Download or read book Exploring Pre service Teachers Perceptions During Two First Layer Capstone Experiences written by Kelly Ann Moore and published by . This book was released on 2011 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identity lenses are forever changing even for the most seasoned teacher. But for pre-service teachers, their developing identity lenses are changing minute by minute as they strive to be autonomous in every aspect involved in the art of teaching whether it be in their teacher preparation program or in the field as a novice teacher. This descriptive case study sought to explore the perceptions of pre-service teachers as heard through their voices as participants in two conceptually different but similar first-layer capstone experiences coined Traditional Internship I and Integrated Methods Application Experience or IMAeX as candidates came to the realization of the authenticity of teaching and their individual shifts in identity lenses. This case study explored candidates' perceptions of participation in field-based capstone experiences that focused on the effective aspects of the field experience that increased their potential for teaching and learning, the ineffective aspects of the field experience that hindered their potential for teaching and learning, and the realization of how the field experience had prepared them for the authenticity of teaching. This study provided insight on pre-service teachers' progress of skills, development of dispositions, and perceptions of their developing teacher identity. Archival data were collected over two semesters utilizing focus group interviews from volunteer participants in each program track and over a four semester period utilizing reflective prompts in addition to the university course assessment which included all participants' perspectives from each program track. The reflective prompt data was collected for the sole purpose of gaining insight into program effectiveness and improvement. Four individual interviews and eight field based observations were conducted with purposively selected volunteer participants (two participants from Traditional Internship I, one interview each, two field observations each; two participants from IMAeX, one interview each, two field observations each) from each program track for the purpose of triangulation of data. The noted and coded themes were identified utilizing the constant comparative analysis process in which data were examined and themes were analyzed and identified through the repetition of embedded common related aspects or experiences by participants and grounded in theory, which validated the findings of this study by identifying aspects of the experiences that theoretically were justified in the data. Recommendations for educator preparation programs for future study are included in this study as teacher education preparation programs continue to find a balance between building the professional, pedagogical, and experiential knowledge of pre-service teachers during the capstone experience and are charged with encouraging reflective practice as part of the learning process as candidates begin to shape and explore who they are and where they fit in the profession of teaching (Graham & Phelps, 2003).

Download or read book Perceptions of Preservice Teachers During Early Field Experiences Given the Opportunity for Reflection written by Kris P. Cohoon and published by . This book was released on 1988 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preservice Teachers Social Class and Race in Urban Schools written by Andrea D. Lewis and published by Palgrave Pivot. This book was released on 2016-11-09 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an autobiographical and research-based exploration of the perceptions of Black middle and upper class preservice teachers about teaching and learning in high poverty urban schools. While there is an extensive body of knowledge on White preservice teachers, limited studies examine Black middle and upper class preservice teachers who may also lack experience with students in high poverty urban schools. Through this narrative, the author explores her own professional journey and a research study of former students who experienced the same boundary crossing. Their voices add to the body of current knowledge of how race and class affect the perceptions of preservice teachers.

Download or read book Exploring Stakeholders Perceptions of the Evaluation of Early Fieldwork Experiences in an Undergraduate Teacher Preparation Program written by Amber Rhodes Peacock and published by . This book was released on 2015 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a qualitative meta-evaluation of the early field experience (EFE) program at a small, private, undergraduate teacher preparation program in Virginia focusing on the perceptions of preservice teachers, cooperating teachers and course instructors about the EFE evaluation objectives, evaluation experience, and resulting data usage. The EFE evaluation protocol at the study site is explored using a participatory-oriented evaluation model that solicited the perceptions of stakeholders. Analysis of EFE evaluation documents and semi-structured interviews with the stakeholders were conducted to explore the extent to which (1) official EFE objectives are congruent with the EFE evaluation, (2) the intended evaluation experience is congruent with stakeholders' perceptions of the evaluation experience, and (3) intended data usage is congruent with reported data usage. The findings indicate that the EFE evaluation process is logistically sound, but does not assess and facilitate preservice teacher learning. Recommendations to improve the merit and worth of the evaluation process are presented.

Download or read book Pre service Teachers Perceptions and Experiences of Family Engagement written by Tiffany JaNise Dellard and published by . This book was released on 2013 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand pre-service teacher's perceptions and experiences with family engagement in the education of students. The phenomenological method developed at the University of Tennessee was utilized to explore the following research questions: (1) How do pre-service teachers view the roles of parents in their interactions with teachers, administrators and other school staff to facilitate family engagement; and (2) What influences do pre-service teachers cite as helping to form their views of the role of families in the education of students the pre-service teacher's experiences in the teacher education program as well as personal experiences with engaging families in the education of their children. Ten participants from an Educational Psychology course required for teacher licensure were interviewed about their perceptions and experiences of family engagement. Thematic analysis of the 10 interviews was conducted, developing themes that illustrated how the pre-service teachers perceived family engagement. Based on the participants' own words, a ground theme and three themes were identified: Ground- You've got to get parents on your side...you can't be on their bad side; Theme I- You have to keep them involved...make them comfortable (roles); Theme II- We are restrained by various bounds (barriers); Theme III- They don't see the big picture...(assumptions). Based on these findings, implications are presented for both teacher educators and researchers. Implications include (1) the need to expose pre-service teachers to the many benefits of family engagement; (2) the need to encourage pre-service teachers to recognize and acknowledge multiple types of involvement and engagement; (3) the need for pre-service teachers develop strategies for family engagement; (4) the need for teacher education programs to provide opportunities for pre-service teachers to acknowledge and challenge their own assumptions.

Download or read book The Influence of Alternative Field Based Experiences on Preservice Teachers Perceptions of Assessment in Physical Education written by Rachyl Jane Stephenson and published by . This book was released on 2019 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: There have been recent developments of new approaches to assessment in physical education (PE), but due to an extensive history of assessment in PE as being an area of concern, there is still a high demand for research on the topic. The profession of PE needs to gain insight on how to better prepare assessment literate preservice teachers. This study employed Occupational Socialization Theory as a conceptual framework to explore three preservice PE teachers’ perceptions of assessment during an alternative based field experience. The aims of the study were to investigate how the alternative based field experiences, along with how their socialization experiences, influenced their assessment perceptions. A qualitative, phenomenological research design was utilized to gain an understanding of the participants lived experience of an alternative field based setting within a methods course. The participants were recruited through their course as a convenience sample. All data were qualitative and collected through autobiographies, lesson plans, video recordings of teaches, and 3 rounds of interviews per participant. The data were examined with a collaborative qualitative analysis approach. The findings from the study were described thematically. Results were categorized into three major themes: (a) out of sight out of mind: assessment disappears in actual teaching practices, (b) preservice teachers cognitively valued assessment, and (c) professional socialization impact PPETs assessment implementation in alternative field experiences. Within the first main theme there was one subtheme – disconnect from planning to implementation with four sub-subthemes. The second main was comprised of two subthemes: (a) value assessment to promote learning (two sub-subthemes), and (b) recognized the potential impact of assessment on student learning as a motivator or demotivator (one sub-subtheme). The third main theme had three subthemes that emerged: (a) recognition of assessment importance throughout PETE programming, (b) faculty and staff had negative and positive influences on PPETs’ assessment perceptions, and (c) absence of assessment exposure and modeling. The results suggest that preservice PE teachers value assessment, and there are socialization factors that influence their perceptions. However, even with supports that existed at the alternative field based setting, there was still a lack of implementation of assessment

Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentoring in Education written by Cedric Cullingford and published by Routledge. This book was released on 2016-04-22 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring has become a hot topic in a number of professional spheres in recent years, but its most important and longest-established location is in education. However, this volume is the first wide-ranging academic critique of the concept and its application. Offering both a critical and a practical stance, the authors examine the historical and cultural aspects of mentoring and the motivations behind it. They also explore the effects on the individuals involved and on the system, and examine the different approaches to the idea and implementation of mentoring. Drawing contributions from Europe, the USA and the Middle East, this work considers a wide range of empirical studies of mentoring from those countries that have invested in it, including case studies and analyses of current practice. The book makes a major contribution, not only on account of the international perspective it provides but also through analysis of cases in order to establish the difference between the much-vaunted theoretical advantages promoted by policy makers and the everyday realities and complexities that arise in a scheme entirely dependent on personal relationships.

Download or read book The Undergraduate Experience written by Peter Felten and published by John Wiley & Sons. This book was released on 2016-05-16 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear, practical framework for getting higher education back on track The Undergraduate Experience is a guide for significantly improving student learning and institutional performance in the rapidly changing world of higher education. Written by recognized experts in undergraduate education, this book encourages college and university leaders to rethink current practices that fragment the student experience, and to focus on creating powerful, integrated undergraduate learning for all students. Drawing from their own deep experience and the latest research, the authors reveal key principles that enable institutional change and enhance student outcomes in any higher education setting. Coverage includes high-impact practices for engagement, the importance of strategic leadership, the necessity of setting and maintaining high expectations, and insight on fostering excellence through systematic planning. Through its core themes and action principles, this book can be a valuable resource for faculty, staff, administrators, and governing boards at all types of postsecondary institutions. The book provides a practical framework for achieving excellence in undergraduate education by focusing on: Learning Relationships Expectations Alignment Improvement Leadership The value of an undergraduate education is under greater scrutiny than ever before, and campus leaders must be able to convey the value of their institutions to students, boards, donors, and legislators. Is a college or university degree worth the increasing cost? Are today's students academically adrift? What's the difference between a degree and an education? Responding to these questions requires focused action by individuals and institutions. The Undergraduate Experience offers practical guidance for creating and sustaining excellence in the face of disruption and change in higher education.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Condition of Education 2011 written by Nabeel Alsalam and published by Government Printing Office. This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1977 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Against Common Sense written by Kevin K. Kumashiro and published by Routledge. This book was released on 2013-02 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on his own experience teaching diverse grades and subjects, Kevin Kumashiro examines aspects of teaching and learning toward social justice, and suggests concrete implications for K-12 teachers and teacher educators.

Download or read book Scholarship Reconsidered written by Ernest L. Boyer and published by John Wiley & Sons. This book was released on 2015-10-06 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.

Download or read book The Coding Manual for Qualitative Researchers written by Johnny Saldana and published by SAGE. This book was released on 2009-02-19 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Coding Manual for Qualitative Researchers is unique in providing, in one volume, an in-depth guide to each of the multiple approaches available for coding qualitative data. In total, 29 different approaches to coding are covered, ranging in complexity from beginner to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldaña discusses the method’s origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example.

Download or read book Handbook of Research on Science Education written by Sandra K. Abell and published by Routledge. This book was released on 2013-03-07 with total page 1345 pages. Available in PDF, EPUB and Kindle. Book excerpt: This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.