Teachers for A New Era Neag School
of Education
Teachers for A New Era (TNE)
Teacher Education Assessment
Committee
Teacher Preparation Program’s
Fall 2008 Common Entry
Survey Results
Burcu Kaniskan
Mary E. Yakimowski
March 17, 2009
Overview
• Purpose
• Key Research Questions
• Results
• Recommendations
2
Purpose
The purpose of this survey is to obtain:
• Demographic information,
• Future goals and intentions of the participants
in the program
• Participants’ self efficacy, priority and their
perception of their skills on classroom teaching
• Participants’ future teaching plans
3
Key Research Questions
• What are the students’ demographic
background information such as age, gender,
ethnicity , primary language spoken at home?
• What are the goals of participants at Neag
School in terms of areas of major, minor and
level of focus?
• How do the participants identified their
priorities with regard to as a teacher or their
skills as an educator?
• What are the overall response of students’ self
efficacy on classroom teaching?
• What do students think about they will most
likely to teach?
4
Sample
The present analysis included :
 77 juniors from the IB/M program,
 13 from the Music Education program, and

1 student from the TCPCG program.
5
Demographic Information
Gender
Female
Male
Race and/or Ethnicity
Black or African American
White or Caucasian
Multiple Ethnicity or Other
Age
23
22
21
20
19
Primary language spoken
English
French
Other
N
%
N
%
current
71
78.90
19
21.11
previous
97.0
90.70
10.0
9.30
2
85
3
2.20
94.40
3.30
3.0
94.0
10.0
2.80
87.90
9.34
1
1
25
61
2
1.11
1.11
27.78
67.78
2.22
13.0
18.0
76.0
0.0
0.0
12.2
16.8
71.0
0.0
0.0
88
1
1
97.78
1.11
1.11
100.0
0.0
3.0
93.5
0.0
2.8
6
Highest level of education of
parents
Current
Mother
Prev.
mother
Current
Father
Prev.
father
N
%
N
%
N
%
N
%
Some elementary school
0.0
0.00
2.0
1.9
0.0
0.0
0.0
0.0
some high school
0.0
0.00
4.0
3.7
1.0
1.12
2.0
1.9
17.0
18.89
20.0 18.7
13.0
14.61
some jun. comm. college
3.0
3.33
5.0
4.7
6.0
6.74
5.0
4.7
completed jun. comm. Col.
7.0
7.78
7.0
6.5
7.0
7.87
5.0
4.7
some college
14.0
15.56
14.0 13.1
10.0
11.24
10.0
9.3
completed college
26.0
28.89
35.0 32.7
31.0
34.83
33.0 30.8
1.0
1.11
3.7
2.0
2.25
22.0
24.44
16 15.0
19.0
21.35
completed high school
some graduate school
completed grad. school
4.0
19.0 17.8
6.0
5.6
27.0 25.2
High School Type
Charter/magnet
private (non-religious)
private (religious)
public
High School Location
rural
suburban
urban
High School SES
Low SES
Middle SES
High SES
High Sch. Ethnic Composition
Primarily students of color
A mix of both students
Primarily White students
High School Achv. Level
A low achieving school
An aver. achieving sch.
A high achieving school
N cur.
1
1
3
85
% cur.
1.1
1.1
3.3
94.4
N prev
0
0
9
97
% prev.
0.0
0.0
8.4
90.7
20
64
6
22.2
71.1
6.7
11
90
6
10.3
84.1
5.6
4
66
20
4.4
73.3
22.2
3
85
19
2.8
79.4
17.8
2
2.2
2
1.9
22
66
24.4
73.3
40
77
26.2
72.0
3
32
55
3.3
35.6
61.1
2
40
65
1.9
37.4
60.7
8
Level of Focus in the
Program *
Previous
N
%
Early childhood
current
N
%
12
13.3
11
10.3
Elementary school
54
60.0
57
53.3
Middle school
27
30.0
21
19.6
High school
45
50.0
54
50.5
* More than one choice was allowed
9
Subject Specialties Planned by Students
Subject specialties Cur.
N
Bilingual; ESL
English
Foreign Language
Math
Music
Science
Special Education
Social studies
Agricultural Education
Other
Cur.
%
Prev.
N
Prev.
%
1.0
1.1
2.0
1.9
25.0
0.0
18.0
14.0
10.0
7.0
18.0
0.0
1.0
27.8
0.0
20.0
15.6
11.1
7.8
20.0
0.0
1.1
38.0
4.0
31.0
0.0
12.0
13.0
20.0
1.0
3.0
35.5
3.7
29.0
0.0
11.2
12.1
18.7
0.9
2.8
Cur. Cur.
Fields for Students outside of education in which students plan to major
Arts (e.g., Fine Arts, Drama, Music, Design)
Biology
English (e.g., English Literature or Composition)
Mathematics (e.g., Statistics)
Other Humanities (e.g., History, Philosophy, Religious Studies)
Social Sciences (e.g., Econ, Sociology, Anthr, Political Science)
Business or Professional studies (e.g., Agriculture, Architecture, Law)
Ethnic or Global Studies (e.g., African-Amer or Latin-American Studies)
Chemistry
Engineering or Computer Science
Foreign Languages
Geology or Earth Science
General Studies or Other Interdisciplinary Studies (e.g., Family Studies)
Physics
Psychology
N
%
6
6.7
2
8
4
5
3
0
0
0
0
0
0
0
0
0
0
0
2.2
8.9
4.4
5.6
3.3
0
0
0
0
0
0
0
0
0
0
0
11
Fields for Students outside of education in which students plan to
major
Prev.
N
Prev.
%
Arts (e.g., Fine Arts, Drama, Music, Design)
Foreign Languages
English (e.g., English Literature or Composition,
Psychology
Social Sciences (e.g., Econ, Sociology, Pol. Science)
Biology
Business or Professional studies (e.g., Agricul, Architect, Law)
Chemistry
Engineering or Computer Science
Ethnic or Global Studies (e.g., Afr.-Amer or Latin-Ame. study
Geology or Earth Science
General or Other Interdisciplinary Studies (e.g., Lib./Fam. Study)
Mathematics (e.g., Statistics)
Other Humanities (e.g., History, Philosophy, Religious Studies)
Physics
2
6
37
2
5
6
0
1
0
0
4
6
25
15
1
1.9
5.6
34.6
1.9
4.7
5.6
0.0
0.9
0.0
0.0
3.7
5.6
23.4
14.0
0.9
12
Fields for Students outside of education in which students plan to minor
Arts (e.g., Fine Arts, Drama, Music, Design)
Biology
English (e.g., English Literature or Composition)
Mathematics (e.g., Statistics)
Other Humanities (e.g., History, Philosophy, Religious Studies)
Social Sciences (e.g., Econ, Sociology, Anthr, Political Science)
Business or Professional studies (e.g., Agriculture, Architecture, Law)
Ethnic or Global Studies (e.g., African-Amer or Latin-American Studies)
Chemistry
Engineering or Computer Science
Foreign Languages
Geology or Earth Science
General Studies or Other Interdisciplinary Studies (e.g., Family Studies)
Physics
Psychology
cur.
cur.
N
%
1.0
1.1
0.0
3.0
0.0
0.0
4.0
0.0
0.0
0.0
0.0
1.0
0.0
0.0
0.0
4.0
0.0
3.3
0.0
0.0
4.4
0.0
0.0
0.0
0.0
1.1
0.0
0.0
0.0
4.4
13
Descriptive Statistics of student’s self efficacy measures (1>5)
1. Provide stimulating lessons for students
2. Motivate students to participate in academic tasks
3. Change the way to present material … accommodate all students
4. Create learning experiences that are meaningful to students
5. Know what procedures to follow if … disabled
6. Implement a variety of teaching strategies to … non native English
7. Teach even the most challenging students
8. Effectively address classroom management issues
9. Get along well with students who struggle with behavioral issues
10. Facilitate learning for all of your students
11. Adapt curriculum to accommodate individual differences
12. Develop a strong rapport with your students
13. Teach students with different cultural backgrounds from your own
14. Integrate educational technology into your lessons
15. Effectively teach special education students
16. Respect cultural backgrounds different from your own
17. Use effective classroom assessment strategies
18. Use formalized assessment results
19. Develop a strong rapport with parents of your students
20. Use computers effectively in the classroom
21. Help your students better learn to use technology
22. Know all the content
Cur. M
Cur. SD
3.20
3.40
3.19
3.43
2.61
2.19
2.66
3.31
3.26
3.37
3.20
3.97
3.70
3.09
2.77
4.30
3.39
2.91
3.51
3.41
3.24
3.64
0.84
0.76
0.89
0.77
1.11
0.96
0.96
0.84
0.86
0.76
0.97
0.73
0.76
0.98
1.10
0.81
0.88
0.91
0.91
0.92
1.04
0.99
14
Priorities Identified-I
Students were asked to rank the three statements based on what their most
important priority is as a teacher (1 - most important priority; 3 -least
important priority).
Cur.
Having a positive
personal
relationship with
your students
Helping your
students learn the
required content
Motivating your
students to be
engaged in school
1
2
3
1
2
3
1
2
3
N
45
24
20
33
32
24
60
14
15
Cur. %
Prev.
50.0
26.7
22.2
36.7
35.6
26.7
66.7
15.6
16.7
N
26
34
47
29
41
37
52
32
23
Prev.
%
24.3
31.8
43.9
27.1
38.3
34.9
48.6
29.9
21.5
15
Ability to establish rapport with
students (- your strongest skills
/qualities as an educator; 5 – their least
strong skills/qualities as an educator
Classroom management skills
Command of content knowledge
Lesson planning skills
Lesson implementation skills
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Cur. N
43.0
25.0
13.0
6.0
3.0
10.0
23.0
32.0
16.0
9.0
17.0
26.0
26.0
13.0
8.0
11.0
27.0
18.0
15.0
18.0
8.0
23.0
20.0
20.0
19.0
Cur. %
47.8
27.8
14.4
6.7
3.3
11.1
25.6
35.6
17.8
10.0
18.9
28.9
28.9
14.4
8.9
12.2
30.0
20.0
16.7
20.0
8.9
25.6
22.2
22.2
21.1
Prev. N
53.0
20.0
16.0
8.0
10.0
14.0
26.0
24.0
25.0
18.0
25.0
22.0
28.0
13.0
19.0
NA
NA
NA
NA
NA
3.0
18.0
21.0
33.0
32.0
Prev. %
49.5
18.7
15.0
7.5
9.3
13.1
24.3
22.4
23.4
16.8
23.4
20.6
26.2
12.1
17.8
NA
NA
NA
NA
NA
2.8
16.8
19.6
30.8
29.9
16
Schools they most like to teach
Location
SES
Ethnicity
Cur.
N
Cur
%
Prev. N Prev.
%
9.0
10.0
13.0
12.1
Suburban
62.0
68.9
73.0
68.2
Urban
17.0
18.9
21.0
19.6
Low SES
14.0
15.6
19.0
17.8
Middle SES
67.0
74.4
79.0
73.8
High SES
8.0
8.9
9.0
8.4
Primarily students of color
9.0
10.0
11.0
10.3
71.0
78.9
77.0
72.0
Primarily white students
9.0
10.0
19.0
17.8
A low achieving school
8.0
8.9
7.0
6.5
40.0
44.4
54.0
50.5
40.0
44.4
46.0
43.0
Rural
A mix of both students
Achievemen An average achieving school
t Lev.
A high achieving school
17
School the participants think they will actually end up teaching for the
majority of their career
Rural
Suburban
Urban
SES
Low SES
Middle SES
High SES
Ethnicity
Primarily students
of color
A mix of both
students
Primarily white
students
A low achieving
Achievement school
Lev.
An average
achieving school
A high achieving
school
Location
Cur. N
Cur %
7.8
Prev. N
6
83
18
15
83
9
8
Prev. %
5.6
77.6
16.8
14.0
77.6
8.4
7.5
14
56
15.6
62.2
19
21.1
16
17.8
68
75.6
5
5.6
7
53
58.9
62
57.9
29
32.2
37
34.6
12
13.3
6
5.6
59
65.6
79
73.8
18
20.0
22
20.6
18
Recommendations
Based on these results, the following are our recommendations
regarding the administration of this survey:
1) Continue to administer
2) Administer factor analysis on self-efficacy
3) Administer the exit survey and compare to the results of
entrance surveys
4)Work with teacher education on the areas that recur
as “need” areas (i.e., classroom management, lesson
planning skills , lesson implementation skills)
5) Chance the name of the survey
19
Teachers for A New Era Neag School
of Education
Teacher Preparation Program’s
Fall 2008 CommonEntry
Survey Results