One Year Later: Follow-up on a Professional Development School.
Saved in:
| Title: | One Year Later: Follow-up on a Professional Development School. |
|---|---|
| Language: | English |
| Authors: | Bland, Sandra J., Hecht, Jeffrey B. |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 1997 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Beginning Teachers, College School Cooperation, Elementary Education, Higher Education, Preservice Teacher Education, Professional Development Schools, Program Evaluation, Public Schools, Student Teachers, Teacher Attitudes, Telephone Surveys |
| Abstract: | During the fall of 1996, the Technical Innovations in Educational Research (TIER) laboratory at Illinois State University (ISU) initiated a followup study of a Professional Development School (PDS) begun the prior year within a local elementary school district. Researchers conducted telephone interviews with the former ISU student teachers who participated in that PDS and an equal number of randomly selected student teachers in the traditional ISU program from the same time period. The interviews asked about demographics, perceived value of the ISU education class, perceived value of the student teaching experience, current work status, stress in their current jobs, satisfaction with teaching, comparison with other first-year teachers from ISU and from other universities regarding preparedness, support, classroom suggestions, campus suggestions, and student teaching preparation suggestions. Results did not show many statistically significant differences between the two groups. There was no evidence of a significant down side to the PDS project. PDS students felt at least as well prepared for teaching, if not better prepared, than traditional students. Two appendixes contain the telephone interview questions and the group means and t-test results. (SM) |
| Entry Date: | 1999 |
| Accession Number: | ED430954 |
| Database: | ERIC |
| Abstract: | During the fall of 1996, the Technical Innovations in Educational Research (TIER) laboratory at Illinois State University (ISU) initiated a followup study of a Professional Development School (PDS) begun the prior year within a local elementary school district. Researchers conducted telephone interviews with the former ISU student teachers who participated in that PDS and an equal number of randomly selected student teachers in the traditional ISU program from the same time period. The interviews asked about demographics, perceived value of the ISU education class, perceived value of the student teaching experience, current work status, stress in their current jobs, satisfaction with teaching, comparison with other first-year teachers from ISU and from other universities regarding preparedness, support, classroom suggestions, campus suggestions, and student teaching preparation suggestions. Results did not show many statistically significant differences between the two groups. There was no evidence of a significant down side to the PDS project. PDS students felt at least as well prepared for teaching, if not better prepared, than traditional students. Two appendixes contain the telephone interview questions and the group means and t-test results. (SM) |
|---|
