Date

3-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Daniel Baer

Primary Subject Area

Education, General; Education, Vocational; Education, Teacher Training; Education, Tests and Measurements; Education, Administration

Keywords

Early Field Experience, INTASC, NCATE, Practicum, Student Teacher

Disciplines

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Methods | Teacher Education and Professional Development

Abstract

This quantitative non-experimental correlational study was designed to investigate the correlation between the amount of time a teacher candidate spent during their early field experiences at one school location and performance ratings on their student teacher evaluation sheet. The rating scale was based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The purpose of the study was to determine if there is a difference in the level of teacher candidates' performance as outlined by the INTASC standards for secondary students in relationship to the number of hours of early field experience spent at one school location. All candidates were scheduled for a minimum of 100 hours in early field experiences, yet the actual amount of time spent in any one school varied widely between candidates. Using a Likert scale, the host teachers in cooperation with the candidates' college supervisor rated the pre-service teacher based on each of the ten INTASC standards. The data for the study was provided by the cooperating teachers hosting the pre-service teachers and housed in the TK-20 database. The Product-Moment Correlation Coefficient (Pearson r) statistic was chosen to provide insight into the magnitude of relationship between variables. Analysis of the data revealed a correlation at a significance level exists for one of the participating groups.

Download

Share

COinS