Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Education (2)
- Applicants (1)
- Beginning teachers (1)
- Content analysis (1)
- Education specialist program (1)
-
- Educational leadership (1)
- Educational leadership program (1)
- Employability (1)
- Employment (1)
- Facebook (1)
- Feedback (1)
- Georgia (1)
- Graduates (1)
- Internship (1)
- Leadership practicum experiences (1)
- Mentoring (1)
- Methodological review (1)
- Practicum experience (1)
- Public schools (1)
- Quantitative (1)
- Research methods (1)
- Retention (1)
- Self-analysis (1)
- Supervisors (1)
- Teacher reflection (1)
- Teachers (1)
- Theses and dissertations (1)
- University (1)
- Video-recording (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
The Effect Of Facebook On Teaching Applicants' Employability In Georgia, J. Brandon Sluder, Amanda Andrews Benson
The Effect Of Facebook On Teaching Applicants' Employability In Georgia, J. Brandon Sluder, Amanda Andrews Benson
Georgia Educational Researcher
The purpose of this study was to determine if Facebook had an impact on the employability of prospective teachers in K-12 public education in the State of Georgia. The participants in this study included one hundred and ten administrators (all involved in the hiring of teachers) across the state of Georgia. These administrators were asked to answer a short survey that measured their usage of Facebook when investigating prospective teaching applicants applying at their school. The results of the study indicate that even though a growing number of administrators are using Facebook, at this time there is not a significant …
Educational Leadership Program Effectiveness: Evaluation From Graduates And Their Principals, Judith Patterson, Binbin Jiang, Mary Chandler, Tak Cheung Chan
Educational Leadership Program Effectiveness: Evaluation From Graduates And Their Principals, Judith Patterson, Binbin Jiang, Mary Chandler, Tak Cheung Chan
Georgia Educational Researcher
The purpose of this study was to evaluate the effectiveness of an educational leadership program through the perceptions of its recent graduates and their school principals. Graduates who obtained leadership positions after graduation were surveyed and interviewed regarding their perception of their program preparation. Principals of these graduates were also interviewed by the researchers to solicit their feedback regarding essential program components of an educational leadership program to meet future challenges. Findings of this study highlighted program areas that met the educational demands and identified program areas that needed improvement.
A Quantitative Content Analysis Of Mercer University Theses, Justus J. Randolph, Lura S. Gaiek, Torian A. White, Lisa A. Slappey, Andrea Chastain, Rose Prejean-Harris, Cole Hansard
A Quantitative Content Analysis Of Mercer University Theses, Justus J. Randolph, Lura S. Gaiek, Torian A. White, Lisa A. Slappey, Andrea Chastain, Rose Prejean-Harris, Cole Hansard
Georgia Educational Researcher
Quantitative content analysis of a body of research not only helps budding researchers understand the culture, language, and expectations of scholarship, it helps identify deficiencies and inform policy and practice. Because of these benefits, an analysis of a census of 980 Mercer University M.Ed., Ed.S., and doctoral theses was conducted. Each thesis was coded on 10 variables. The descriptive characteristics of the theses, the predictors of the length of the theses, and the predictors of the type of research method used were investigated. The main results were that: (a) the vast majority of thesis authors was female, (b) the number …
Teacher Reflection Through Video-Recording Analysis, Anthony M. Pellegrino, Brian L. Gerber
Teacher Reflection Through Video-Recording Analysis, Anthony M. Pellegrino, Brian L. Gerber
Georgia Educational Researcher
The purpose of this research study was to examine the utility of video-recording self-analysis as an effective means of reflective practice for teachers. Participants were enrolled in a graduate-level education specialist program for practicing teachers based, in part, on the National Board for Professional Teaching standards–one of which explicitly focuses on reflective practice for teachers. Participants employed a formal observation instrument to guide them in this reflective activity. All participants recorded and analyzed their teaching using the observation instrument, and subsequently participated in a think-aloud session during which they discussed the activity as a reflective practice. Participants articulated that engaging …
One Urban College Of Education's Examination Of Graduates’ Employment And Retention In Public Schools, Ruchi Bhatnagar, Jihye Kim, Joyce E. Many
One Urban College Of Education's Examination Of Graduates’ Employment And Retention In Public Schools, Ruchi Bhatnagar, Jihye Kim, Joyce E. Many
Georgia Educational Researcher
Difficulties in recruiting and retaining well prepared teachers have plagued American urban schools for many years. This study examines the role teacher education can play in preparing teachers for urban schools. The yield rate and retention rates for teachers graduating from one urban college of education show that the mission of the program to prepare educators for the urban settings and a curriculum focused on providing theoretical and practical knowledge, skills and dispositions for instruction in high-needs classrooms has been successful. The yield and four-year retention data for graduates from this program indicate that the components of teacher preparation significantly …
Analyzing Levels Of Feedback Delivered By Cooperating Teachers And Supervisors In A Teacher Internship: A Case Study, James Badger
Analyzing Levels Of Feedback Delivered By Cooperating Teachers And Supervisors In A Teacher Internship: A Case Study, James Badger
Georgia Educational Researcher
This research analyzed the feedback delivered by cooperating teachers and university supervisors in an internship, and reports how student teachers perceived the feedback they received during debriefing sessions with their mentors. Hattie and Timperley’s (2007) framework for conceptualizing effective feedback was used to analyze cooperating teachers’ and field supervisor’ assessment of the student teachers’ classroom instruction. Findings from two surveys, documents, and interviews revealed a preponderance of feedback that was devoted to instruction and classroom management with a relative paucity of feedback dedicated to the processing of instruction, consideration of student learning, and development of self-reflection in the student teachers. …