NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ795191
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0737-5328
Project FUTURE: Opening Doors to Diverse West Texas Teachers
Stevens, Tara; Agnello, Mary Frances; Ramirez, Janie; Marbley, Aretha; Hamman, Doug
Teacher Education Quarterly, v34 n3 p103-120 Fall 2007
Project FUTURE is one component of a multifaceted approach in the Northwest Texas region to target Hispanic and African-American youth, encouraging them to go through school with a desire to complete education programs leading to professional credentialing in teaching. Project FUTURE inspires students to believe that they can attend Texas Tech University and become teachers through the College of Education. In keeping with the mission and vision of the College of Education, Project FUTURE seeks to create educational, social, economic, and political opportunities by opening doors to all students in West Texas, with an extra effort to include the heretofore excluded. This article describes Project FUTURE and provides information about the underlying theoretical framework and preliminary evaluative information. The evaluative information covers two important issues. First, the results of within subject differences allow the evaluation of change in the participants on specific variables between one FUTURE experience and another. In other words, this information provides feedback concerning participants' efficacy, outcome expectations, goals, and actions in relationship to becoming a teacher and lends insight into Project FUTURE's role in the development of these variables. Unfortunately, without random assignment and the use of comparison groups, one cannot be certain that any observed changes can actually be attributed to the project. Even so, the second important piece of evaluative information, the testing of a theoretical model describing the framework for Project FUTURE, provides support that the FUTURE activities are related to the development of goals and actions to become educators. The credibility of this theoretical model is strengthened by the empirical support found in the current career development literature. (Contains 3 figures, 3 tables, and 1 note.)
Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 1; Grade 10; Grade 11; Grade 12; Grade 6; Grade 7; Grade 8; Grade 9; High Schools; Intermediate Grades; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas