This exploratory case study applied a formative evaluation framework to evaluate the no-fee teacher education program at Southwest University. The study focused on the students' perspective and their perceptions of the program, both intrinsic and extrinsic. A self-evaluation checklist and a questionnaire were the instruments used to collect data.…

This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures…

Today's teacher candidates frequently exhibit confusion and express discouragement while navigating the expectations of their educational journeys and career goals. Characteristically, many candidates tend to be first-generation college students limited in universal knowledge, global travels, diverse experiences, and multiple perspectives.…

This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot…

The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved video-based educational learning objects. It aims to look into stakeholder attitudes to potential technological development in fostering student-centred learning in…

Perceptions play a significant role in an individual's decision-making. This paper reports on a study that investigated primary school science teachers' perceptions of their school district professional development and its basis and impact on the teacher development process in a large district in the Eastern Cape Province, South Africa. From the…

Federal officials plan to overhaul the reporting requirements for higher education-based teacher preparation in favor of leaner, outcome-based indicators of program quality, according to plans outlined in the president's fiscal 2012 budget request. To bolster the overhaul, the budget also proposes a $185 million new formula grant program, dubbed…

Dispute about professional doctoral programs in education has increased, with much hinging on the design of educational doctorate (EdD) programs. In this study, the first cohort of graduates responded to a new, innovative EdD program designed to develop them as leaders, scholars, and practitioners. Twenty graduates completed an exit survey, and a…

Reported here is one part of the nationally representative, "Schools and Continuing Professional Development in England--State of the Nation" research study which was funded by the Training and Development Agency for Schools (TDA). This paper sets out to understand how teachers and school leaders in England perceive the benefits and…

This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar…

This study addresses questions related to teacher preparation through online supported learning in an alternative certification program, CalStateTEACH. Specifically, this study analyzes and reports survey responses of 130 teachers and 84 supervisors related to preparedness of program completers to teach in a multiple subject classroom. The…

This document offers three papers that were commissioned by the Executive Committee of the Minnesota Association of Colleges for Teacher Education (MACTE) for presentation at the organization's April 10, 1987 meeting. The challenge to each author (one representing the Minnesota State University System, one the University of Minnesota system, and…

This document describes the instruments and procedures of the graduate follow-ups and program and product evaluations conducted from 1970 to 1978 by Bowling Green State University (BGSU). Three teacher education product follow-up evaluative activities which have been completed are reviewed, and a fourth study being conducted during the 1977-78…

This report represents the second follow-up study by the Teacher Education Assessment Committee (TEAC) at Central Missouri State University (CMSU). The TEAC conducts and publishes results of periodic assessments and evaluations of the university's teacher education programs by soliciting input from: (1) the university teacher education faculty;…

A study (conducted as part of the Teacher Education Redesign Project, University of Akron) determined the perceptions of first year teachers regarding their preservice preparation. Perceptions of the strengths and weaknesses of teacher training programs were sought pertaining to 17 competencies that were collected during follow-up studies of 233…