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dc.contributor.advisor Cosimano, Michael
dc.contributor.author Gillam, Gladys Amintah
dc.date.accessioned 2019-08-20T16:13:40Z
dc.date.available 2019-08-20T16:13:40Z
dc.date.issued 2019-08-20
dc.identifier.other 10050
dc.identifier.uri http://hdl.handle.net/10211.3/212791
dc.description.abstract The purpose of this qualitative case study was to explore the phenomenon of teacher residency programs. It sought to evaluate the impact a 15-month residency program had on effectively preparing highly qualified teachers for high-need school districts. Due to the infancy of the program, it has never undergone a formal program evaluation to determine the impact of the residency program. Stufflebeam’s CIPP Evaluation model (1983) was selected as the theoretical framework for this study. The CIPP evaluation model is a four-part evaluation process that evaluates Context, Input, Process, and Product of a program. This research was motivated by four questions: (1) What were the identified issues, based on archival data, that initially justified the establishment of the Kern Rural Teacher Residency program?; (2) What are some strategies or approaches that are being used to enhance the merit of the program?; (3) How is the program following implementation strategies that were previously outlined at the onset of the program?; (4) To what extent does the teacher residency program meet objectives or goals in preparing highly qualified teacher candidates for rural settings according to the program four-year data? A qualitative collection method was used: demographic survey questionnaires, interviews, focus group, and archival data. The participants comprised of the program coordinator, faculty mentors, graduate residents, and current residents in their first year of the program. Three themes were identified from multiple stakeholders. The themes were candidate selection process, teaching strategies, and cooperating teachers (CTM). en_US
dc.format.extent 132 en_US
dc.language.iso en_US en_US
dc.subject Education en_US
dc.subject Educational leadership en_US
dc.subject Higher education en_US
dc.subject Rural en_US
dc.subject Teacher Residency en_US
dc.title Teaching Residency Programs as a New Pathway to Teacher Preparation for High-needs Schools en_US
dc.type Dissertation en_US
dc.description.degree Ed.D. en_US
dc.contributor.committeeMember Stark, John
dc.contributor.committeeMember Schultz, Randolph


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