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An Analysis of Professional Education Course Content Specific to Classroom Management and Student Motivativation Within Selected NCATE Accredited Teacher Preparation Programs

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Date Issued:
2011
Abstract/Description:
The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.
Title: An Analysis of Professional Education Course Content Specific to Classroom Management and Student Motivativation Within Selected NCATE Accredited Teacher Preparation Programs.
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Name(s): Babcock, Donna, Author
Murray, Barbara, Committee Chair
Murray, Kenneth, Committee Member
Doherty, Walter, Committee Member
Hutchinson, Cynthia, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.
Identifier: CFE0004085 (IID), ucf:49147 (fedora)
Note(s): 2011-12-01
Ed.D.
Education, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): traditional teacher preparation programs -- undergraduate level -- preservice teachers -- knowledge voids -- classroom management -- student motivation
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004085
Restrictions on Access: public 2011-12-15
Host Institution: UCF

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