Keywords

Classroom management, Motivation in education, National Council for Accreditation of Teacher Education, Professional education, Teachers -- Training of

Abstract

The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.

Notes

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Graduation Date

2011

Semester

Fall

Advisor

Murray, Barbara A.

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Educational and Human Sciences

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0004085

URL

http://purl.fcla.edu/fcla/etd/CFE0004085

Language

English

Release Date

December 2011

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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