Project FUTURE: Opening Doors to Diverse West Texas Teachers

Autor/inn/en	Stevens, Tara; Agnello, Mary Frances; Ramirez, Janie; Marbley, Aretha; Hamman, Doug
Titel	Project FUTURE: Opening Doors to Diverse West Texas Teachers
Quelle	In: Teacher Education Quarterly, 34 (2007) 3, S.103-120 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Career Choice; Youth; Career Development; Models; Hispanic American Students; African American Students; Program Effectiveness; Teacher Recruitment; Teaching (Occupation); Career Exploration; Teacher Education; Program Evaluation; Texas + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Berufsentwicklung; Analogiemodell; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Lehrerrekrutierung; Teaching; Lehrberuf; Berufserkundung; Lehrerausbildung; Lehrerbildung; Programme evaluation; Programmevaluation
Abstract	Project FUTURE is one component of a multifaceted approach in the Northwest Texas region to target Hispanic and African-American youth, encouraging them to go through school with a desire to complete education programs leading to professional credentialing in teaching. Project FUTURE inspires students to believe that they can attend Texas Tech University and become teachers through the College of Education. In keeping with the mission and vision of the College of Education, Project FUTURE seeks to create educational, social, economic, and political opportunities by opening doors to all students in West Texas, with an extra effort to include the heretofore excluded. This article describes Project FUTURE and provides information about the underlying theoretical framework and preliminary evaluative information. The evaluative information covers two important issues. First, the results of within subject differences allow the evaluation of change in the participants on specific variables between one FUTURE experience and another. In other words, this information provides feedback concerning participants' efficacy, outcome expectations, goals, and actions in relationship to becoming a teacher and lends insight into Project FUTURE's role in the development of these variables. Unfortunately, without random assignment and the use of comparison groups, one cannot be certain that any observed changes can actually be attributed to the project. Even so, the second important piece of evaluative information, the testing of a theoretical model describing the framework for Project FUTURE, provides support that the FUTURE activities are related to the development of goals and actions to become educators. The credibility of this theoretical model is strengthened by the empirical support found in the current career development literature. (Contains 3 figures, 3 tables, and 1 note.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10