An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators

Autor/in	Walker-Davidson, Jamie Lea
Titel	An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators
Quelle	(2018), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-5568-2
Schlagwörter	Hochschulschrift; Dissertation; Evidence Based Practice; Teacher Attitudes; Beginning Teachers; Teacher Education Programs; School Districts; Rural Schools; Teaching Methods; Academic Achievement; Classroom Techniques; Student Motivation; Time Management; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Junior teacher; Junglehrer; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Klassenführung; Schulische Motivation; Zeitmanagement
Abstract	The purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano's (2017) "New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success" were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01