College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item Early Urban Field Experiences for Prospective Teachers: A Case Study of Multicultural Field Placements Through a University-based Preservice STEM Teacher Program(2011) Segal, Eden Heather; Selden, Steven; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Educational and political leaders have expressed concern about racial and ethnic disparities in students' readiness for postsecondary study and careers in science, technology, engineering, and mathematics (STEM). A lack of preparedness of STEM teachers in high-need urban districts, which serve predominantly low-income minority students, is often associated with poor student outcomes. Programs emphasizing multicultural or culturally responsive teacher education are among the initiatives that have been developed to address inequalities. In particular, early field experiences for prospective teachers in high-need districts merit closer study. This research used a multiple case study approach to examine two field placements facilitated by a privately endowed STEM teacher education program for prospective teachers at a public mid-Atlantic university through partnerships with educational groups. It explored how two placements--at a public charter school serving grades 5 through 8 (PCS) and a college preparatory program for high school students (Summer College)--reflected nine principles of good practice put forth by Multicultural Preservice Teacher Education Project (MPTEP). Data consisted of interviews, observations at PCS, and document review, and were analyzed using matrices derived from the MPTEP principles. These nine principles, five related to preservice teacher preparation activities and three related to desired outcomes, were reflected to varying degrees in placements at PCS. One principle was not evident; participants did not appear to examine identities as part of the placements. There was also countervailing evidence of several elements. For example, placements did not appear to extend into the community or involve community-based teacher educators. Three principles regarding activities and two related to desired outcomes were reflected in placements at Summer College, but the four others were not and the data collected were weak in some areas. This research can help us better understand early urban field placements and how they may affect participants' readiness and interest in teaching at high-need urban schools. The study offers information to practitioners seeking to use urban field experiences to help prepare teachers for urban schools as part of efforts to improve student outcomes in STEM subjects. The study also suggests use of the MPTEP principles for future research.Item A Case Analysis of a Model Program for the Leadership Development of Women Faculty and Staff Seeking to Advance Their Careers in Higher Education(2011) Calizo, Lee Scherer Hawthorne; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this case study was to explore a model of leadership development for women faculty and staff in higher education. This study is significant because it explored the only identified campus-based program open to both faculty and staff. The campus-based Women's Institute for Leadership Development (WILD) program at the University of Cincinnati evolved over a few years and became a regionally-based program subsequently called the Higher Education Collaborative (HEC). These two programs at the University of Cincinnati served as the foci of this case study research. Using methods consistent with case study research, I interviewed six past participants of the programs (three from each), plus the program coordinator, and several other campus administrators. Document reviews were conducted on marketing materials, progress reports, websites, budgets, status of women reports, and other documents found in university archives. A focus group was conducted with the primary informants of the study as a way to check identified themes with the participants. Findings suggest that elements of the leadership development programs did have influence on the participants in terms of their leadership self-efficacy, career aspirations and career paths. A comparison of the WILD and HEC programs suggest that the regionally-based HEC provided a solid opportunity for skill development and training, while the campus-based WILD program excelled at providing opportunities for participants to develop meaningful relationships and gain insights into the operations of the University. Participants in the HEC program engaged in the experience to learn about ways to advance in their careers, unlike the women in WILD who participated in order to be better in their current positions. WILD alumnae had changed positions, taking on more responsibilities and in some cases higher ranking titles since participating in the program. It was too soon to tell the career path implications for the HEC participants. Other universities wishing to create a pipeline for women to advance into leadership can learn from the University of Cincinnati. Elements of both the WILD and HEC programs serve as valuable models for creating effective leadership development opportunities for women. Making sure women understand the purpose of an all-women experience is an important component that was missing from the UC programs.Item A Case Study of Online Peer Coaching of Consultant Communication Skill Development(2010) Wizda, Lorraine; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Dissertation: A CASE STUDY OF ONLINE PEER COACHING OF CONSULTANT COMMUNICATION SKILL DEVELOPMENT Lorraine L. Wizda, Doctor of Philosophy, 2010 Dissertation directed by: Professor Sylvia Rosenfield School Psychology Program The purpose of the this study was to explore how peer coaches support the development of collaborative communication skills in an online format for consultants in training (CITs). The program examined was Instructional Consultation which pairs a consultant with a teacher to work collaboratively to resolve the teacher's concern regarding a student. The focus is on improving instruction and modifying environmental variables. The study was approached using case study methodology. Research questions were: (a) how do online peer coaches support the development of collaborative communication skills in CITs and (b) what skills were selected most frequently by the CITs as focus skills? Transcripts of the email exchanges between the coaches and CITs which include self-reflection by the CIT and structured feedback from the coach are the data used. results show that the coaches use targeted feedback, examples, practical suggestions, and modeling collaborative language to support the development of CIT skills. Not all of the CITs consistently identified a focus skill (a skill they request specific feedback on from the coach). Collaborative communication skills were selected more frequently in the early stages of the process while more content related concerns were selected toward the end of the process. The findings provide a better understanding of how collaborative communication skills are supported in an online format and provide direction for future research.