Enhancing HBCU Teacher Education Experience through Authentic University-School Partnerships

Autor/inn/en	Ellis, Valeisha; Jenkins, Patricia; Pogue, Tiffany D.
Titel	Enhancing HBCU Teacher Education Experience through Authentic University-School Partnerships
Quelle	In: Georgia Educational Researcher, 17 (2020) 2, Artikel 4 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-0059
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Field Experience Programs; Black Colleges; Urban Schools; Elementary Secondary Education; College School Cooperation; Partnerships in Education; Academic Achievement; Program Effectiveness; Rural Schools; Reading Instruction; Grade 2; Student Attitudes; Cooperating Teachers; Teacher Attitudes; Administrator Attitudes; Georgia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hochschulpartnerschaft; Schulleistung; Rural area; Rural areas; Ländlicher Raum; Schulen; Leseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Schülerverhalten; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This mixed-methods study sought to examine teacher education candidates' practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students' achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01