A Comparative Study of Elementary-certified and Secondary-certified Middle School Teachers' Attitudes Toward the Education of Transescents PDF Download
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Author: Carol M. Hallman
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 252
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Author: Carol M. Hallman
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 252
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1088
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 784
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1006
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Author: Mike F. Desiderio
Publisher: Universal-Publishers
ISBN: 1581120192
Category : Education
Languages : en
Pages : 140
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Book Description
Principals of middle-grade schools in port of entry communities along the Texas-Mexico border were surveyed to learn about the education and preparational experiences these principals believed novice teachers should have before coming to teach in their schools. Demographic data about themselves, teachers, students and middle-grade schools, along with suggestions for improving Texas teacher education programs were also obtained. Mexican Americans were the dominant ethnic group and culture in these schools for principals, teachers and students. Principals were mostly male, well educated, and certified for the position they held. Student populations ranged from 437--1,603 in rural, urban and suburban settings. Eighty-two percent of the student population participated in the Federal Free Lunch Program. Faculty populations in these schools ranged from 35--145. Student/Teacher ratios range from 8.8/1--18/1. Half the rural schools in this study have difficulty attracting all the properly certified teachers needed for their classrooms. Principals slightly preferred secondary certified over elementary certified teachers for middle-grade teaching positions. Combined responses from principals revealed that knowledge centered around middle school themes was at least as important for pre-service teachers as their knowledge of pedagogy. The majority of responding principals ranked the following coursework and experiences as "essential" or "very important" for pre-service teachers: student teaching in the middle-grades, appropriate teaching methods for pre- and young adolescents, pre-student teaching field experiences in the middle-grades, developmental characteristics and needs of pre- and young adolescents, and curriculum and organization in middle-grades. Other coursework and experiences ranked by the majority of principals as "important" are: dealing with the culture of poverty, dealing with the Latino culture, and ESL certification. The compiled responses from data revealed responding principals believe Texas teacher education programs are adequately preparing pre-service teachers. However, more emphasis should be placed on: middle-grade teaching skills and concepts, classroom management and discipline, curriculum and instruction, and communication with parents, staff, and community. Pre-service teachers need more information about working with students and parents living in poverty. Responding principals would also like pre-service teachers to have greater exposure to middle-grade classrooms through additional observation experiences and student teaching.
Author: Mary Moffett Keeling
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 374
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 828
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Book Description
Serves as an index to Eric reports [microform].
Author: John Hunter Swaim
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 340
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Author: Andrew James Peltz
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
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Currently, the state of Ohio has a separate licensure classification specific to middle-level education, but this was not always the case. Prior to 1998, core teachers were prepared by universities to focus on elementary (K-8) or secondary (7-12). Teachers who obtained their license after the reform are broken into three groups: Early Childhood (PreK-3), Middle Childhood (4-9), and Adolescent-to-Young Adult (7-12). This study examined the relationship between an educator's license, role in the school, and professional experience to their comparative valuation of middle-level education's best practices and philosophies as described by the Association for Middle Level Education (AMLE). As states examine returning to a broader grade-band licensure system to increase the flexibility of teacher assignments, this study's results may help to illuminate the relative impact a change may have on teachers' attitudes and values. This research tested the hypothesis that educators with a middle childhood license will value specific characteristics differently than those with other certifications and school roles. An online survey was completed by Ohio middle-level educators. The participants placed a valuation score between the three categories that describe AMLE's best practices and identified the most important of those groups' characteristics. While the analysis did not find a statistically significant difference across most of the variables, trends did emerge in what educators identified most with. This research gives insight to middle-level school leaders of which practices have the greatest amount of belief and support amongst the staff and which elements may need more support.
Author: James P. Carden
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 198
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