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Author: Richard James Swinney
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 258
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Book Description
This study, dealing with the concept of career education, was undertaken to: 1) develop a multi-media career education component for Phase I of the undergraduate teacher education program at Oregon State University. 2) measure the effect of that component on selected students. 3) compare their responses with students who had not worked with the component. 4) compare those two groups' responses with the responses of a sample of national educators who had recommended the content of the career education component. This comparative study utilized three groups. The first, (E1) experimental group, consisted of selected students from the Theory and Practicum II classes at Oregon State University and were exposed to the career education component. The second, (C1) control group, was made up of selected students from the Theory and Practicum II. Career education is a concept which, by using the life roles approach, can bridge the traditional gap that has existed between the vocational and academic views of what education should be. 3. The multi-media career education component used with the experimental (E1) Theory and Practicum II students at Oregon State University produced significantly higher means on the career education instrument than those measured for the control (C1) students in the same program. 4. The use of the career education component in the Theory and Practicum II program at Oregon State University resulted in the students from the experimental (E1) group being statistically more compatible with the national sample (C2) than those students in the control (C1) group. 5. A non-measurable portion of the measurable growth of the experimental (E1) Theory and Practicum II students at Oregon State University in the concept of career education was due to the human interaction between instructors and the students. Recommendations 1. A career education component using the concepts developed by this research and the comparative study need to be infused into the Theory and Practicum II program at Oregon State University as well as into teacher education programs nation-wide. program but were not exposed to the career education component. The third, (C1) control group, was made up of a national sample of experts in career education who had suggested the contents of a cereer education component for Phase I of a teacher education program via a comparative study done at Oregon State University in 1974. This study was conducted using a pretest/post test design and the effects of the component were measured utilizing a career education instrument developed in the comparative study. The pretest/ post test portion of the research (E1 compared to C1) was evaluated using the analysis of covariance. Further analysis was done for comparisons among all three groups (E1, C1 and C2) using analysis of variance with L.S.D. tests applied to each item to determine the differences among individual means. Based on this research, as well as a thorough examination of the literature, the following selected implications, conclusions, and recommendations were drawn. Implications 1. Career education is an organizational concept around which all of education can be centered to educate the total person. 2. Career education has the potential to produce a new descriptive term for all of education--"vocademic." Conclusions 1. Career education has not been an integral part of teacher education programs in this nation's colleges and universities. 2. The heart of the career education component should be the human interaction between the instructor and the student. This process more than enything else is what career education is all about. 3. Further studies need to be completed to stay abreast of the changing attitudes toward career education.
Author: Richard James Swinney
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 258
Get Book Here
Book Description
This study, dealing with the concept of career education, was undertaken to: 1) develop a multi-media career education component for Phase I of the undergraduate teacher education program at Oregon State University. 2) measure the effect of that component on selected students. 3) compare their responses with students who had not worked with the component. 4) compare those two groups' responses with the responses of a sample of national educators who had recommended the content of the career education component. This comparative study utilized three groups. The first, (E1) experimental group, consisted of selected students from the Theory and Practicum II classes at Oregon State University and were exposed to the career education component. The second, (C1) control group, was made up of selected students from the Theory and Practicum II. Career education is a concept which, by using the life roles approach, can bridge the traditional gap that has existed between the vocational and academic views of what education should be. 3. The multi-media career education component used with the experimental (E1) Theory and Practicum II students at Oregon State University produced significantly higher means on the career education instrument than those measured for the control (C1) students in the same program. 4. The use of the career education component in the Theory and Practicum II program at Oregon State University resulted in the students from the experimental (E1) group being statistically more compatible with the national sample (C2) than those students in the control (C1) group. 5. A non-measurable portion of the measurable growth of the experimental (E1) Theory and Practicum II students at Oregon State University in the concept of career education was due to the human interaction between instructors and the students. Recommendations 1. A career education component using the concepts developed by this research and the comparative study need to be infused into the Theory and Practicum II program at Oregon State University as well as into teacher education programs nation-wide. program but were not exposed to the career education component. The third, (C1) control group, was made up of a national sample of experts in career education who had suggested the contents of a cereer education component for Phase I of a teacher education program via a comparative study done at Oregon State University in 1974. This study was conducted using a pretest/post test design and the effects of the component were measured utilizing a career education instrument developed in the comparative study. The pretest/ post test portion of the research (E1 compared to C1) was evaluated using the analysis of covariance. Further analysis was done for comparisons among all three groups (E1, C1 and C2) using analysis of variance with L.S.D. tests applied to each item to determine the differences among individual means. Based on this research, as well as a thorough examination of the literature, the following selected implications, conclusions, and recommendations were drawn. Implications 1. Career education is an organizational concept around which all of education can be centered to educate the total person. 2. Career education has the potential to produce a new descriptive term for all of education--"vocademic." Conclusions 1. Career education has not been an integral part of teacher education programs in this nation's colleges and universities. 2. The heart of the career education component should be the human interaction between the instructor and the student. This process more than enything else is what career education is all about. 3. Further studies need to be completed to stay abreast of the changing attitudes toward career education.
Author: Peter Burke
Publisher: Charles C. Thomas Publisher
ISBN: 9780398051037
Category : Education
Languages : en
Pages : 276
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Book Description
Author: D. John McIntyre
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 272
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Book Description
How can schools of education be redesigned to provide continuing education that spans teachers' entire careers? Strategies for Career-Long Teacher Education, the sixth Teacher Education Yearbook, examines the current standard practice of confining teacher preparation to 4 years of coursework and takes a close look at the growing interest in career-spanning teacher education. The contributors offer research, discussion, and various points of view on how ongoing, sustained professional development can enrich teachers' worklives and increase their students' learning. To prepare teachers who continue to learn and who stimulate and motivate their students to learn, schools of education must change. The chapter authors and respondents in this yearbook offer pragmatic ideas on how to begin this change.
Author: Mary C. Dalmau
Publisher: Springer
ISBN: 9463008691
Category : Education
Languages : en
Pages : 198
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Book Description
Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) – and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309128056
Category : Education
Languages : en
Pages : 234
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Book Description
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Author: Kenneth B. Hoyt
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 208
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309499453
Category : Education
Languages : en
Pages : 261
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Book Description
Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.
Author: Kristina Valtierra
Publisher: IAP
ISBN: 1681235838
Category : Education
Languages : en
Pages : 236
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Book Description
Teacher burn out contributes to the epidemic of early career exit. At least half of all new K?12 teachers leave the profession by the time they reach their fifth year of teaching. Conversely, there are urban teachers who survive burn out and thrive as career? long educators. This book results from an in?depth qualitative study that explored one 40?year veteran teacher’s career narrative, analyzing how she not only survived the burn out epidemic, but also thrived as a highly effective career?long urban teacher. Part 1 of this book uses a critical socio?political lens is used to guide readers through the complexities of career thrival. Framed within the story of one new urban teacher’s typical morning, the book begins with an overview of the socio?political forces that lead to urban teacher burn out. In spite of the obstacles, the more hopeful idea of urban teacher thrival is uncovered through narrative methodology. Part 2 is dedicated to the dynamic narrative of a veteran urban teacher career journey. This inspiring story is related to frameworks established in Part 1, as well as painting a picture of how public education has evolved over the last 40 years, and it’s impact on the lives of teachers. Part 3 takes a deeper dive into three salient themes that permeated throughout the participant’s story. First hope springs eternal is the idea that sustaining hope supported the teacher’s career thrival. Next, the extended education family is the notion that familial?like relationships at school nourished her longevity. The third theme, creative autonomy, reveals that by being empowered with opportunities for curriculum development and instructional decision?making the teacher maintained her passion. This book concludes with recommendations for teachers, educational leaders and teacher educators to develop and maintain thriving teachers.
Author: Anna Sullivan
Publisher: Springer Nature
ISBN: 9811386218
Category : Education
Languages : en
Pages : 231
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Book Description
This book challenges dominant thinking about early career teachers and their work. It offers an in-depth and critical analysis of policies concerning the work of early career teachers and how they are supported during this critical period, when they are highly vulnerable to leaving the profession. Moreover, the book provides examples from actual practice that illustrate how to help early career teachers make a successful transition into the profession. These practices promote early career teachers’ development and help the profession as a whole to capitalize on the new knowledge and skills that these teachers bring to their classrooms and their students. The book is divided into two main parts. Part 1 deals with the difficult to define process of retaining early career teachers, and its respective chapters consider this broad issue from an international perspective. They explore how policies and practices have an impact on what happens in schools, and what it means to be a teacher and to teach. In turn, Part 2 focuses on the need to reconsider the policies and practices that create the ‘problem’ of early career teachers, and offers alternative ways forward. Each chapter addresses a specific aspect of the early career teacher retention issue, contributing to a greater understanding of how we can rethink the work of early career teachers so that they can more successfully transition into the profession.
