Date of Award
Spring 4-2018
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Julie Williams
Second Advisor
Dr. Dennis Cooper
Third Advisor
Dr. Kathy Grover
Abstract
The purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano’s (2017) New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation programs was completed by participants. Participants were asked to identify EBP strengths and weaknesses of their preparatory programs. Data revealed participants believed four key areas needed to be covered more in-depth within instructional programs: 1) creating and utilizing assessments, 2) classroom management strategies, 3) engaging and motivating reluctant learners, and 4) time management techniques. Participants also indicated the desire to have spent more time in classrooms completing fieldwork, as they believed this to be a valuable part of the training programs. The data suggested reflective practice of theory and classroom experience should be increased in teacher preparation programs.
Recommended Citation
Walker-Davidson, Jamie Lea, "An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators" (2018). Dissertations. 189.
https://digitalcommons.lindenwood.edu/dissertations/189
Rights
Copyright 2018