1. Freshmen to PhD, Empowering with Research
Jie Ke & Deidre Wheaton College of Education, Jackson State University
Website:
Program Evaluation
The participants of this program will complete pre and post surveys and they will be interviewed on their understanding of education research and the Praxis examinations. In addition, the evaluation will be based on their practice examination scores before and after the program interventions.
Abstract
Introduction
Scholarship has demonstrated that teaching strategies and courses focusing on improving critical thinking skills do enhance student learning and improve their academic performance.
The existing literature on academic achievements of minority students also supports using research, higher order thinking/understanding, and peer learning communities as a means to motivate students to pursue graduate study in education.
Learning experiences that are rooted in research have proven to be especially beneficial for underrepresented, underprepared or low-income students who may need more attention and investment to build up their interests and confidence in research and in their subjects of interest.
Knowledge
Praxis Series, mainly the Core Math exam
General ideas and concepts of educational research
Hands-on experiences of conducting research
Graduate school application process
Skills
Research skills
Test taking skills
Inquiry-based learning skills
Self-directed learning skills
Critical thinking skills
Ability
Critically view research literature in teacher education and education in general
Know where to locate relevant information on a particular topics of interest
Better understand the composition and major components of the teacher certificate exams from the view of Praxis test makers
Well-prepared for future graduate school
Research has shown that hands-on research experiences can enhance participants’ interest, understanding, confidence, and overall awareness of their educational options. The Freshman to Ph.D. Program (FTP) was designed 1) to enhance participants’ knowledge of the Praxis Core Academic Skills for Educators exam and 2) to expand their knowledge of educational research. The goal of the program was to improve the participants’ skills and abilities as it relates to the Praxis series through inquiry-based learning in research. The interventions of the program include intensive research classes, field research experiences, math tutoring and math workshops, graduate school application preparation and optional summer internship. Because this is a pilot program, both formative and summative evaluation methods are used. Evaluation of the program includes assessment of research skills and knowledge, quality of research presentation, understanding of Praxis exam, self-efficacy in taking the exams, graduate school intent and application.
Both formative and summative evaluations will be used during the first part of the program. Evaluation methods and assessed contents will were adjusted as the program progressed, for instance, summer math workshops were an addition to the original plan.
Evaluation methodology includes collection of:
quantitative data: Pre-, mid- and post- survey about students’ understanding of Praxis and research; students’ Praxis scores;
qualitative data: Instructors’ reflection, math workshop consultant and students’ exit interviews
Lessons Learned
Helping students to overcome their fear of failure is the first step toward improved Praxis Core performance. Self-efficacy is key!
Consistent attention must be devoted to promoting students’ application of self-directed learning skills (Praxis study plan) and critical thinking skills (critique research papers).
Separate Praxis prep and research sessions; allow more credit hours or longer interventions
Earlier and longer recruitment period of students and graduate assistant
A better Praxis textbook need to be selected
Description of the Program/Intervention
PROGRAM GOALS:
to increase the number of students completing teacher certification programs at Jackson State University;
to inform students about the process of pursuing graduate study in an education related field;
to develop a model for enhancing the quality of teacher education through inquiry-based learning and research.
INTERVENTION:
The year-long program included:
Praxis information class sessions and practice tests
Intensive research classes and research experiences
Books, conference travel and paid Praxis tests
Math tutoring and workshops
Optional--paid summer research internship
Selected References
Groth, R. E., Bergner, J. A., Burgess, C. R., Austin, J. W., & Holdai, V. (2016). Re-Imagining Education of Mathematics Teachers Through Undergraduate Research. Council on Undergraduate Research Quarterly, 36(3).
Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New directions for teaching and learning, 2003(93), 5-18.
Kyvik, S., Vågan, A., Prøitz, T. S., & Aamodt, P. O.(2015). Research-based education in undergraduate professional programmes. From Vocational to Professional Education. Educating for Social Welfare,
Manak, J. A., & Young, G. (2014). Incorporating undergraduate research into teacher education: Preparing thoughtful teachers through inquiry-based learning. CUR Quarterly, 35(2),