Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Higher Education and Teaching
Impact On P-12 Student Learning: Perspectives From Multiple Stakeholders, Xiaoli Wen, Geri Chesner, Ayn Keneman, Arlene Borthwick
Impact On P-12 Student Learning: Perspectives From Multiple Stakeholders, Xiaoli Wen, Geri Chesner, Ayn Keneman, Arlene Borthwick
NCE Research Residencies
Statement of Research Problem
It is essential for teacher preparation programs to be able to track teacher candidates’ impact on P-12 student learning in school sites in order to fulfill accreditation requirements and measure candidate and program success. Additionally, it is critical for us to understand how candidates’ opportunities to impact P-12 student learning are influenced by their host school sites, including their classroom cooperating teachers. Therefore, we conducted an exploratory study to collect qualitative input from multiple stakeholders, including teacher candidates, cooperating teachers, and school. The perspectives collected in this study has helped our program, the college, and the …
Fourth Year Teachers' Perceptions Of The Student Teaching Practicum In Abu Dhabi, Kabrina Rochelle Johnson
Fourth Year Teachers' Perceptions Of The Student Teaching Practicum In Abu Dhabi, Kabrina Rochelle Johnson
Walden Dissertations and Doctoral Studies
A local college in Abu Dhabi, United Arab Emirates began a Bachelor of Education program in 2008 to train prospective teachers to deliver a bi-literate education in Arabic and English to students in Abu Dhabi schools. Because there had been no examination of preservice teachers' perceptions of their practicum experience, a project study was designed to analyze the perceptions of a group of preservice teachers regarding the final practicum and whether that experience enhanced their ability to deliver educational practices to better serve students. This phenomenological study was guided by experiential learning theory, as preservice teachers learned from their experiences …