Purpose & Objectives
Studies listed on this link are motivated by Design Team. It’s charge to improve the preparation of teachers in the areas of assessment, classroom management, and teaching diversity. Our underlying assumption is that these studies, teacher assessing managing classrooms, and teaching diverse settings each require a complex skill set that can best be learned in field settings. In each of these studies, teachers are positioned as experts. It is our intention to use what we learn from teachers to improve Ohio University’s teacher preparation program.
The purpose of this study is to learn how cooperating teachers conceptualize assessment practices and how their conceptualization influences their mentoring of professional interns on assessment. This purpose will be served by interviewing 25 cooperating teachers for approximately one hour apiece.
Mentoring Across Varying Contexts
The purpose of this study is to determine the differences in strategies used by mentors for new teachers, professional interns (student teachers), and early field experience students. To serve this purpose, approximately 25 teachers will be interviewed. All of the participants will have had previous experiences mentoring new teachers, professional interns, and early field experience students. Each participant will interviewed a single time; however, participants may be re-contacted during the analysis phase of the study to verify the researchers’ interpretations.
Exploring Innovations in Teaching
The purpose of the study is to determine the source of new innovations in teaching, how they are implemented, and how they are assessed. To serve this purpose, approximately 15 – 20 teachers will be interviewed. Questions will address the conception of innovations, how teachers prepare for implementation of innovations, how they implement innovations, and what kind of data do they collect and the analysis do they undergo to assess the effectiveness of innovations. Each participant will interviewed a single time; however, participants may be re-contacted during the analysis phase of the study to verify the researchers’ interpretations