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Impact of Graduate Program Delivery Models on Teacher Candidates' Success and Perception

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Title: Impact of Graduate Program Delivery Models on Teacher Candidates' Success and Perception
Language: English
Authors: Fallahi, Mitra, Gulley, Beverly
Source: College Teaching Methods & Styles Journal. 2008 4(1):39-44.
Availability: Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 6
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Higher Education
Descriptors: Higher Education, Program Effectiveness, Grouping (Instructional Purposes), Teacher Certification, Educational Experience, Models, Delivery Systems, Student Teacher Attitudes, Success, Graduate Study, Nontraditional Students, Intermode Differences, College Outcomes Assessment, Academic Persistence, Academic Achievement, Institutional Characteristics, Questionnaires, Preferences, Teaching Methods
ISSN: 1548-9566
Abstract: In recent years the demographics of individuals pursuing teacher certification has changed. Many individuals with a bachelor's degree who are interested in a change of career pursue teaching after receiving a college degree in areas other than teacher certification. Institutions of higher education have made a distinction between their traditional 18 to 22 year old college students and those "career changers" seeking teacher certification with a completed degree, life experience, and sometimes even experience in the classroom as a substitute teacher or teacher's aid, or even a teacher. There are graduate programs designed for these post baccalaureate candidates leading to a degree and certification. In an effort to increase the retention of these non-traditional students and to ensure their success in achieving their goal of becoming a teacher, institutions of higher education have adopted different models of program delivery for non-traditional post-baccalaureate students. One such option of is cohort models in higher education. On some campuses candidates have the option of pursuing their education in a cohort model or traditional model. Does the model of program delivery make a difference in candidates' success in achieving their goal of becoming a teacher? Does the model of delivery impact candidates' perception about their educational experience? The questions investigated in the research are whether or not there is a difference in performance of students who complete the program in cohort model with those completing the program in traditional model and whether there is a difference of perception of the program between the two groups completing the program.
Abstractor: As Provided
Number of References: 7
Entry Date: 2012
Access URL: https://journals.cluteonline.com/index.php/CTMS/article/view/5047
Accession Number: EJ967088
Database: ERIC
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  Data: Impact of Graduate Program Delivery Models on Teacher Candidates' Success and Perception
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  Data: <searchLink fieldCode="SO" term="%22College+Teaching+Methods+%26+Styles+Journal%22"><i>College Teaching Methods & Styles Journal</i></searchLink>. 2008 4(1):39-44.
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  Data: Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
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  Data: In recent years the demographics of individuals pursuing teacher certification has changed. Many individuals with a bachelor's degree who are interested in a change of career pursue teaching after receiving a college degree in areas other than teacher certification. Institutions of higher education have made a distinction between their traditional 18 to 22 year old college students and those "career changers" seeking teacher certification with a completed degree, life experience, and sometimes even experience in the classroom as a substitute teacher or teacher's aid, or even a teacher. There are graduate programs designed for these post baccalaureate candidates leading to a degree and certification. In an effort to increase the retention of these non-traditional students and to ensure their success in achieving their goal of becoming a teacher, institutions of higher education have adopted different models of program delivery for non-traditional post-baccalaureate students. One such option of is cohort models in higher education. On some campuses candidates have the option of pursuing their education in a cohort model or traditional model. Does the model of program delivery make a difference in candidates' success in achieving their goal of becoming a teacher? Does the model of delivery impact candidates' perception about their educational experience? The questions investigated in the research are whether or not there is a difference in performance of students who complete the program in cohort model with those completing the program in traditional model and whether there is a difference of perception of the program between the two groups completing the program.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 39
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Grouping (Instructional Purposes)
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Delivery Systems
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Nontraditional Students
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: College Outcomes Assessment
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
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      – TitleFull: Impact of Graduate Program Delivery Models on Teacher Candidates' Success and Perception
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