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ERIC Number: EJ1048651
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0162-6620
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia