Literaturnachweis - Detailanzeige
| Autor/inn/en | Jessen, Sarah; Fairman, Janet; Fallona, Cathie; Johnson, Amy |
|---|---|
| Institution | University of Southern Maine, Maine Education Policy Research Institute; University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation |
| Titel | Considering "Grow-Your-Own" (GYO) Models by Examining Existing Teacher Preparation Programs in Maine |
| Quelle | (2020), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Education Programs; Preservice Teacher Education; Partnerships in Education; College School Cooperation; Barriers; Educational Finance; Classification; Elementary Secondary Education; Employment Opportunities; State Policy; Outcomes of Education; Teacher Recruitment; Maine |
| Abstract | This study was conducted in order to examine Grow-Your-Own teacher preparation programs in the state. The initial project description was as follows: "Describe K-12 / institutes of higher education (IHE) partnerships to "Grow Your Own" (GYO) teachers. How are the programs designed, what are the partner roles, and what are the perceived outcomes of this approach?" GYO programs are defined as, "a variety of strategies that aim to recruit teachers from local communities in hopes that the pool of candidates…will be more likely to stay teaching in the community" (Valenzeula, 2017). This project used a case study research design to explore teacher preparation programs in the state of Maine. At the outset of this project, researchers at the Maine Education Policy Research Institute (MEPRI) developed a list of programs in the state that seek to develop teachers, beyond the traditional programs found in universities. Key informants for each of these programs were identified and then invited to participate in interviews for this study. Interviews were conducted in person or by video-conference with district administrators and university personnel, or other key stakeholders, who are involved in one of the identified partnerships for teacher preparation. This study has several key findings, which are broken into three overarching sections: (1) Structure of the Maine Teacher Preparation Programs; (2) Challenges and Barriers for Maine Programs; and (3) Perceived Outcomes of the Maine Programs. Overall, the study concludes that there are promising possibilities for GYO programs in Maine. While the teacher preparation programs reviewed for this study draw on some elements of GYO programs, there are places where policymakers could consider actions to support these hybrid programs and/or the establishment of true GYO programs. (ERIC). |
| Anmerkungen | Center for Education Policy, Applied Research, and Evaluation. University of Southern Maine, 37 College Avenue, Gorham, ME 04038. Tel: 888-800-5044; Tel: 207-780-5044; Fax: 207-228-8143; e-mail: cepare@usm.maine.edu; Web site: http://usm.maine.edu/cepare |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
