Current Issues in Education (E-Journal, Arizona State University)
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Morale of Beginning Secondary Science Teachers: A Comparative Analysis of Teacher Preparation Programs
Full text linkThis paper examines the morale of beginning secondary science teachers who attended one of three types of teacher preparation programs: 1) traditional undergraduate, 2) post-baccalaureate certification, or 3) alternative route to certification.
One-hundred one secondary science teachers (grades 7-12) who were completing their second year in a Connecticut public middle or high school were surveyed to determine their levels of morale using the Purdue Teacher Opinionaire. Findings indicated that teachers trained via alternative route certification and post-baccalaureate programs were significantly less satisfied with their salary and their status as teachers compared to those trained at traditional undergraduate programs.
The results of this study have implications for public school administrators hiring beginning science teachers and institutions certified to prepare them, particularly in terms of how to recruit, select, train, and retain them in the teaching profession
Endorsement of Couples Counseling in a Domestic Violence Case as a Function of Training
Full text linkReactions of students in helping professions to domestic violence were examined with respect to whether or not the students had any training in domestic violence. One hundred, four students read one of two vignettes describing a domestic violence case and responded to statements related to treatment options. The vignettes differed only in education level and occupation of the victim. Students with training in domestic violence evidenced less willingness to endorse couples counseling as a treatment option than those without the knowledge or training. This main effect held across both SES conditions
Level of Preparation of General Education Teachers to Include Students with Autism Spectrum Disorders
Full text linkSince 1998 there has been a dramatic increase in children diagnosed with Autism Spectrum Disorders (ASD) resulting in an estimated prevalence of 1 in 150 children. Federal law requires schools to educate children with ASD in the least restrictive environment, increasing the number of children with ASD in regular classrooms. Teacher preparation rarely includes training in ASD, leaving many teachers unprepared to accommodate these students. Using an online survey distributed to a random sample of Connecticut teachers, this study explored formal and informal preparation for teachers as well as teachersâ feelings of confidence and competence to teach children with ASD
Arts-based Teaching: A Pedagogy of Imagination and a Conduit to a Socially Just Education
Full text linkâWhen all is said and done,â contends Hammond (1997), âwhat matters most for studentsâ learning are the commitments and capacities of their teachers.â This paper examines how 53 teachers gained, through arts-based professional development implementations, an understanding of the power of the arts and developed deeper perceptions about student voice and higher-order thinking to provide all children the possibility of success in learning. The writings of the participants were examined using document analysis to determine how the teachers developed an understanding of a pedagogy of social justice, and how the use of arts-based approaches contributed to this perspective
The Value of Experiencing the First Days of School for Preservice Teachers
Full text linkAbstract:
Quality teacher education programs recognize the importance of field experiences in preparing preservice teachers for the beginning of a new school year. Some teacher education programs find it challenging to implement this field experience since the starting dates for the K-12 school year and the university classes often differ. School of Education faculty at The University of Mississippi took on this challenge in the spring of 2006 and report very encouraging results. The information provided in this article explains the steps involved in implementing the plan. Results from narratives completed by the participants provided specific information as to the types of duties the participants were engaged in during the field experience. In fall 2007, follow-up surveys were completed by first year teachers that participated in the field experience. Their responses provided helpful information that will be used to strengthen the first days of school field experience for future preservice teachers