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Newland Lisa Anne Mourlam Daniel Strouse Gabrielle DeCino Daniel Hanson Cylie 《Learning Environments Research》2019,22(3):311-323
Learning Environments Research - This phenomenological study explored children’s school life as it relates to their subjective well-being in the United States (N?=?22). It was... 相似文献
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Daniel James Mourlam David De Jong Nicholas J. Shudak Mark Baron 《The Teacher Educator》2013,48(4):397-419
AbstractThis phenomenological case study investigated teacher candidates’ experiences in a yearlong undergraduate teacher residency program to identify candidate conceptualizations of the effective design elements of an intentionally created practice-based teacher education program. Such experiences are generally characterized by full-year co-teaching experiences in PK–12 classrooms alongside a mentor teacher within a district whose values closely align with the preparation program, while simultaneously taking relevant coursework with supporting university faculty . Researchers interviewed 16 teacher candidates to develop deeper understandings of the meaningful structures of the residency program as manifested through their experiences. Through an analysis of candidate statements, multiple key design elements and candidates’ perceived impact of the residency were unveiled. Findings demonstrate a paradigmatic challenge to current preparation models, and the potential of practice-base preparation, in particular teacher residency programs. 相似文献
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