TY - JOUR
T1 - Influencing student beliefs
T2 - The design of a "high impact" teacher education program
AU - Graber, Kim C.
PY - 1996/9
Y1 - 1996/9
N2 - The purpose of the study was to investigate a teacher education program that has been documented as having strong influence on the teaching beliefs and subsequent actions of program graduates. Data collection included formal and informal interviews, non-participant observation, and document analyses. The results indicate that the following nine program features are logical candidates for explaining why students appear to retain the influence of the program: (a) thematic approach, (b) cohort groups, (c) constant programmatic reinforcement, (d) professional development courses, (e) professional conduct expectations, (f) progressive and compatible internships, (g) awareness of studentship, (h) faculty consensus, and (i) political involvement.
AB - The purpose of the study was to investigate a teacher education program that has been documented as having strong influence on the teaching beliefs and subsequent actions of program graduates. Data collection included formal and informal interviews, non-participant observation, and document analyses. The results indicate that the following nine program features are logical candidates for explaining why students appear to retain the influence of the program: (a) thematic approach, (b) cohort groups, (c) constant programmatic reinforcement, (d) professional development courses, (e) professional conduct expectations, (f) progressive and compatible internships, (g) awareness of studentship, (h) faculty consensus, and (i) political involvement.
UR - http://www.scopus.com/inward/record.url?scp=0030305592&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0030305592&partnerID=8YFLogxK
U2 - 10.1016/0742-051X(95)00059-S
DO - 10.1016/0742-051X(95)00059-S
M3 - Article
AN - SCOPUS:0030305592
SN - 0742-051X
VL - 12
SP - 451
EP - 466
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 5
ER -