concerning this article should be addressed to Dr. Tammy Crouse, [tcrouse@uwa.edu](tcrouse@uwa.edu) , 573-204-3979. Keywords: retrieval, practice, feedback, collaboration, transfer Introduction Research has shown that effective principals are essential in positively impacting the teachers and students in their schools. Principals engaged in exemplary principal preparation programs (PPP) were likelier to be influential leaders, especially during challenging times of change, a part of education today (Darling-Hammond et al., 2022). When a PPP helps candidates understand the complexities of leadership and prepares them to demonstrate knowledge and skills that effective school leaders utilize, they will lead excellently under all circumstances. These skills are also needed to pass the certification exam. The Praxis Educational Leadership Administration & Supervision (5412) assessment is“designed to measure the extent to which entry-level school leaders demonstrate the standardsrelevant knowledge and skills necessary for competent professional practice”(Educational Testing Service, 2022, p. 5). The six content categories of the Praxis (5412) are aligned with the Alabama Standards for Instructional Leaders (ASIL) and the 2015 Professional Standard for Educational Leaders (PSEL) . The Praxis exam is one of the final hurdles for principal candidates seeking Educational/Instructional Leadership certification. For many candidates, the Praxis exam is a routine process, but for others, the challenge is more significant and the process traumatic than the “timed tests” spark fear in their minds. The Praxis exam sometimes stumps those who breezed through coursework with few complications. Therefore, finding ef

FAQs

What problem does the study address about the Praxis exam?

Principal candidates often struggle with the Praxis exam, creating a stressful and challenging certification hurdle.

How was the study designed and how were participants grouped?

Thirty participants were randomly placed into three cohorts: testing, testing with collaboration, or random.

What framework guides the retrieval practice intervention?

The study uses Transfer Appropriate Processing (TAP), linking how information is encoded to how it is retrieved later.

Oct 15, 2026

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