ERIC Number: EJ1048651
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 37
Influence of Motivation Theory and Supplemental Workshops on First-Time Passing Rates of HBCU Teacher Candidates
Moffett, Noran L.; Frizzell, Melanie M.; Brownlee-Williams, Yolanda; Thompson, Jill M.
Action in Teacher Education, v36 n5-6 p421-432 2014
The action research methodology for this study reports descriptive statistical findings from the performance of 19 Early Childhood Education African American teacher candidates matriculating through a state-approved program at an HBCU. Researcher-moderators provided a treatment plan of focused summer workshops, conceptualized based upon the findings of low first-time passing rates on the Early Childhood Education Exam, predominately content knowledge in social studies and reading. The action researchers suggest that continued research and a larger sample size is needed to provided empirical evidence of the causal variables and factors that affect candidate performance on the examination, but the observed phenomena and semistructured follow-up reflections of the first-time passers may promote evidence of Maslow's motivation theory in practice and the intrinsic love for teaching by the candidates who participated in the treatment and successfully passed the test.
Descriptors: Teacher Education, Teacher Education Programs, Action Research, Black Colleges, Early Childhood Education, African American Students, Workshops, Knowledge Level, Pedagogical Content Knowledge, Student Motivation, Preservice Teachers, Academic Achievement, Test Anxiety, Student Surveys
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Georgia