Report Writing for Undergraduate Research in Teacher Education

2022 ◽  
pp. 121-135
Author(s):  
Arti Joshi ◽  
Jody Eberly
Keyword(s):  
Teacher Education ◽  
Undergraduate Research ◽  
Report Writing

scholarly journals Teaching and Evaluating Skills for Undergraduate Research in the Teacher Education Program

2019 ◽  
Vol 3 (1) ◽  
pp. 20-29
Author(s):  
Tunde Szecsi ◽  
Charles Gunnels ◽  
Jackie Greene ◽  
Vickie Johnson ◽  
Elia Vazquez-Montilla
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Undergraduate Research

Enhancing Early Childhood Education Teacher Candidates' Experiences

2016 ◽  
pp. 98-122 ◽  
Author(s):  
Stephen T. Schroth
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Undergraduate Research ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Childhood Education ◽  
Research Initiatives

Teacher education programs face many challenges preparing teacher candidates for the early childhood education classroom. Initiating undergraduate research programs in conjunction with early childhood teacher education can provide a greatly enhanced experience for teacher candidates and bear great benefits to the departments sponsoring this. Undergraduate research initiatives provide pre-service teachers with tremendous opportunities to gain hands-on experiences with many of the theories and strategies they study in their coursework. Such initiatives also serve as tremendous recruiting tools, especially for those early childhood education programs seeking to recruit more males, teacher candidates of color, and those from low-SES backgrounds. Rigorous preparation must be completed before teacher candidates begin to conduct fieldwork, but the benefits to teacher candidates, mentor teachers, and children are many.

Plagiarism Detector: Assessing Quality of Undergraduate Teacher Education Researches

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Jerr A. Cabahug ◽  
Jonathan O. Etcuban ◽  
Liza Lorena C. Jala ◽  
Judy Ann F. Gimena
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Sources Of Information ◽  
Average Growth ◽  
School Year ◽  
Documentary Analysis ◽  
Keywords Education ◽  
Undergraduate Teacher Education

The study assessed the quality of undergraduate researchers of the College of Teacher Education of one of the leading universities in Cebu from School Year 2008 to 2012.   Also, the study determined the percentage ratings of plagiarism and identified sources of plagiarism in the research specimens.   The study utilized documentary analysis to elicit information on the extent of piracy.   The researchers used stratified sampling to select 41 research samples.    The researchers used frequency counts, percentage, and average growth rate to gather information from the research specimens.  The findings suggested that plagiarism is increased by 28% every year.   Furthermore, the results showed that there were a significant number of validated cases of plagiarism on the research specimens.  Also, the findings showed that undergraduate students get more information from the non–authoritative source than from reliable sources of information.   The study recommended the acquisition of plagiarism detector software that is necessary for assessing the quality of undergraduate researchers.     Keywords-Education, Undergraduate Research, plagiarism, sources of piracy, plagiarism detector software, descriptive design, Philippines

scholarly journals “I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education

2021 ◽  
Vol 23 (1) ◽  
pp. 22
Author(s):  
Eric Ruiz Bybee ◽  
Erin Feinauer Whiting ◽  
Ramona Maile Cutri
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
Undergraduate Research ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Critical Multicultural Education ◽  
Power Differentials ◽  
Student Power

Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education.  Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multicultural education course. Specifically, we examined how pre-service teachers’ personal, academic, and professional engagement with critical multicultural education is impacted when they are positioned as researchers and receive additional training outside the traditional class format.  Our findings indicate that their involvement as student co-researchers fostered a new awareness, sensitivity, and emotional investment in issues of social justice beyond what they gained in their introductory multicultural education course.  Pre-service teachers described navigating personal relationships with new awareness and sensitivity and adjusting future plans in accordance with their deeper understanding and commitment to educational equity.  We argue that mentored research opportunities are an innovative way to address professor/student power differentials in teacher education research and offer a unique model of critical multicultural teacher education that promotes deep engagement with issues beyond the classroom setting.

Enhancing Early Childhood Education Teacher Candidates' Experiences

2019 ◽  
pp. 1454-1478
Author(s):  
Stephen T. Schroth
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Undergraduate Research ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Childhood Education ◽  
Research Initiatives

Teacher education programs face many challenges preparing teacher candidates for the early childhood education classroom. Initiating undergraduate research programs in conjunction with early childhood teacher education can provide a greatly enhanced experience for teacher candidates and bear great benefits to the departments sponsoring this. Undergraduate research initiatives provide pre-service teachers with tremendous opportunities to gain hands-on experiences with many of the theories and strategies they study in their coursework. Such initiatives also serve as tremendous recruiting tools, especially for those early childhood education programs seeking to recruit more males, teacher candidates of color, and those from low-SES backgrounds. Rigorous preparation must be completed before teacher candidates begin to conduct fieldwork, but the benefits to teacher candidates, mentor teachers, and children are many.

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