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ERIC Number: ED382570
Record Type: Non-Journal
Publication Date: 1995-Feb
Pages: 69
Abstractor: N/A
Reference Count: N/A
Research Analysis of Professional Development School Graduates and Traditional Phase I and Phase II Graduates.
Long, Jerry C.; Morrow, Jean
Elementary education majors at Emporia State University (ESU), Kansas, were subjects in a research project designed to administer, analyze, and interpret a variety of quantitative and qualitative measures of two groups. An experimental group consisted of 16 interns placed at one of two professional development schools (PDS) that ESU operates in partnership with local school districts. A control group consisted of 16 student teachers who completed the traditional teacher preparation model at ESU. Results indicated: (1) there were no significant differences in National Teacher Examination scores between PDS interns and student teachers in the control group; (2) no major significant difference was found between the two groups' responses to the Teacher Education Questionnaire, which measures beliefs about teaching, learning, and subject matter; (3) the experimental (PDS) group was significantly more positive toward inclusion of children with disabilities in mainstream classrooms; and (4) PDS graduates are better prepared for the first year of teaching than graduates from traditional student teaching experiences. The appendices include: statistical summaries of findings; "Attitudes Toward Mainstreaming Survey, ESU Adaptation"; a summary of professional development school outcomes, which focuses on competencies of PDS graduates; "Intern Feedback on the PDS Program re: Preparation for Teaching"; and "Sample Questions from the Teacher Education Questionnaire." (Contains 16 references.) (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A