Search results for: Marshall James
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This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. The authors conducted two studies. The findings reveal that study 1 addressed the most frequent argument, that more coursework would improve assessment data. California does not allow an undergraduate major in education so credentials are added on to degrees in other subjects and programs are also limited to preparation that can be completed in one year. The results of Study 2, however, showed no clinically significant correlation between the principals’ evaluation of the CSU graduates’ preparation program and the characteristics of schools in which they taught during their first year.
Updated: May. 09, 2017
This study examined whether there is a difference in the effectiveness of three pathways in learning to teach offered across the California State University (CSU) System. It compared traditional campus-based, intern, and online credential programs across a 22-campus system. No significant differences were found among the ratings of the employment supervisors; however, the teachers identified consistent differences between the pathways on all composites. The success of online pathway from the teachers' view is consistent with reviews that indicate that certain online learning conditions result in more effective learning than traditional instruction.
Updated: Apr. 20, 2015