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The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework

Garry F. Hoban (eds.)

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Institución detectada Año de publicación Navegá Descargá Solicitá
No detectada 2005 SpringerLink

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Tipo de recurso:

libros

ISBN impreso

978-1-4020-3338-4

ISBN electrónico

978-1-4020-3346-9

Editor responsable

Springer Nature

País de edición

Reino Unido

Fecha de publicación

Información sobre derechos de publicación

© Springer 2005

Cobertura temática

educacion

Educación

Tabla de contenidos

doi: 10.1007/1-4020-3346-X_1

Developing a Multi-linked Conceptual Framework for Teacher Education Design

Garry F Hoban

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

- Introduction | Pp. 1-17

doi: 10.1007/1-4020-3346-X_2

Principled Practice in Teacher Education

Vicki Kubler LaBoskey

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part I - Conceptual Links Across the University Curriculum | Pp. 23-36

doi: 10.1007/1-4020-3346-X_3

Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities

Peter Aubusson

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part I - Conceptual Links Across the University Curriculum | Pp. 37-55

doi: 10.1007/1-4020-3346-X_4

On Discernment: The Wisdom of Practice and the Practice of Wisdom in Teacher Education

Anne M. Phelan

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part I - Conceptual Links Across the University Curriculum | Pp. 57-73

doi: 10.1007/1-4020-3346-X_5

Re-Organising and Integrating the Knowledge Bases of Initial Teacher Education: The Knowledge Building Community Program

Julie Kiggins; Brian Cambourne; Brian Ferry

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part I - Conceptual Links Across the University Curriculum | Pp. 75-94

doi: 10.1007/1-4020-3346-X_6

Teacher Education for the Middle Years of Schooling: Making Connections between Fields of Knowledge, Educational Policy Reforms and Pedagogical Practice

Jane Mitchell; Lisa Hunter; Lisa Patel Stevens; Diane Mayer

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part I - Conceptual Links Across the University Curriculum | Pp. 95-112

doi: 10.1007/1-4020-3346-X_7

Innovation and Change in Teacher Education: An Inquiring, Reflective, Collaborative Approach

Anne Reilley Freese

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part II - Theory-Practice Links between School and University Settings | Pp. 117-133

doi: 10.1007/1-4020-3346-X_8

Using the Practicum in Preservice Teacher Education Programs: Strengths and Weaknesses of Alternative Assumptions about the Experiences of Learning to Teach

Tom Russell

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part II - Theory-Practice Links between School and University Settings | Pp. 135-152

doi: 10.1007/1-4020-3346-X_9

Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program

Pam Green; Mary Lynn Hamilton; James K. Hampton; Margie Ridgeway

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part II - Theory-Practice Links between School and University Settings | Pp. 153-167

doi: 10.1007/1-4020-3346-X_10

Constructing and Sustaining Communities of Inquiry in Teacher Education

Gaalen Erickson; Linda Farr Darling; Anthony Clarke

In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.

Part III - Social-Cultural Links amongst Participants in the Program | Pp. 173-191