Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting Using a Bayesian Approach to Mix Methods.

摘要: Evaluating the Teacher-Intern-Professor Model in a Professional Development School Partnership Setting using Bayesian Approach to Mix Methods by August E. Ogletree Two needs of Georgia State University Partnerships are show increases both student academic achievement and teacher efficacy. The (TIP) was designed address these needs. TIP model focuses on university school partnership support intern preparedness for those participating program. outcomes were analyzed quasiexperimental design data approach mix methods efficacy data. Quantitative data, form test scores, compare mean at classroom level. Mean differences between treatment comparison groups not significant factor (F(1, 60) = .248, p =.620) as measured benchmark test. Results favored group over control 56) 17.967, < .001) geometry A methodological contribution is exploration development an statistics combine quantitative qualitative allows incorporation researcher’s prior belief into analysis. Narrative Inquiry framework employed gain understanding participants’ thus providing particular way elicitation. More specifically, content analysis which included interviews, observations, artifacts, used conjunction with historical elicit beliefs. combined beliefs from Gibson’s Dembo’s Teacher Efficacy Scale obtain posterior distributions, summarized themes personal EVALUATING THE TEACHER–INTERN–PROFESSOR MODEL IN PROFESSIONAL DEVELOPMENT SCHOOL PARTNERSHIP SETTING USING BAYESIAN APPROCH TO MIX METHODS