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Author: Cynthia L. Thompson Publisher: ISBN: 9781321774320 Category : Languages : en Pages : 218
Book Description
Teacher preparation has been the center of educational reform in the United States for many years. A review of literature suggests that many universities are addressing the educational challenge of developing stronger teacher preparation programs by collaborating with neighborhood schools to implement field-based teacher preparation programs. However, little research is available to determine the effectiveness of field-based teacher preparation programs. In order to improve programs of this nature programs, it is pertinent to explore the experiences and perceptions of graduates who participated in the program. A number of recommendations for educational reform exist on the topic of teacher preparation, but much-needed research must be done on the experiences and perceptions of participants' in field-based teacher preparation programs. Current research on field-based teacher preparation suggests that there is a critical need to identify whether these programs prepare teachers adequately for the teaching profession. Previous research has suggested that it is critical to provide an interpretation of their subjectivities and to inform educational policymakers, state boards of education, schools of education and the wider educational community in the continued development of field-based teacher preparation programs nationwide.
Author: Cynthia L. Thompson Publisher: ISBN: 9781321774320 Category : Languages : en Pages : 218
Book Description
Teacher preparation has been the center of educational reform in the United States for many years. A review of literature suggests that many universities are addressing the educational challenge of developing stronger teacher preparation programs by collaborating with neighborhood schools to implement field-based teacher preparation programs. However, little research is available to determine the effectiveness of field-based teacher preparation programs. In order to improve programs of this nature programs, it is pertinent to explore the experiences and perceptions of graduates who participated in the program. A number of recommendations for educational reform exist on the topic of teacher preparation, but much-needed research must be done on the experiences and perceptions of participants' in field-based teacher preparation programs. Current research on field-based teacher preparation suggests that there is a critical need to identify whether these programs prepare teachers adequately for the teaching profession. Previous research has suggested that it is critical to provide an interpretation of their subjectivities and to inform educational policymakers, state boards of education, schools of education and the wider educational community in the continued development of field-based teacher preparation programs nationwide.
Author: Publisher: BRILL ISBN: 9004702156 Category : Education Languages : en Pages : 226
Book Description
In today's digital age, visual representation plays a significant role in shaping our world. This book explores the topic of visual research methods and their relevance to education. It highlights the use of visual media, such as images and videos, to enhance our understanding of complex concepts and phenomena. By integrating visual research into education, we can gain a comprehensive understanding of abstract ideas, leading to better retention and application of knowledge. Additionally, visual research methods provide multiple perspectives on social phenomena, motivating us to initiate social change. The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research. Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research. Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
Author: Michelle Curtain Publisher: ISBN: Category : Languages : en Pages : 372
Book Description
The purpose of this study was to advance knowledge about the perceptions of graduates of traditional teacher education (TTE) and professional development school (PDS) programs regarding their teacher preparation and urban teaching experiences. Recently, the PDS program has been recommended as a model for reforming teacher education in districts in urban areas. However, there is little research to show evidence of the effectiveness of the PDS model in schools located in urban areas. The participants in this study graduated from a university in the Midwest (Midwestern University, a pseudonym) and were teachers in school districts in the tri-city urban areas surrounding the university. Through quantitative and qualitative measures a comparison of the perceptions of 36 TTE and PDS graduates was completed.
Author: Doreene Nehfusina Langason Publisher: ISBN: Category : Education Languages : en Pages : 196
Book Description
This study uses the qualitative case study methodology to examine evidence of transfer of learning from a graduate-level teacher preparation program to program completers' classrooms. Nine participants documented their classroom practices for a period of 10 days using specified journal reflection prompts. They also participated in a focus group interview. A documents review was conducted to determine if participants' background and context for application influenced transfer of learning. Findings suggest that program completers are generally adept at transferring educational theories and practices from preparation experience to different classroom situation. However, the occurrence of transfer is influenced by participants' background and experiences, the context for application, and participants' perceptions of what (and how) they were prepared to teach in K-12 classrooms.
Author: United States. Congress Publisher: ISBN: Category : Law Languages : en Pages : 1488
Book Description
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)
Author: Cynthia L. Thompson
Author: Cynthia L. Thompson
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Author: Michelle Curtain
Author: Frederick L. Yeo
Author: Doreene Nehfusina Langason
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Author: 
Author: Hugh G. Petrie
Author: United States. Congress
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