An HBCU Initiative to Build Effective Partnerships for Pre-service Teachers’ Field and Clinical Experiences
Location
Preservice Teacher Education - Boston 1
Proposal Track
Research Project
Session Format
Presentation
Abstract
This mixed-methods study sought to examine teacher education candidates’ practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students’ achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed.
Keywords
Teacher education, Historically Black College and University (HBCU), urban education, university-school partnerships, reading education, pre-service candidates
Professional Bio
Dr. Ellis is an assistant professor at Spelman College. Dr. Jenkins is a professor at Albany State University. Dr. Pogue is is an assistant professor at Albany State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ellis, Valiehsa; Jenkins, Patricia; and Pogue, Tiffany D., "An HBCU Initiative to Build Effective Partnerships for Pre-service Teachers’ Field and Clinical Experiences" (2019). Georgia Educational Research Association Conference. 16.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/16
An HBCU Initiative to Build Effective Partnerships for Pre-service Teachers’ Field and Clinical Experiences
Preservice Teacher Education - Boston 1
This mixed-methods study sought to examine teacher education candidates’ practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students’ achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed.
