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A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship

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Date Issued:
2015
Abstract/Description:
The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers', but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators.The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
Title: A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship.
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Name(s): Osmond, Stephanie, Author
Taylor, Rosemarye, Committee Chair
Baldwin, Lee, Committee Member
Kennedy, Mary, Committee Member
Zugelder, Bryan, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers', but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators.The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
Identifier: CFE0005860 (IID), ucf:50935 (fedora)
Note(s): 2015-08-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): job-embedded internship -- urban -- high school -- internship model -- case study
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005860
Restrictions on Access: campus 2018-08-15
Host Institution: UCF

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