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1.
ABSTRACTThis article examines trends and issues surrounding recruiting, funding, and hiring of doctoral physical education teacher education (D-PETE) students and graduates. Sources for this examination were background data collected by Boyce and her colleagues, the existing literature on these topics, and qualitative data gathered from 30 sport pedagogists during one round-table session at the National Association for Kinesiology in Higher Education (NAKHE) conference in January 2015. All three sources indicated the importance of recruiting and funding of students and hiring of graduates to the future of D-PETE programs. A number of paths were identified which sport pedagogists could follow in order to keep D-PETE programs safe and help them flourish. Unfortunately, agreement as to which of these paths the field should take was often in short supply. In the conclusions section, suggestions for future research of recruiting, funding, and hiring are made with the goal of providing data which could lead to sport pedagogists making more informed decisions regarding the future direction of D-PETE. 相似文献
2.
Langston Clark Asherah Allen Samuel R. Hodge Nathan Murata 《Quest (Human Kinetics)》2016,68(4):406-419
ABSTRACTMany articles over the years have bemoaned the lack of diversity in doctorate-granting Physical Education Teacher Education (D-PETE) programs without attainable solutions towards significant increases in student and faculty diversity. The purpose of this article is to emphasize the potential significance of implementing D-PETE programs at Minority Serving Institutions (MSIs). To that end, we discuss the impact MSIs have on the success of students of color and the impact MSI D-PETE programs would have on the diversification of PETE faculty and student bodies. In this article, we suggest ways to reframe the diversity narrative and offer solutions that are not currently utilized. The implementation of D-PETE programs at MSIs can enhance the broader PETE ecosystem, diversifying it like never before. 相似文献
3.
Patricia H. Phelps 《Teaching Education》2013,24(2):147-150
The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities. 相似文献
4.
Oliver H. Hewitt 《The Journal of environmental education》2013,44(4):8-20
Abstract Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in their homes and communities. 相似文献
5.
ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning. 相似文献
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《The Educational forum》2012,76(1):63-70
ABSTRACTThe shortage of African American male teachers has been a consistent issue in education. However, there is still much to learn about the experiences and perspectives of African American men on the teaching pathway. By placing a spotlight on the complex positioning of African American men in education, this essay expounds on the importance of capturing the stories of African American males enrolled in teacher education programs. 相似文献
8.
Abstract One important strategy for strengthening policy and advocacy in early childhood education is through the incorporation of specific course content in teacher education programs [New Perspectives in Early Childhood Teacher Education: Bringing Practitioners Into the Debate, Teachers College Press, NY, New York, 1994]. Yet, to date, little is known about the extent to which content relating to these two important issues are incorporated into teacher education programs. In response to this gap, an exploratory study of early childhood teacher education programs was conducted to determine the nature of policy and advocacy content included in undergraduate and graduate programs in the United States. Public and private institutions, ranging in size from small four‐year colleges to large public universities, participated in this national survey. Results indicated that advocacy and policy content is incorporated in most teacher education programs in a varied, yet unsystematic, manner. Respondents also identified a range of current and needed resources to support advocacy and policy education as well as a number of barriers that impede incorporation of such content in their programs. 相似文献
9.
《The Journal of educational research》2012,105(4):195-206
Abstract The authors used the National Survey of Teacher Education Program Graduates, developed by Freeman, Loadman, and Kennedy (1991), to evaluate the baccalaureate and master's of education (M.Ed.) teacher education programs at a major Carnegie I research university. The instrument's 4 measures—acting as proxies for teacher education graduate careers, quality of program, teaching skills, and teaching knowledge satisfaction—were compared with national norms from other teacher education programs across the country. The survey data from the class of 1996, consisting of 263 baccalaureate graduates and 171 M.Ed, graduates, suggested that they were generally very positive about their programs and careers. In general, the baccalaureate and M.Ed. graduate responses on all 4 measures were more alike than different. Both groups of 1996 graduates rated the measures more positively than the national norms. 相似文献
10.
VOICES IN EDUCATION: ACCOUNTABILITY IN TEACHER EDUCATION AND THE NATIONAL COUNCIL ON TEACHER QUALITY
Abstract This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development. 相似文献
11.
Eric E. Goff Kelly Lynn Mulvey Matthew J. Irvin Adam Hartstone-Rose 《Research in Science & Technological Education》2020,38(3):272-288
ABSTRACT
Background
Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people’s academic aspirations, interest and competence in science and math domains. 相似文献12.
Vickie E. Lake 《Journal of Early Childhood Teacher Education》2013,34(1):73-81
Abstract As we move forward in the new millennium, the call for reform in teacher education programs increases. One reform model, offered by Nel Noddings, focuses on the students’ affect, emotion, and intellect. Noddings proposes the use of fidelity—focusing on the individual and the quality of relationships—as a cornerstone in teaching and teacher education. Fidelity in teacher education utilizes a process that includes modeling, dialogue, practice, and confirmation. This paper explores the fundamentals of a fidelity‐based approach to teacher education and examines a university course and its fieldwork component by analyzing the structure and methods of each using the fidelity framework. If we expect our pre‐service teachers to create caring learning environments, they must first be taught about caring environments by their professors. The use of fidelity in teacher education programs is one model that allows for caring environments as well as content application. 相似文献
13.
Abstract Increasing competitive forces are compelling academic administrators to think strategically about specific offerings in their distance education programs. Across a wide variety of educational contexts, quality is being recognized as a major source of competitive advantage. This paper examines the role of quality in determining appropriate market‐driven strategies. A model for integrating quality based on competitive ability and market attractiveness is presented. 相似文献
14.
《Africa Education Review》2013,10(3):569-580
Abstract This article examines the comprehensiveness of the University of South Africa (UNISA) as an Open Distance Learning (ODL) institution and the challenges faced by experimental disciplines within ODL. Those challenges are brought about by the attempt to harmonize study and research programs in the College of Science, Engineering and Technology (CSET) following the merger and harmonization of programs from the former distance learning UNISA and Technikon South Africa (TSA). The paper discusses the current realities with the aim to promote further debate on the place of ODL in science and technology programs in tertiary education such as UNISA in general and CSET in particular. 相似文献
15.
ABSTRACTIn this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators. 相似文献
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Bruce I. Wolford John F. Littlefield 《Community College Journal of Research & Practice》2013,37(3):257-272
More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions. Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty. Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed. 相似文献
18.
Carmen Ricardo Juan David Parra Mónica Borjas Jorge Valencia Cobo John Cano 《The American journal of distance education》2020,34(2):157-176
ABSTRACT One of the main needs of Latin America, besides education coverage, is to reduce learning gaps in higher education. In order to respond to such need, many strategies have been designed, worldwide, to impact the demand and provision of higher education programs. Among these strategies we can find grants and scholarships, financial aids, and others. Many have been the options that have been proposed to raise the provision of higher education programs, such as offering technology-supported education modalities like blended-learning, Massive Open Online Courses (MOOCs), and distance and online education. This paper aims to explore the potential of the provision of distance education programs to close learning gaps in Colombia’s higher education. In order to do so, we present an estimatation of the effects that students and programs characteristics can have on the results of the test “Saber PRO” (a Colombian standardized test that measures the level of competences developed by students in different higher education programs). This estimation was done applying a mixed model (Hierarchical Linear Modeling-HLM) based on the information of 451,358 students who were assessed in their last phase of their university major. Data were collected from 2016 to 2018. The econometrics estimations show that controlling individuals’ backgrounds and the characteristics of different academic programs, the variables that were highly associated with the reduction of learning gaps among individuals registered in distance programs compared to face-to-face programs are the students’ age and their cognitive backgrounds (grades in standardized tests taken before their undergraduate studies). The results show that we could expect distance education to become an efficient mechanism to contribute to the reduction of learning gaps in higher education. The quantitative findings suggest a series of research questions that invite to reflect about the potential of distance education in medium-income countries. 相似文献
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《The Journal of educational research》2012,105(1):47-53
Abstract In this study, the authors describe the efficacy beliefs of practicing elementary school teachers regarding character education. The Character Education Efficacy Belief Instrument, developed and validated by the authors, was completed by a sample of 254 elementary school teachers in a large midwestern suburban school district. The results suggest that elementary school teachers feel efficacious about most aspects of character education and that teachers who earned their undergraduate degrees from private, religiously affiliated universities have a greater sense of efficacy for character education. Further research into the nature and effectiveness of programs that exist in private, religiously affiliated institutions may suggest methods for developing teachers' abilities to provide character education in schools. 相似文献
20.
《Journal of School Choice》2013,7(4):27-52
Abstract School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different approaches to high-ability school-within-a-school programs: gifted, International Baccalaureate, and science-focused. Although teachers and students across conditions expressed strong satisfaction with the academic challenges provided by the special programs, they also expressed serious concerns about the relationship between these programs and the larger schools within which they are housed. Taking into consideration concerns about gifted education usurping resources from more urgent educational and societal goals, we discuss policy implications of our findings, considering ways to “allow idiosyncratic learners to thrive” (in the words of a teacher interviewed in this study), while minimizing misconceptions, prejudices, and perceptions of elitism. 相似文献