Literaturnachweis - Detailanzeige
| Autor/in | Clinton, Christopher |
|---|---|
| Titel | The Role of Teacher Education Advisory Committees in Massachusetts Teacher Preparation |
| Quelle | (2019), (131 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Massachusetts Lowell |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3922-6485-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Education Programs; Advisory Committees; Role; Elementary Secondary Education; Partnerships in Education; Diversity; Stakeholders; Decision Making; Educational Improvement; Group Membership; Attitudes; Massachusetts |
| Abstract | Teacher Education Advisory Committees (TEAC) are groups of individuals from higher education, K-12 Schools, and other stakeholders who have a vested interest in improving teacher education and teacher candidate preparation programs. The purpose of this mixed methods study was to ascertain the role and impact of the TEAC on a teacher preparation program (TPP). Specifically, it examined the following questions: (1) How are TEACs structured, populated, and identified by TPPs? (2) What are TEAC members' perceptions of their role in supporting the teacher preparation program and its K-12 school partnerships? (3) What are the TEAC members' perceptions of their expertise as part of the TEAC, in the preparation of teacher candidates for job readiness?The sample included faculty and K-12 school partners who serve on their TPP's TEAC. The (DIAQ) Decision Involvement and Analysis Questionnaire, developed by David Flannery (1992), was used to measure both faculty and K-12 partner school advisory board member perceptions on their impact on the TPP. Additionally, a general survey tool was used to gain insight into the role and responsibilities of the TEAC members. Finally, interviews were conducted to contextualize the survey data and create a narrative to support findings from the research. Findings from the study indicated establishing strong partnerships is a key element in maintaining a teacher education advisory committee. Other findings indicated that the membership of the advisory committee should represent the diversity of the stakeholders impacted by the teacher preparation program. Unexpectedly, the K-12 school partner members of the TEAC expressed little interest in making decisions about the programmatic structure of the TPP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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