The current research was an investigation of the differences in student performance on state licensure exams and completion rates for students attending a traditional teacher preparation program and a non-traditional cohort model of teacher preparation program. The data for this research study was obtained from a teacher preparatory program at a regional university in the southwest portion of the United States of America. This study was a correlational design that used variables of program types to analyze the level of performance of future teachers on the state licensure exam. An independent t-test revealed no statistically difference in licensure exam test scores based on program type. Differences in ESL licensure exam indicated a practical significance in that non-traditional cohort model teacher preparation program scores were higher than the traditional model. Completion rates of students were examined to determine differences in rates for a traditional teacher preparation as compared to a non-traditional cohort model of teacher preparation program. The non-traditional cohort model completion rates were significantly higher than the traditional model completion rates. The results of the completion rates confirmed prior research findings. The analysis of performance on state licensure exams while not statistically significant gives practical significance to a prospective student choosing a teacher preparation program.
|Advisor:||Beach, Don M.|
|Commitee:||Becker, Melissa, Deviney, David, Leach, Lesley|
|School:||Tarleton State University|
|Department:||Educational Leadership and Policy Studies|
|School Location:||United States -- Texas|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education|
|Keywords:||Cohort, Delivery, Education, Leadership, Preparation, Teacher|
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