Alternative pathways to the classroom

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Brenda Dake Parsons (Creator)
The University of North Carolina Wilmington (UNCW )
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Abstract: This study examined characteristics of two nontraditional teacher preparation programs. Teach for America and the North Carolina Model Teacher Education Consortium were analyzed according to participant selection, length and depth of the program, and teacher performance. Researcher-constructed surveys were administered to eight teachers from each group and to the principals in their schools of employment. The teachers also participated in semi-structured interviews. Results indicated strengths and weaknesses in both programs. It is concluded that preparation in classroom management, clinical experience, and a strong support system are essential for effective teacher preparation

Additional Information

A Thesis Submitted to the University of North Carolina at Wilmington in Partial Fulfillment Of the Requirements for the Degree of Master of Education
Language: English
Date: 2009
Educational evaluation--United States, Teachers--Training--United States
Teachers -- Training -- United States
Teaching -- Vocational guidance -- United States
Educational evaluation -- United States

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