rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: An
    title: Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance
  name:
    name part: Williams - Duncan, Omah Makebbe
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Waxman, Hersholt C.
    role:
      role term: thesis advisor.
  name:
    name part: Scott, Tim
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2015
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: State curriculum and professional standards characterize the level of proficiency preservice teachers must attain to be prepared to teach in Texas classrooms. Teacher education programs are being scrutinized for their ability to help pre-service teachers reach a level of proficiency commensurate with these state standards. This dissertation presents an understanding of a teacher education program's quality via analysis of its current student teacher and former student perceptions. There are two participant groups in this study - current student teachers (n=11) and former students (n=78) from one program called, aggieTEACH, a traditional baccalaureate secondary mathematics and science teacher education program. Of the current student teachers and former students participating in this study, 77.5% (n = 69) were female, 21.3% (n = 19) were male and 1.1% (n = 1) did not disclose their gender; additionally, 80.9% (n =72) identify as white or Caucasian, 9% (n = 8) identify as Hispanic, 7.8% (n = 7) identifying as African American, Asian, or other, and 2.2% (n = 2) decided not to disclose their race. This mixed methods study reveals participant's agreement and confidence levels in mentoring, confidence, TEP quality, and program characteristics of aggieTEACH. The researcher used principal components analysis, exploratory factor analysis, and content analysis to review secondary data from administered web-based surveys. The surveys have Likert-scaled, single-response items and open-ended response items. Specific survey items were identified per categories called (a) mentoring, (b) confidence, (c) TEP quality, and (d) program characteristics. The mentoring scale yielded an alpha of .903. The confidence subscale yielded an alpha .951. The quality items yielded an alpha .881 and the characteristics items yielded an alpha of .919. Significant differences occurred between current student teacher and former student participants' agreement and confidence levels about the teacher ed…
  note: by Omah Williams - Duncan.
  note: "Major Subject: Curriculum and Instruction"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2015 http://hdl.handle.net/1969.1/155323
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Curriculum and Instruction
  subject:
    topic: Science teacher education program
  subject:
    topic: mathematics teacher education program
  subject:
    topic: teacher preparation program
  subject:
    topic: program quality assurance
  subject:
    topic: teacher perceptions
  subject:
    topic: mentoring
  subject:
    topic: teacher confidence
  identifier: http://hdl.handle.net/1969.1/155323
  record info:
    record content source: TXA
    record creation date: 160223
    record change date: 20170928111938.0
    record identifier: in00003605245
    language of cataloging:
      language term: eng