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Search Results for 'Graduates' (Keyword)
21 items found 1 / 3
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1   |   From section Teacher Education Programs
Community, Difference, and Voice in Teacher Education
Author Jill Lynch
This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses. The author argues that while the data demonstrated that the teachers positioned their students as active, engaged, and thoughtful participants in their own learning process, three important points that speak to the seminar’s pedagogical objectives can be pulled from the data analysis. The three themes from the analysis of data stand in contrast to the seminar experience.
Publication Year: 2012    |    Updated in ITEC: May 28, 2017
2   |   From section Preservice Teachers
A Stance toward Inquiry: An Investigation of Preservice Teachers' Confidence regarding Educational Inquiry
In this article, the authors examined how well the final year of teacher preparation program (TPP) enables preservice teachers (PSTs) to develop a stance toward inquiry. The findings suggest that the PSTs demonstrated increased confidence related to a stance toward inquiry during their final, master’s year in of teacher preparation program (TPP). There were moderate increases in confidence in all three subscales of the PEBD survey. In addition, the findings suggest that while the TPP experiences prior to the completion of the inquiry project supported a beginning stance toward inquiry, there was value added to that stance from the inquiry project and associated master’s year experiences. The results suggest a shift from a more limited, student-oriented, immediate view of inquiry to a more holistic, professional, future-oriented view of inquiry.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
3   |   From section Mentoring & Supervision
Evaluating a Psychology Graduate Student Peer Mentoring Program
The goal of this study was to evaluate a peer mentoring program in a graduate school setting. More specifically, mentoring functions and outcomes among graduate students were assessed, along with an analysis of graduate school peer mentoring program characteristics. This study contributed three main findings. First, the present study was a first attempt to quantitatively analyze specific mentoring function and outcome relationships in a graduate school setting. Second, results indicated psychosocial assistance and networking help were reported as a program strength. However, pair compatibility and mentor preparation were not found to be essential program characteristics.
Publication Year: 2012    |    Updated in ITEC: January 31, 2017
4   |   From section Assessment & Evaluation
An Authentic Assessment at the Graduate Level: A Reflective Capstone Experience
This paper introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
5   |   From section Mentoring & Supervision
Cultural influences in mentoring endeavors: applying the Cultural Framework Analysis Process
This article aims to examine the usability of the Cultural Framework Analysis Process, a strategy designed to examine cultural factors in mentoring endeavors and to identify whether there are patterns of cultural elements that served to hinder or facilitate mentoring programs across a variety of organizations and contexts. The process also involves identifying methods for overcoming the barriers and enhancing the facilitating factors.
Publication Year: 2015    |    Updated in ITEC: December 7, 2016
6   |   From section Theories & Approaches
Quality Teaching Rounds in Mathematics Teacher Education
The goal of this study is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The main findings are that pre-service teachers found practice-based experience and the subsequent reflections using teaching rounds very valuable compared to other learning experiences. The authors also found that pre-service teachers undertaking a Masters teaching degree were significantly more insightful about planning for and reflecting about teaching practice than those undertaking an undergraduate degree.
Publication Year: 2015    |    Updated in ITEC: July 31, 2016
7   |   From section Teacher Education Programs
A Fresh Look at Graduate Programs in Teacher Leadership in the United States
The purpose of this study was to discover how colleges with graduate programs in teacher leadership were defining the concept, especially in light of federal emphasis on teacher effectiveness. The investigation identified 21 other graduate programs in teacher leadership. Using criteria developed from the literature on teacher leadership and teacher effectiveness, the authors were able to sort the 21 programs into five distinct categories. This study unpacked the confusion around the conceptualization of teacher leadership and explored how this was reflected in American teacher leadership programs.
Publication Year: 2012    |    Updated in ITEC: July 24, 2016
8   |   From section Preservice Teachers
Prior Study of Mathematics as a Predictor of Pre-service Teachers’ Success on Tests of Mathematics and Pedagogical Content Knowledge
This study examined the level of mathematics content knowledge that pre-service teachers brought to elementary teacher preparation. The findings revealed that the level of high school mathematics undertaken was highly correlated with success in the teacher education unit designed to prepare prospective teachers to teach elementary mathematics.
Publication Year: 2012    |    Updated in ITEC: June 28, 2016
9   |   From section Assessment & Evaluation
Teacher Value Added as a Measure of Program Quality: Interpret With Caution
The purpose of this article is understanding the limitations of value-added measures (VAM) and the inferences that they do and do not support. These limitations fall into three categories. First, value-added measures (VAM) provide information about only one of several important dimensions of teacher preparation program quality, focusing on one outcome measure, but not addressing other program characteristics. Second, comparing programs on the average VAM scores begs the question of whether mean performance is the most appropriate way to look at program quality. Third, the measurement of program graduates’ VAM is strongly affected by the labor market for teachers, which weakens the inferences from VAM scores to the quality of preparation programs.
Publication Year: 2012    |    Updated in ITEC: May 4, 2016
10   |   From section Mentoring & Supervision
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Publication Year: 2014    |    Updated in ITEC: December 6, 2015
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