The Student Perspective on Maryland's Associate of Arts in Teaching Degree

Autor/in	Weisburger, Anita T.
Titel	The Student Perspective on Maryland's Associate of Arts in Teaching Degree
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 3, S.330-348 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weisburger, Anita T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2022.2043961
Schlagwörter	Student Attitudes; Associate Degrees; Teacher Education; Early Childhood Education; Special Education; Student Experience; College Transfer Students; Community College Students; Teacher Certification; Academic Advising; Barriers; Program Improvement; Educational Policy; Maryland + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerausbildung; Lehrerbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Studienerfahrung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community colleges; College students; Community College; Collegestudent; Akademischer Rat; Politics of education; Bildungspolitik
Abstract	This paper investigates the student perspective on Maryland's Early Childhood Education/Special Education Associate of Arts in Teaching (AAT) degree: the factors that affected their experience, especially with the transfer process, and whether their experiences differed by institution. Viewpoints were gathered through focus groups and individual interviews of 18 community college students in their final semester before transferring and in their first semester at a Maryland university to complete their BA and teaching certification. This study reports that participants had positive feedback about their programs but agreed on the need for more practical experience, especially regarding special education content. A clear concern about online coursework in Early Childhood Education was also expressed. Factors affecting the student experience included misadvising and confusion around transfer that continued after moving to university programs. Administrators and faculty also acknowledged a number of challenges associated with advising, programming and implementation. Students highlighted differences between institutions but noted that most issues could be resolved through better communication, collaboration, and coordination. This study is important to two-year programs working to improve retention and transfer, as well as universities working to support transfer students. Further research is needed beyond Maryland on the student experience and potential solutions. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01