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Studying the Impact of Pre-Student Teaching Field Experience on the Development of Teachers Beliefs and Assumptions |
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Abstract:
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This research, utilizing both qualitative and quantitative instruments, is a pilot in a longitudinal study designed to assess the impact of pre-service field work on subsequent teacher education development. |
Most Common Document Word Stems:
teacher (80), educ (47), program (37), teach (37), student (28), new (27), experi (26), research (22), field (16), work (14), belief (13), learn (13), way (12), preservic (12), year (12), cours (11), studi (11), school (10), impact (10), 3 (10), m (9), |
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Association:
Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org
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Citation:
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MLA Citation:
| Pignatosi, Frank., Rust, Frances., McCallister, Cynthia., Rafter, Joseph., McDonald, Elizabeth. and Keane, Annette. "Studying the Impact of Pre-Student Teaching Field Experience on the Development of Teachers Beliefs and Assumptions" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY, Feb 22, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p142209_index.html> |
APA Citation:
| Pignatosi, F. G., Rust, F. O., McCallister, C. , Rafter, J. P., McDonald, E. and Keane, A. , 2007-02-22 "Studying the Impact of Pre-Student Teaching Field Experience on the Development of Teachers Beliefs and Assumptions" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p142209_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This research, utilizing both qualitative and quantitative instruments, is a pilot in a longitudinal study designed to assess the impact of pre-service field work on subsequent teacher education development. |
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| Document Type: |
PDF |
| Page count: |
4 |
| Word count: |
2179 |
| Text sample: |
| 1 Studying the Impact of the 100 Hours of Field Experience Required by New York State Prior to Student Teaching Section I A. Statement of the Issue As Ingersoll’s (2001) work has demonstrated retention of teachers is a nation-wide problem that is particularly acute in high-needs urban schools. Compounding the problem is a nation-wide shortage of teachers particularly in these high-needs urban schools and in the content areas of Math Science Special Education and Teaching English as a Second |
| Santa Cruz. (2004). Professional Teaching Standards Formative Assessment System. Santa Cruz CA: Author. Sleeter C. E. (2001). Epistemological diversity in research on preservice teacher preparation for historically underserved children. In W. G. Secada (Ed.) Review of Research in Education (Vol. 25 pp. 209-250). Washington DC: American Educational Research Association. Smith T. M. & Ingersoll R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Education Research Journal 41(3) 681-714. Wideen M. Mayer-Smith J. |
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