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FACTORS THAT INFLUENCE THE ABILITY OF PRESERVICE TEACHERS TO APPLY ENGLISH LANGUAGE ARTS PEDAGOGY IN GUIDED PRACTICE
by
Christine Caro Levinson
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Christine Caro Levinson
Object Description
| Title | Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice |
| Author | Levinson, Christine Caro |
| Author email | clevinso@usc.edu;christinelevinson@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-04-24 |
| Date submitted | 2012-06-13 |
| Date approved | 2012-06-13 |
| Restricted until | 2012-06-13 |
| Date published | 2012-06-13 |
| Advisor (committee chair) | Kaplan, Sandra |
| Advisor (committee member) |
Ephraim, Ronnie Keim, Robert |
| Abstract | Guided practice, also referred to as student teaching, is a traditional component of teacher education that prepares teacher candidates for the complexities of the classroom. Teacher candidates learn pedagogical instructional strategies in their coursework and apply them during their classroom experiences. While guided practice continues to be an integral part of teacher education, several factors affect the teacher candidates’ ability to implement the strategies with a high degree of fidelity. In this mixed methods study, four teacher candidates enrolled in the online Masters of Art in Teaching program (MAT@USC) at the University of Southern California were interviewed, surveyed, and observed to determine their perceptions of the factors that affect their ability to implement the strategies learned from their online secondary English Language Arts pedagogy course in their guided practice experiences. Second, the study examined teacher candidates’ ability to implement the strategies with fidelity. Results indicated that the degree of support received from the teacher candidates’ guiding teachers, also known as cooperating or master teachers, has the greatest impact on the candidates’ ability to implement the strategies during the guided practice experience. Additionally, the degree of freedom to plan and implement their own lessons determines the teacher candidates’ ability to implement the strategies. In regards to fidelity of implementation, the study found that the school context, such as the culture, attitude, and organizational characteristics, can enhance or impede the candidates’ ability to implement the strategies with a high degree of fidelity. The findings suggest the need for teacher candidates to be paired with knowledgeable, supportive, and well-trained guiding teachers who understand and support the university’s core values in an effort to develop effective classroom teachers. Moreover, teacher candidates require knowledge in how to navigate school contexts to better serve their students. |
| Keyword | student teaching; guided practice; online; teacher education; preliminary teachers; fidelity of implementation; English language arts; pedagogy; cooperating teachers; guiding teachers |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Levinson, Christine Caro |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-LevinsonCh-886.pdf |
Description
| Title | Page 1 |
| Full text | FACTORS THAT INFLUENCE THE ABILITY OF PRESERVICE TEACHERS TO APPLY ENGLISH LANGUAGE ARTS PEDAGOGY IN GUIDED PRACTICE by Christine Caro Levinson A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Christine Caro Levinson |
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