Understanding the Challenges of Graduation Rate Faced by Two Education Preparatory Programs in the State of Mississippi

In this study, the authors described the contribution of student’s academic performance indicators as predictors of graduation rate in two Historically Black Colleges and Universities (HBCUs) Education Preparatory Program (EPP) in the State of Mississippi. The authors interviewed two EPP chairs in summer 2019 and used qualitative inquiry to code and look for themes to provide meaning and add additional explanation to the students’ graduation rate. The main findings of the study suggest that teacher candidates’ ACT/SAT scores are predictive of graduation rates. Similarly, socioeconomic status showed a positive relationship with admission to the EPP and graduation rate. Each EPP faces the challenge of graduating a sufficient number of certified teachers to ensure its continuity. The EPP needs to ensure that students are capable of passing the state certification exams and graduating to be successful. Graduation rate is an indicator of EPP performance and its likelihood of continuity and longevity.

The Effect of Kahoot on Developing EFL Saudi Students' Vocabulary Acquisition, Reading Comprehension, and their Attitudes towards such a Strategy

The study investigated the effect of kahoot on developing EFL Saudi students’ vocabulary acquisition, reading comprehension, and their attitudes towards it. To achieve this aim, the researcher adopted the experimental approach and employed a sample consisting of seventy seven male EFL Saudi students at Imam Mohammed Ibn Saud Islamic University at Deanship of Preparatory Programs. The researcher purposefully chose two scientific stream classes assigned one class consisting of (38) students as an experimental group and the other consisting of (39) students as a control group. The traditional method was used in teaching the control group, while kahoot was used with the experimental one in the second term of the academic year (2018-2019). In the current study, three instruments were used: a vocabulary test, a reading comprehension test, and a questionnaire. The findings of the study showed that there are statistically significant differences at (a= 0.05) between the means of both groups on the students' post vocabulary acquisition and reading comprehension tests, in favor of the experimental group. This could be attributed to using kahoot. This indicated that using kahoot as an instructional strategy had a positive effect on developing student’s vocabulary acquisition and reading comprehension.

Importance of managing the professional development of young teachers

The article considers the importance of managing the process of professional development of young teachers in the education system of Kazakhstan. The author focuses on the introduction of a modern approach to the implementation of personnel policy in educational organizations, as well as on the method of training young professionals for schools and further development of the competencies of a novice teacher. In addition, the author suggests a number of measures for the successful adaptation of future teachers in the framework of state preparatory programs. The article considers the effectiveness of the "mentoring" function in modern realities, as well as the team approach in the process of becoming future teachers.

Integrating Culture in Language Preparatory Programs

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

Integrating Culture in Language Preparatory Programs

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.