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dc.contributor.advisorJohnsen, Susan K.
dc.contributor.authorGoree, Krystal.
dc.date.accessioned2011-12-19T19:47:17Z
dc.date.available2011-12-19T19:47:17Z
dc.date.copyright2011-12
dc.date.issued2011-12-19
dc.identifier.urihttp://hdl.handle.net/2104/8262
dc.description.abstractThe purpose of this study was to examine the complex array of factors in teacher education programs that influence pre-service teachers’ instructional practices with diverse students. Participants in the study included eight female 2008 graduates of a teacher education program at a private university. Factors considered were organized around four main themes: (a) campus factors (student demographics, social support, supervision, materials, mentoring, and curriculum), (b) individual characteristics (attitudes and beliefs, cognitive ability, and social support), (c) professional standards (knowledge, skills, and dispositions), and (d) university factors (seminars/courses, social support, supervision, collaboration, and curriculum). In an effort to closely examine variables, the researcher conducted interviews and reviewed archival data, including e- folio entries, observation notes, candidate reflections, and conference summaries. Due to the complex nature of the topic, this study entailed a descriptive, non-experimental cross case-study research design. The Classroom Instructional Practices Scale (Johnsen et al., 2002) was used to determine the degree to which each of the study participants differentiated instruction in the areas of content, rate, preference, and environment. After An Exploratory Study of the Factors That Influence Pre-service Teachers’ Instructional Practices with Diverse Students close examination of the 17 factors, four emerged as having the greatest influence on instructional practices of pre-service teachers with diverse students: (a) the beliefs of the individual interns, (b) characteristics of mentor teachers to whom the interns were assigned for their culminating field experiences, (c) characteristics of the intern supervisors and other university faculty members who worked with the interns, and (d) the coursework/seminars that the interns participated in during their culminating field experiences.en_US
dc.language.isoen_USen_US
dc.publisheren
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en_US
dc.subjectInstructional practices.en_US
dc.subjectDifferentiated instruction.en_US
dc.subjectDiverse learners.en_US
dc.subjectCommunities of practice.en_US
dc.subjectPre-service teachers.en_US
dc.subjectTeacher education.en_US
dc.subjectStudent teaching.en_US
dc.titleAn exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students.en_US
dc.typeThesisen_US
dc.description.degreePh.D.en_US
dc.rights.accessrightsWorldwide access.en_US
dc.rights.accessrightsAccess changed 7/1/13.
dc.contributor.departmentEducational Psychology.en_US
dc.contributor.schoolsBaylor University. Dept. of Educational Psychology.en_US


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