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Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …
Surviving A Doctoral Program: Student Perspectives Of Support Services, Felice D. Billups, Stacey L. Kite
Surviving A Doctoral Program: Student Perspectives Of Support Services, Felice D. Billups, Stacey L. Kite
Higher Education
The purpose of this study is to investigate student perspectives on factors that impede and assist in the completion of an Ed.D. program. Students at a small university in the northeast currently enrolled in their courses, as well as those enrolled in their dissertation phase, were included in this study.
Assessment Of General Education Of Doctoral Students Matriculating In An Educational Leadership Program In A Southern New England University, Martin Sivula Ph.D., Thomas D. Sepe, Ph.D.
Assessment Of General Education Of Doctoral Students Matriculating In An Educational Leadership Program In A Southern New England University, Martin Sivula Ph.D., Thomas D. Sepe, Ph.D.
Higher Education
Higher education usually reserves talk of “general education” to the undergraduate experience. When entering graduate schools, graduate students have dissimilar and diverse undergraduate experiences in general education. Some graduate students have benefit of a solidly constructed undergraduate curriculum, while others have experienced broad distribution or no requirements whatsoever. Demography, language, and their disciplinary curriculum serve to divide them. Interdisciplinary programs have students usually study within the confines of two or more disciplines, and still they would be studying and researching within their disciplinary structures. Even bi-lingual and multi-lingual students still act within their linguistic structures. Stimpson (2002) created a term …