Examining the Relationship between Admission Requirements and Program Outcome Variables in a Special Education Teacher Preparation Program

Autor/in	Woofenden, Emily
Titel	Examining the Relationship between Admission Requirements and Program Outcome Variables in a Special Education Teacher Preparation Program
Quelle	(2022), (181 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Albany
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-1925-0
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Teacher Education Programs; Practicums; Outcomes of Education; Grade Point Average; Undergraduate Students; Mathematics Tests; Scores; Teacher Certification; Early Childhood Education; Correlation; Admission Criteria; College Admission + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Practicum; Praktikum; Praktika; Lernleistung; Schulerfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Korrelation; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung
Abstract	The need for well-prepared special education teachers makes it important to examine how to best select candidates for special education teacher preparation programs, or at least to determine which, if any, admission variables relate to program outcome measures. This study is a replication and extension of a 2012 study--it used archival data from 64 students to investigate the relationships among multiple pre-admission variables from teacher candidate applications and on-site admission tasks (undergraduate GPA, letter of reference ratings, interview ratings, math assessment scores, and a teaching skills task) and outcome variables (graduate GPA and preservice practicum teaching performance scores). The outcome variables included a teaching performance measure (final ratings in a special education internship), and a knowledge measure (graduation GPA). The students were from two different graduate programs: a 40-credit program for students who already held childhood certification, and a 67-credit program for students who did not. Results indicated eleven statistically significant correlations across the samples, with no significant difference between the two cohort types. Significant correlations and differences between the cohorts are discussed. Recommendations for future research are presented. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01