NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ806442
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-4871
Constructing Coherence: Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs
Grossman, Pam; Hammerness, Karen M.; McDonald, Morva; Ronfeldt, Matt
Journal of Teacher Education, v59 n4 p273-287 2008
In this article, the authors focus on the concept of coherence, a relatively underexplored concept in teacher education. They investigate the relationship between students' perceptions of coherence and a number of structural features of teacher education programs to help develop a stronger definition of one important dimension of coherence--the relationship between fieldwork and coursework. The authors examine the relationship between specific program features and students' perceptions of the degree to which program vision, principles, and practices are aligned with those in the field and also explore the degree to which students have opportunities to practice what they are learning in the program and to enact program goals and visions of good teaching and learning in the classroom. In a field that is calling for larger-scale studies, this research attempts to identify promising features that are also amenable to large-scale studies of the impact of teacher education. (Contains 4 tables and 14 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York