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- Title
- A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship.
- Creator
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Osmond, Stephanie, Taylor, Rosemarye, Baldwin, Lee, Kennedy, Mary, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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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...
Show moreThe 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.
Show less - Date Issued
- 2015
- Identifier
- CFE0005860, ucf:50935
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005860
- Title
- A COMPARISON OF STUDENT PERCEPTIONS OF LEARNING IN THEIR CO-OP AND INTERNSHIP EXPERIENCES AND THE CLASSROOM ENVIRONMENT: A STUDY OF HOSPITALITY MANAGEMENT STUDENTS.
- Creator
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Lee, Scott, Tubbs, LeVester, University of Central Florida
- Abstract / Description
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This study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to...
Show moreThis study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to collect data for the study. The P.L.A.C.E. instrument was developed to be a standardized instrument measuring pre-graduation learning outcomes in the following four areas: (a) career development, (b) academic functions achievement, (c) work skills development, and (d) personal growth/development (Parks et al., 2001). This study attempted to add to the literature regarding learning outcomes by contrasting learning in the classroom environment and cooperative education learning assignments. Many leading hospitality curriculums currently incorporate an experiential learning component into their curriculums. Some of the documented benefits of experiential learning or cooperative education programs include: (a) improved student self confidence, self-concept, and improved social skills (Gillan, Davies, & Beissel, 1984). (b) increased practical knowledge and skills (Williams et al. (1993), and (c) enhanced employment opportunities (Clark, 1994; Sharma, Mannel & Rowe, 1995). This study confirmed all of these previously documented benefits of experiential learning, and identified new learning outcomes or benefits for students who participate in experiential learning, such as an increased understanding of how organizations function, increased ability to view career expectations realistically, an increased network of professional contacts, increased ability to take initiative, increased ability to adapt to change, increased leadership skills and increased financial management skills. Unlike many other studies, this study investigated student perceptions of learning in both their classroom environments and their experiential learning assignments at the same time. This allowed the researcher a unique opportunity to compare and contrast each learning environment and identify specific benefits for each.
Show less - Date Issued
- 2006
- Identifier
- CFE0001284, ucf:46911
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001284
- Title
- Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education.
- Creator
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Lee, Shara, Cintron Delgado, Rosa, Laureano Fuentes, Gloria, Boyd, Karen, Okumus, Fevzi, Dressler, Sheri, University of Central Florida
- Abstract / Description
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Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry....
Show morePresently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.
Show less - Date Issued
- 2012
- Identifier
- CFE0004568, ucf:49189
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004568
- Title
- The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida.
- Creator
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McHale, Walton, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any...
Show moreThis study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores.Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.
Show less - Date Issued
- 2015
- Identifier
- CFE0005841, ucf:50912
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005841
- Title
- Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers.
- Creator
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Trenta, Shane, Gill, Michele, Ergle, Roberta, Allen, Kay, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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The purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&)...
Show moreThe purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&) Woolfolk Hoy, 2001) used to measure pre- and post- teacher self-efficacy for classroom instruction, classroom management, and student engagement. To measure pre- and post- perceptions of preparedness, the 8 item Perceptions of Preparedness for the Teaching Profession survey was used. Additionally, qualitative data was collected by use of open response questions on the post survey and also on exit slips at the end of each session to gain insight into the participants' perceptions of the Senior Seminar pilot. The study findings indicate that the added support and instruction provided by the Senior Seminar may provide elementary preservice teachers with a means to increase perceptions of preparedness for the teaching profession and positively influence their Internship II experience. This study suggests practical ways in which teacher preparation programs can be enhanced to provide preservice teachers with an opportunity to be better prepared for the teaching profession.
Show less - Date Issued
- 2017
- Identifier
- CFE0006811, ucf:51774
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006811
- Title
- Pre-service teacher perceptions on the education of children with critical illness and preparation to teach mathematics to children with critical illness.
- Creator
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Fralish, Bethany, Nickels, Megan, Bush, Sarah, Kelley, Michelle, University of Central Florida
- Abstract / Description
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This research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods,...
Show moreThis research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods, diagnostic and corrective reading, and teaching exceptional students). The data collected includes the pre-service teacher applications to participate in internship at the hospital-based school program, pre-interview questionnaire, end-of-day reflections, post-interview questionnaire, and background information questionnaire. The questions of study were: (1) How prepared do pre-service teachers feel to educate children with critical illness and address the needs of children with critical illness in the classroom as a result of completion of a 6-week internship at a hospital-based school program? (2) How prepared do pre-service teachers feel to teach mathematics to children with critical illness after completing a 6-week internship at a hospital-based school program? The results show that the participants' reported an increase in preparation to teach children with critical illness and teach them mathematics, but their views about the education of children with a critical illness and mathematics remain consistent. Thus, the results illuminated two themes across all participants: 1) children as a homogenous group 2) procedural mathematics. Study implications include the need to add specific professional learning on the educational impacts of a critical illness and the need to involve pre-service teachers in reflective practices of what they learn and observe and how that informs actions in the classroom.
Show less - Date Issued
- 2019
- Identifier
- CFE0007804, ucf:52354
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007804