Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    Strong Internship Programs in the Newsroom: A Survey of Practices in the Field and Analysis of Tools for Improvement
    (2016) Hille, Karl B.; Steiner, Linda; Journalism; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Accredited journalism schools acknowledge the need for strong internships, and provide basic guidance for newsrooms on administering internship programs. However, most newsroom intern supervisors begin with few other resources to build or improve a program. A survey of newsroom intern supervisors was undertaken to explore a range of internship environments, identify common practices and gauge interest in tools for improvement. In addition, a review of published literature pertinent to building, improving and running such a program was sought in order to provide a coaching framework to assist the newsroom supervisor. Most surveyed said they invented their program along the way and expressed an interest in other tools for improvement, but other production duties don’t leave much time for research. These modest survey results offer a peek through a doorway into a new field of internship research that offers much promise for future investigation.
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    Working with Student Teachers: A Mixed Methods Study to Examine the Roles and Self-Identified Dispositions of Cooperating Teachers
    (2016) Rivera, Danielle Alliene; Valli, Linda R; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    A critical component of teacher education is the field experience during which candidates practice under the supervision of experienced teachers. Programs use the InTASC Standards to define the requisite knowledge, skills, and dispositions for teaching. Practicing teachers are familiar with the concepts of knowledge and skills, but they are less familiar with dispositions. Practicing teachers who mentor prospective teachers are underrepresented in the literature, but they are critical to teacher preparation. The research goals were to describe the self-identified dispositions of cooperating teachers, identify what cooperating teachers consider their role in preparing prospective teachers, and explain challenges that cooperating teachers face. Using a mixed methods design, I conducted a quantitative survey followed by a qualitative case study. When I compared survey and case study data, cooperating teachers report possessing InTASC critical dispositions described in Standard 2: Learning Differences, Standard 3: Learning Environments, and Standard 9: Professional Learning and Ethical Practice, but not Standard 6: Assessment and Standard 10: Leadership and Collaboration. Cooperating teachers assume the roles of modeler, mentor and advisor, and informal evaluator. They explain student teachers often lack skills and dispositions to assume full teaching responsibilities and recommend that universities better prepare candidates for classrooms. Cooperating teachers felt university evaluations were not relevant to teaching reality. I recommend modifying field experiences to increase the quantity and duration of classroom placements. I suggest further research to detail cooperating teacher dispositions, compare cooperating teachers who work with different universities, and determine if cooperating teacher dispositions influence student teacher dispositions.