Using Social-Cognitive Theory to Predict Students

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Teachers for A New Era Neag School of Education
Teachers for A New Era (TNE) Teacher Education
Assessment Committee
Teacher Preparation ProgramsFall 2008 Common
Entry Survey Results
Burcu Kaniskan Mary E. Yakimowski March 17, 2009
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Overview

• Purpose
• Key Research Questions
• Results
• Recommendations

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Purpose
Entry Survey

• 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

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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?

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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.

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Demographic Information N N N
Gender current current previous previous
Female 71 78.90 97.0 90.70
Male 19 21.11 10.0 9.30
Race and/or Ethnicity Race and/or Ethnicity
Black or African American 2 2.20 3.0 2.80
White or Caucasian 85 94.40 94.0 87.90
Multiple Ethnicity or Other 3 3.30 10.0 9.34
Age
23 1 1.11 13.0 12.2
22 1 1.11 18.0 16.8
21 25 27.78 76.0 71.0
20 61 67.78 0.0 0.0
19 2 2.22 0.0 0.0
Primary language spoken Primary language spoken
English 88 97.78 100.0 93.5
French 1 1.11 0.0 0.0
Other 1 1.11 3.0 2.8
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Highest level of education of parents Current Mother Current Mother Prev. mother Prev. mother Current Father Current Father Prev. 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
completed high school 17.0 18.89 20.0 18.7 13.0 14.61 19.0 17.8
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
some graduate school 1.0 1.11 4.0 3.7 2.0 2.25 6.0 5.6
completed grad. school 22.0 24.44 16 15.0 19.0 21.35 27.0 25.2
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High School Type High School Type N cur. cur. N prev prev.
Charter/magnet 1 1.1 0 0.0
private (non-religious) 1 1.1 0 0.0
private (religious) 3 3.3 9 8.4
public 85 94.4 97 90.7
High School Location High School Location
rural 20 22.2 11 10.3
suburban 64 71.1 90 84.1
urban 6 6.7 6 5.6
High School SES High School SES
Low SES 4 4.4 3 2.8
Middle SES 66 73.3 85 79.4
High SES 20 22.2 19 17.8
High Sch. Ethnic Composition High Sch. Ethnic Composition
Primarily students of color 2 2.2 2 1.9
A mix of both students 22 24.4 40 26.2
Primarily White students 66 73.3 77 72.0
High School Achv. Level High School Achv. Level
A low achieving school 3 3.3 2 1.9
An aver. achieving sch. 32 35.6 40 37.4
A high achieving school 55 61.1 65 60.7
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Level of Focus in the Program
Entry Survey
current N current N Previous N Previous N
Early childhood 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
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Subject Specialties Planned by Students
Subject specialties Cur. N Cur. Prev. N Prev.
Bilingual ESL 1.0 1.1 2.0 1.9
English 25.0 27.8 38.0 35.5
Foreign Language 0.0 0.0 4.0 3.7
Math 18.0 20.0 31.0 29.0
Music 14.0 15.6 0.0 0.0
Science 10.0 11.1 12.0 11.2
Special Education 7.0 7.8 13.0 12.1
Social studies 18.0 20.0 20.0 18.7
Agricultural Education 0.0 0.0 1.0 0.9
Other 1.0 1.1 3.0 2.8
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Fields for Students outside of education in which students plan to major Cur. N Cur.
Arts (e.g., Fine Arts, Drama, Music, Design) 6 6.7
Biology 2 2.2
English (e.g., English Literature or Composition) 8 8.9
Mathematics (e.g., Statistics) 4 4.4
Other Humanities (e.g., History, Philosophy, Religious Studies) 5 5.6
Social Sciences (e.g., Econ, Sociology, Anthr, Political Science) 3 3.3
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 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
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Fields for Students outside of education in which students plan to major Prev. N Prev.
Arts (e.g., Fine Arts, Drama, Music, Design) 2 1.9
Foreign Languages 6 5.6
English (e.g., English Literature or Composition, 37 34.6
Psychology 2 1.9
Social Sciences (e.g., Econ, Sociology, Pol. Science) 5 4.7
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 6 0 1 0 0 4 6 25 15 1 5.6 0.0 0.9 0.0 0.0 3.7 5.6 23.4 14.0 0.9
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Fields for Students outside of education in which students plan to minor cur. N cur.
Arts (e.g., Fine Arts, Drama, Music, Design) 1.0 1.1
Biology 0.0 0.0
English (e.g., English Literature or Composition) 3.0 3.3
Mathematics (e.g., Statistics) 0.0 0.0
Other Humanities (e.g., History, Philosophy, Religious Studies) 0.0 0.0
Social Sciences (e.g., Econ, Sociology, Anthr, Political Science) 4.0 4.4
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 0.0 0.0 0.0 0.0 1.0 0.0 0.0 0.0 4.0 0.0 0.0 0.0 0.0 1.1 0.0 0.0 0.0 4.4
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Descriptive Statistics of students self efficacy measures (1gt5) Cur. M Cur. SD
1. Provide stimulating lessons for students 3.20 0.84
2. Motivate students to participate in academic tasks 3.40 0.76
3. Change the way to present material accommodate all students 3.19 0.89
4. Create learning experiences that are meaningful to students 3.43 0.77
5. Know what procedures to follow if disabled 2.61 1.11
6. Implement a variety of teaching strategies to non native English 2.19 0.96
7. Teach even the most challenging students 2.66 0.96
8. Effectively address classroom management issues 3.31 0.84
9. Get along well with students who struggle with behavioral issues 3.26 0.86
10. Facilitate learning for all of your students 3.37 0.76
11. Adapt curriculum to accommodate individual differences 3.20 0.97
12. Develop a strong rapport with your students 3.97 0.73
13. Teach students with different cultural backgrounds from your own 3.70 0.76
14. Integrate educational technology into your lessons 3.09 0.98
15. Effectively teach special education students 2.77 1.10
16. Respect cultural backgrounds different from your own 4.30 0.81
17. Use effective classroom assessment strategies 3.39 0.88
18. Use formalized assessment results 2.91 0.91
19. Develop a strong rapport with parents of your students 3.51 0.91
20. Use computers effectively in the classroom 3.41 0.92
21. Help your students better learn to use technology 3.24 1.04
22. Know all the content 3.64 0.99
AVERAGE 3.26 0.90
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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).
Having a positive personal relationship with your students Cur. N Cur. Prev. N Prev.
Having a positive personal relationship with your students 1 45 50.0 26 24.3
Having a positive personal relationship with your students 2 24 26.7 34 31.8
Having a positive personal relationship with your students 3 20 22.2 47 43.9
Helping your students learn the required content 1 33 36.7 29 27.1
Helping your students learn the required content 2 32 35.6 41 38.3
Helping your students learn the required content 3 24 26.7 37 34.9
Motivating your students to be engaged in school 1 60 66.7 52 48.6
Motivating your students to be engaged in school 2 14 15.6 32 29.9
Motivating your students to be engaged in school 3 15 16.7 23 21.5
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Cur. N Cur. Prev. N Prev.
Ability to establish rapport with students (- your strongest skills /qualities as an educator 5 their least strong skills/qualities as an educator 1 43.0 47.8 53.0 49.5
Ability to establish rapport with students (- your strongest skills /qualities as an educator 5 their least strong skills/qualities as an educator 2 25.0 27.8 20.0 18.7
Ability to establish rapport with students (- your strongest skills /qualities as an educator 5 their least strong skills/qualities as an educator 3 13.0 14.4 16.0 15.0
Ability to establish rapport with students (- your strongest skills /qualities as an educator 5 their least strong skills/qualities as an educator 4 6.0 6.7 8.0 7.5
Ability to establish rapport with students (- your strongest skills /qualities as an educator 5 their least strong skills/qualities as an educator 5 3.0 3.3 10.0 9.3
Classroom management skills 1 10.0 11.1 14.0 13.1
Classroom management skills 2 23.0 25.6 26.0 24.3
Classroom management skills 3 32.0 35.6 24.0 22.4
Classroom management skills 4 16.0 17.8 25.0 23.4
Classroom management skills 5 9.0 10.0 18.0 16.8
Command of content knowledge 1 17.0 18.9 25.0 23.4
Command of content knowledge 2 26.0 28.9 22.0 20.6
Command of content knowledge 3 26.0 28.9 28.0 26.2
Command of content knowledge 4 13.0 14.4 13.0 12.1
Command of content knowledge 5 8.0 8.9 19.0 17.8
Lesson planning skills 1 11.0 12.2 NA NA
Lesson planning skills 2 27.0 30.0 NA NA
Lesson planning skills 3 18.0 20.0 NA NA
Lesson planning skills 4 15.0 16.7 NA NA
Lesson planning skills 5 18.0 20.0 NA NA
Lesson implementation skills   1 8.0 8.9 3.0 2.8
Lesson implementation skills   2 23.0 25.6 18.0 16.8
Lesson implementation skills   3 20.0 22.2 21.0 19.6
Lesson implementation skills   4 20.0 22.2 33.0 30.8
Lesson implementation skills   5 19.0 21.1 32.0 29.9
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Schools they most like to teach
Cur. N Cur Prev. N Prev.
Location Rural 9.0 10.0 13.0 12.1
Location Suburban 62.0 68.9 73.0 68.2
Location Urban 17.0 18.9 21.0 19.6
SES Low SES 14.0 15.6 19.0 17.8
SES Middle SES 67.0 74.4 79.0 73.8
SES High SES 8.0 8.9 9.0 8.4
Ethnicity Primarily students of color 9.0 10.0 11.0 10.3
Ethnicity A mix of both students 71.0 78.9 77.0 72.0
Ethnicity Primarily white students 9.0 10.0 19.0 17.8
Achievement Lev. A low achieving school 8.0 8.9 7.0 6.5
Achievement Lev. An average achieving school 40.0 44.4 54.0 50.5
Achievement Lev. A high achieving school 40.0 44.4 46.0 43.0
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School the participants think they will actually
end up teaching for the majority of their career
Cur. N Cur Prev. N Prev.
Location Rural 14 15.6 6 5.6
Location Suburban 56 62.2 83 77.6
Location Urban 19 21.1 18 16.8
SES Low SES 16 17.8 15 14.0
SES Middle SES 68 75.6 83 77.6
SES High SES 5 5.6 9 8.4
Ethnicity Primarily students of color 7 7.8 8 7.5
Ethnicity A mix of both students 53 58.9 62 57.9
Ethnicity Primarily white students 29 32.2 37 34.6
Achievement Lev. A low achieving school 12 13.3 6 5.6
Achievement Lev. An average achieving school 59 65.6 79 73.8
Achievement Lev. A high achieving school 18 20.0 22 20.6
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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

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Teachers for A New Era Neag School of Education

Teacher Preparation ProgramsFall 2008
CommonEntry Survey Results