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Effective Teacher Candidate Preparat...

Hamar, Sandra K.

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Effective Teacher Candidate Preparation: Professional Development Schools Versus Traditional Training Format.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effective Teacher Candidate Preparation: Professional Development Schools Versus Traditional Training Format./
Author:	Hamar, Sandra K.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599984
ISBN:	9781303498237

Effective Teacher Candidate Preparation: Professional Development Schools Versus Traditional Training Format.
Hamar, Sandra K.

Effective Teacher Candidate Preparation: Professional Development Schools Versus Traditional Training Format. - 126 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2013.

New initiatives in preservice teacher formal student teaching experiences seek to prepare high-quality educators commensurate with current demands of the profession. Professional development schools (PDS) provide more hours of clinical preparation for student teaching, with a qualified mentor teacher. This research study investigated the effectiveness of teacher candidates, measured by the differences in participants' scores on initial licensure examinations to determine if there was a difference in teacher candidates who were prepared through two separate methods: a PDS yearlong internship and a traditional 14-week student-teaching format. The study determined the extent to which students who were prepared through the PDS approach differed from those prepared through the traditional approach to teaching preparation at a Midwestern university. Praxis II standardized licensure examination score were compared with the Mann Whitney U, test and ANCOVA using data from four cohorts of PDS and non-PDS students. The median Praxis II score for the PDS group (Md = 167.0) was not significantly different (p =.178) to that of the non-PDS group (Md = 173.5). After controlling for gender, race, and GPA score using ANCOVA, the mean Praxis II score for the PDS group (M = 173.50) was only marginally significantly different (p = .040) to the non-PDS group (M = 166.65) with a small effect size (Eta Squared = 0.1). The conclusion was that PDS only has a limited effect on success in standardized licensure examinations.

ISBN: 9781303498237Subjects--Topical Terms:

783747
Education, Teacher Training.

Effective Teacher Candidate Preparation: Professional Development Schools Versus Traditional Training Format.
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500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
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520 $a New initiatives in preservice teacher formal student teaching experiences seek to prepare high-quality educators commensurate with current demands of the profession. Professional development schools (PDS) provide more hours of clinical preparation for student teaching, with a qualified mentor teacher. This research study investigated the effectiveness of teacher candidates, measured by the differences in participants' scores on initial licensure examinations to determine if there was a difference in teacher candidates who were prepared through two separate methods: a PDS yearlong internship and a traditional 14-week student-teaching format. The study determined the extent to which students who were prepared through the PDS approach differed from those prepared through the traditional approach to teaching preparation at a Midwestern university. Praxis II standardized licensure examination score were compared with the Mann Whitney U, test and ANCOVA using data from four cohorts of PDS and non-PDS students. The median Praxis II score for the PDS group (Md = 167.0) was not significantly different (p =.178) to that of the non-PDS group (Md = 173.5). After controlling for gender, race, and GPA score using ANCOVA, the mean Praxis II score for the PDS group (M = 173.50) was only marginally significantly different (p = .040) to the non-PDS group (M = 166.65) with a small effect size (Eta Squared = 0.1). The conclusion was that PDS only has a limited effect on success in standardized licensure examinations.
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