NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED504287
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 22
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: N/A
"It's a Big Mystery, Isn't It?" Mitigating Placement Challenges with a Model of Student Teacher Placement Decision-Making
Parot-Juraska, Maribeth
Online Submission, Paper presented at the American Association for Colleges of Teacher Education Annual Meeting (Chicago, IL, Feb 6-9, 2009)
This phenomenological study explores how external forces, internal motivations and environmental conditions may influence school personnel when considering placement requests. Seidman's three-stage interview process was implemented to conduct semi-structured interviews with five principals and five teachers in a large, urban school district. Four findings emerge that illustrate how cooperating schools/candidates encounter polarities in placement decision-making, including how student teacher placement appears less stable with NCLB mandates. A placement decision-making model is presented, framed by Waters, Marzano & McNulty's theories of first- and second-order change perceptions. As student teachers are not "highly qualified," an oxymoron faces principals and teachers in placement decisions--"highly qualified" and "student teacher." The research expands upon how Zeichner's views of "disconnect" and "opposing forces" occur in actual placement decision-making, versus exclusively in field experience conduction itself. Four recommendations are outlined for teacher preparation programs to mitigate placement challenges. The following is appended: (1) Placement requests: An Oxymoron Facing Cooperating Schools. (A diagram of Placement Requests: An Oxymoron Facing Cooperating Schools is appended. Contains 3 footnotes, 3 figures and 1 table.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001