Relationships of Important Elements of the Student Teaching Experience and Methods of Student Teaching Placement to the Quality of Experience of Student Teachers PDF Download
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Author: Douglas Glenn Morrish Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to determine important elements and placement practices of student teaching as perceived by teacher educators and how well each student teacher perceived his/her quality of experience based on these criteria. Data were collected using mail questionnaires following procedures by Dillman (2000). Three different mail questionnaires were used to gather information from 50 different head teacher educators (35 responding), 77 teacher educators (45 responding), and 204 student teachers from the 2001-2002 academic school year (140 responding). Head teacher educator respondents indicated that the number one placement practice for placing student teachers was that of the cooperating teacher having at least three years teaching experience (mean=4.61). Teacher educator respondents indicated that a cooperating center having access to the World Wide Web (mean=4.79) was the most important element of a cooperating center. Additionally, teacher educators indicated that a cooperating teacher who supports other school activities was the most important cooperating teacher element (mean=4.28). As a whole, student teachers indicated that they learned a great deal from their student teaching experience (mean=4.65) and that the student teaching component of their teacher education program was the most valuable component (mean=4.54). Statistically siginificant relationships between student teacher perceptions of their cooperating center elements and the quality of their student teaching experience existed. The elements with a positive correlation and statistical significance included cooperating center facilities (r=.447) and cooperating teacher and student teacher relationships (r=.853). The correlation coefficient (r=.389) between the level of importance of student teaching placement methods and the quality of the student teacher experience indicated a low positive relationship (Davis, 1971, but was not significant at the .05 alpha level. This indicated that the more time and effort teacher educators spend on placing student teachers may increase the student teacher's quality of experience.
Author: Douglas Glenn Morrish Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to determine important elements and placement practices of student teaching as perceived by teacher educators and how well each student teacher perceived his/her quality of experience based on these criteria. Data were collected using mail questionnaires following procedures by Dillman (2000). Three different mail questionnaires were used to gather information from 50 different head teacher educators (35 responding), 77 teacher educators (45 responding), and 204 student teachers from the 2001-2002 academic school year (140 responding). Head teacher educator respondents indicated that the number one placement practice for placing student teachers was that of the cooperating teacher having at least three years teaching experience (mean=4.61). Teacher educator respondents indicated that a cooperating center having access to the World Wide Web (mean=4.79) was the most important element of a cooperating center. Additionally, teacher educators indicated that a cooperating teacher who supports other school activities was the most important cooperating teacher element (mean=4.28). As a whole, student teachers indicated that they learned a great deal from their student teaching experience (mean=4.65) and that the student teaching component of their teacher education program was the most valuable component (mean=4.54). Statistically siginificant relationships between student teacher perceptions of their cooperating center elements and the quality of their student teaching experience existed. The elements with a positive correlation and statistical significance included cooperating center facilities (r=.447) and cooperating teacher and student teacher relationships (r=.853). The correlation coefficient (r=.389) between the level of importance of student teaching placement methods and the quality of the student teacher experience indicated a low positive relationship (Davis, 1971, but was not significant at the .05 alpha level. This indicated that the more time and effort teacher educators spend on placing student teachers may increase the student teacher's quality of experience.
Author: Marvin A. Henry Publisher: R&L Education ISBN: 1610480317 Category : Education Languages : en Pages : 98
Book Description
Instructors using the textbook, Supervising Student Teachers: The Professional Way, 7th Edition, will find its companion instructor's guide a helpful resource. Chapter-by-chapter, the instructor is provided with core ideas for guiding cooperating teachers' understanding and skill development needed for effective supervision of student teachers. This must-have resource provides a multitude of engaging instructional ideas, many discussion questions for the text's case studies, and options for meaningful assignments. Additionally, multiple choice and essay test banks are ready for quizzes and tests. Designed by authors who actually taught courses using the textbook, this instructor's guide saves valuable planning time by providing essential teaching material. Whether the course is taught in face-to-face or online format, this guide is a useful tool for instructors!
Author: Xuchys Perez Publisher: ISBN: Category : Languages : en Pages :
Book Description
Despite the reform efforts and progress of teacher education programs to better equip teachers to teach in urban settings, research continues to report a pressing need for high quality teachers who understand the need for culturally responsive teaching. Faced with the tremendous structural forces working against historically underserved students, scholars and researchers expect teacher education to address inequalities through the promotion of multicultural education coursework and student-teaching placements in urban settings where student-teachers can gain experience with culturally diverse students. This qualitative study used interviews and observations to trace study four participants' perceptions about their student-teaching experience as it unfolded in inclusive, urban classrooms and their opportunities to learn within this context. Qualitative methods using inductive and deductive approaches were used to analyze the data. The inductive aspects were investigated using a grounded theory approach. Darling-Hammond and Bransford's (2005) model was used as a frame for exploring the role that the student-teaching experience has in preparing student-teachers to become change agents, equipped to work with diverse students, in urban, high-needs schools. The Darling-Hammond framework was also used for the deductive analysis of the data. The inductive and deductive analysis revealed the strengths and challenges of the student-teachers experience in navigating the constraints of their urban, high-needs school.
Author: James A. Banks Publisher: SAGE Publications ISBN: 1506320333 Category : Education Languages : en Pages : 2601
Book Description
The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S. education—enriched with theories, research and practices in other nations—are explained and communicated, and how they affect institutional change at both the K-12 and postsecondary levels. With about 700 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education (4 volumes, in both print and electronic formats) will present research and statistics, case studies, and best practices, policies, and programs at pre- and postsecondary levels. Diversity is a worldwide phenomenon, and while most of the entries in the Encyclopedia will focus on the United States, diversity issues and developments in nations around the world, including the United States, are intricately connected. Consequently, to illuminate the many aspects of diversity, this volume will contain entries from different nations in the world in order to illuminate the myriad aspects of diversity. From A-to-Z, this Encyclopedia will cover the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education. This four-volume reference work will be the definitive reference for diversity issues in education in the United States and the world.
Author: Douglas Glenn Morrish
Author: Douglas Glenn Morrish
Author: Marvin A. Henry
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Author: Xuchys Perez
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Author: James A. Banks
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Author: Maria Jordana Moscatelli