MARC 主機 00000nam a2200349 4500
001 AAI3599984
005 20141124080918.5
008 141124s2013 ||||||||s|||||||| ||eng d
020 9781303498237
035 (MiAaPQ)AAI3599984
040 MiAaPQ|cMiAaPQ
100 1 Hamar, Sandra K
245 10 Effective Teacher Candidate Preparation: Professional
Development Schools Versus Traditional Training Format
300 126 p
500 Source: Dissertation Abstracts International, Volume: 75-
02(E), Section: A
500 Adviser: Andrew R. McGill
502 Thesis (Ed.D.)--Grand Canyon University, 2013
520 New initiatives in preservice teacher formal student
teaching experiences seek to prepare high-quality
educators commensurate with current demands of the
profession. Professional development schools (PDS) provide
more hours of clinical preparation for student teaching,
with a qualified mentor teacher. This research study
investigated the effectiveness of teacher candidates,
measured by the differences in participants' scores on
initial licensure examinations to determine if there was a
difference in teacher candidates who were prepared through
two separate methods: a PDS yearlong internship and a
traditional 14-week student-teaching format. The study
determined the extent to which students who were prepared
through the PDS approach differed from those prepared
through the traditional approach to teaching preparation
at a Midwestern university. Praxis II standardized
licensure examination score were compared with the Mann
Whitney U, test and ANCOVA using data from four cohorts of
PDS and non-PDS students. The median Praxis II score for
the PDS group (Md = 167.0) was not significantly different
(p =.178) to that of the non-PDS group (Md = 173.5). After
controlling for gender, race, and GPA score using ANCOVA,
the mean Praxis II score for the PDS group (M = 173.50)
was only marginally significantly different (p = .040) to
the non-PDS group (M = 166.65) with a small effect size
(Eta Squared = 0.1). The conclusion was that PDS only has
a limited effect on success in standardized licensure
examinations
590 School code: 1582
650 4 Education, Teacher Training
650 4 Education, Tests and Measurements
650 4 Education, Policy
690 0530
690 0288
690 0458
710 2 Grand Canyon University.|bDoctoral Studies
773 0 |tDissertation Abstracts International|g75-02A(E)
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
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