Development of Social Learning Program for Students in Undergraduate Deaf Rehabilitation Program

Service-learning models have long since provided students the opportunities to connect with the community they will serve upon graduation. Valley-ICAN (Independent, Confident, Activities, Network) was developed to supplement a capstone practicum requirement for an undergraduate rehabilitation program with a concentration in services to individuals who are deaf or hard of hearing and to help reinforce the curriculum, by connecting the students to the deaf community and the service providers. This article describes the program and its benefits to the students and the community

Learning to Teach in Indonesian High School Settings: A Case Study of Two EFL Female Pre-service Teachers

The teaching practicum has long been recognized as an important component of pre-service teacher education (Santoro, 1997) if not the most important one (Farrell, 2007). It is also the “capstone experience” in most teacher education programs (Gaudelli & Ousley, 2009, p. 931). The importance of the teaching practicum for student teachers in the process of becoming teachers is also widely recognized (Beck & Kosnik, 2002). One reason for that is that it provides opportunities for pre-service teachers to apply knowledge of teaching and learning which they gain during their university coursework (Beeth & Adadan, 2006). Due to the importance of teaching practicum in the process of becoming teachers, this field has been extensively studied for the last four to five decades, if not longer (Caires & Almeida, 2005). Abundant research has highlighted the impact of the teaching practicum on the professional development of pre-service teachers (Caires et al., 2012; Canh, 2014; Choy, Wong, Goh, & Low, 2014; Kabilan, 2013; Kayi-Aydar, 2015; Kuswandono, 2013; Leijen & Kullasepp, 2013; Moussay et al., 2011; Schoeman & Mabunda, 2012; Vetter et al., 2013). While the teaching practicum for language teachers especially in TESOL(Teaching English to Speakers of other languages) has been scrutinized widely, ESL (English as a second language) and EFL (English as a foreign language) practicums remain unexplored (Canh, 2014). My research, then, extends the little research on teaching practicum in EFL settings. Purposes of the Study The purpose of my study is to explore the experiences of two female EFL preservice teachers in an Indonesian university teacher education program in learning to teach in high school settings.Using a qualitative case study design, I aim to answer the following research questions: 1. What are the goals of the pre-service teachers’ student teaching? 2. What instructional tools do they utilize in their teaching? 3. What tensions do they encounter in the process of learning to teach in high school settings

Building Bridges: Using the Office Consultation Project to Connect Students to Theory and Practice

The Office Consultation Project is an innovative capstone project that partners graduate students in student affairs preparation programs with academic and student affairs practitioners. It provides an opportunity for students to apply research and scholarship to practical settings, while giving practitioners new insight into their units, additional work support, and expanded professional networks. The project benefits graduate preparation programs by cultivating cross-divisional networking and increasing campus awareness about the student affairs profession that could generate new practicum and assistantship opportunities

Graduate Catalog, 2002-2003

https://scholar.valpo.edu/gradcatalogs/1029/thumbnail.jp

Graduate Catalog, 2001-2002

https://scholar.valpo.edu/gradcatalogs/1028/thumbnail.jp

Experiential Education Approaches in Nonprofit Management and Leadership Education: An Examination of Master\u27s Degree Programs Associated with the Nonprofit Academic Centers Council

University programs that prepare students to assume professional positions must be concerned with helping students link their work in university classrooms to their work in organizations outside of the academy. This concern often translates into incorporating experiential education into application-oriented university programs. Professional preparation is a central concern of nonprofit leadership and management programs. Prior to this study, however, there was no systematic attempt to document the various experiential education strategies employed in nonprofit leadership and management master\u27s-degree programs in the United States. Documentation was not even available for master\u27s degree programs associated with the Nonprofit Academic Centers Council (NACC), the organization that supposedly includes the country\u27s trend-setting nonprofit programs. This study, therefore, documented (a) the types of experiential education approaches offered in nonprofit-focused master\u27s degree programs associated with NACC-affiliated institutions; (b) the programmatic contexts in which experiential education occurs; and (c) the programs\u27 larger organizational settings and the different levels of institutional support for experiential education. A two-phase, mixed-methods exploratory design (Creswell & Plano Clark, 2007) was employed to accomplish the three goals listed above. In the first phase, qualitative interviews were conducted to explore the phenomenon of experiential education with representatives of 12 purposefully-selected nonprofit-focused master\u27s degree programs. Selection was based on a review of websites and course syllabi from all U.S. NACC institutions; representatives from programs that appeared to be employing a wide array of experiential strategies became part of the interview pool. During the second phase, interview findings were translated into survey items; the survey was then administered to representatives of all NACC organizations (and, also, to representatives of non-NACC programs that were used for comparison purposes). The survey was used primarily to assess the generalizability of the interview results. The study revealed that experiential education strategies were being used in 97% of the programs studied, though the extent of use and the particular strategies employed differed. The study also revealed that there was limited programmatic and institutional support for developing experiential education components in graduate programs; the support that was available normally was geared toward undergraduate programs

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp

Graduate Catalog, 2003-2004

https://scholar.valpo.edu/gradcatalogs/1030/thumbnail.jp

Readiness to teach secondary mathematics: A study of pre-service mathematics teachers\u27 self-perceptions

This study evaluated pre-service teachers’ (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs’ perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics