Dissertation/Thesis Abstract

An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators
by Walker-Davidson, Jamie Lea, Ed.D., Lindenwood University, 2018, 150; 10933899
Abstract (Summary)

The purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano’s (2017) New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs.

Indexing (document details)
Advisor: Williams, Julie
Commitee: Cooper, Dennis, Grover, Kathy
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 80/01(E), Dissertation Abstracts International
Subjects: Educational leadership, Teacher education
Keywords: First-year teachers, Teacher training programs
Publication Number: 10933899
ISBN: 978-0-438-35568-2
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