In today's interconnected world, cross-cultural competence is essential for students' success. This article investigates how educational interventions foster this crucial skill. Using a mixed-meta research method, the study combines a meta-analysis of 16 quantitative studies (12,800 participants) with a meta-thematic analysis of 7 qualitative…

This study examines doctoral student perceptions regarding learning acquired during a weeklong residency program wherein they were exposed to a strategic framework designed to help conceptualize the design for their dissertation study. Using a simple quantitative, pre-experimental, one group pre-post-test, design, a questionnaire was developed to…

This mixed-methods study, as part of program quality enhancement, investigated motivating factors of teachers choosing enrollment in an online master's degree in education in a state where legislative funding does not provide advanced degree pay. Students were surveyed at the conclusion of their program using a quantitative evaluation of…

New Zealand has a persistent problem of inequitable educational outcomes between different student groups, which has led to New Zealand being designated a high achievement-low equity country. A key policy lever in the quest to lift educational achievement for priority learners, identified by the Ministry of Education as Maori, Pasifika, students…

Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the self-efficacy expectancy of multipliers to spread CPD issues within their own school is an important predictor for scaling. Self-efficacy…

Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers' readiness and willingness to accommodate the learning needs of students with SEN was determined by their…

In this descriptive, mixed methods study, the researcher investigated the influence of teacher preparation programs' field experiences on teacher candidates' sense of teaching efficacy. Tschannen-Morgan & Woolfolk-Hoy's (2001) Teacher Sense of Efficacy Scale questionnaire was sent to 221 teacher candidates enrolled in one of…

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…

The integrated, undergraduate/graduate 5-year teacher education program at the University of New Hampshire continues to show increasing enrollments, while attracting academically superior students who, for the most part, are entering classroom teaching. The program features a full year internship in the fifth year, a semester of classroom…

A brief analysis of the reform movement in teacher education is presented, focusing upon the reports of the Carnegie Forum and the Holmes Group. Comparisons are made between the recommendations of the two reports, and it is pointed out that they are similar in terms of goals and directions, differing more in form than substance. Specific…

The cost of extending teacher education to include a fifth year would be six billion dollars annually, and there is no evidence that extended programs produce more effective teachers. (Author/MSE)

Students in the five year Austin Teacher Program at Austin College (Texas) major in academic disciplines--English, history, mathematics, biology--not in education. Child psychology, educational psychology, and educational philosophy courses are taken through the departments of psychology and philosophy. The primary undergraduate exposure to the…

Outcomes of three teacher preparation programs for individuals seeking certification in secondary teaching areas at the University of Tennessee, Knoxville, were compared. The first is the traditional four-year undergraduate program culminating in a BS/BA degree and teacher certification. A second group of students are postbaccalaureates who have…

Part of a series of position papers prepared by the American Association of Colleges for Teacher Education (AACTE), this pamphlet considers the need for extended teacher education programs. Seven alternative models of extended teacher preparation programs are described: (1) four-plus-one (B.A.); (2) four-plus-one (internship); (3) five-year (B.A.…