Literaturnachweis - Detailanzeige
| Autor/inn/en | Van Overschelde, James P.; Burgard, Karen L. B. |
|---|---|
| Titel | Predicting Persistence in Educator Preparation Programs: Examining Current Practices and the Possibility for Transformative Change |
| Quelle | (2018), (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Education Programs; Preservice Teachers; Preservice Teacher Education; Minority Serving Institutions; Gender Differences; Student Teaching; Federal Aid; Academic Persistence; Educational Change; Ethnicity; Higher Education |
| Abstract | Research on characteristics of students who persistence in college is extensive, but the literature on student persistence in educator preparation programs (EPP) is almost non-existent. We examined the relationship between student demographic characteristics and persistence to two major milestones at or near the end of the EPP. Using logistic regression models and data from 3,674 teacher candidates enrolled in a large, public, Hispanic-serving university teacher preparation program, we found that Pell-eligible students and males were significantly less likely to complete student teaching, but equally likely to complete the courses immediately prior to student teaching. The results fill a large gap in the research literature and have important implications for federal and state policies and for supports that EPPs implement. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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