Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study Metadata
Metadata describes a digital item, providing (if known) such information as creator, publisher, contents, size, relationship to other resources, and more. Metadata may also contain "preservation" components that help us to maintain the integrity of digital files over time.
- Main Title Differences in Experiences and Outcomes of Transfer and Native Students in an Elementary Education Program: an Exploratory Study
Author: Tucker, Tami L.Creator Type: Personal
Chair: Cutright, MarcContributor Type: PersonalContributor Info: Major Professor
Committee Member: Harris, Mary M.Contributor Type: Personal
Committee Member: Whitson, Kathleen K.Contributor Type: Personal
Name: University of North TexasPlace of Publication: Denton, TexasAdditional Info: www.unt.edu
- Creation: 2012-08
- Content Description: This research targeted elementary education graduates of a large Southwestern university who were transfer students, and compared them to native students on selected variables. These variables included retention in teaching, and perception of supports and obstacles at the university. The sample consisted of 143 respondents: 73 native and 70 transfer students. Data were collected through submission of online surveys and through postal mail. Quantitative and qualitative analyses were used to answer the research questions. Astin’s input-environment-outcome model provided the conceptual and theoretical framework for this study. Native and transfer students considered student teaching to be the “most helpful” course or service during their time at the university, yet both felt they lacked elements of preparation for teaching in the real world. Transfer students reported the following as supports during their transition from community college to university: academic advising, finances, support network, and the university. They reported these obstacles: university bureaucracy, credit transfer, expenses, and adapting to campus. There was no significant difference between the two groups’ intentions to remain in teaching (p = .249), and a statistically non-significant higher percentage of transfer students than native students reported to be teaching at the time of survey completion (p = .614). The findings support further inquiry into support systems for transfer students, as well as further examination of teacher preparation curricula.
- Keyword: Transfer students
- Keyword: elementary education
- Keyword: teacher education
Name: UNT Theses and DissertationsCode: UNTETD
Name: UNT LibrariesCode: UNT
- Rights Access: public
- Rights Holder: Tucker, Tami L.
- Rights License: copyright
- Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.
- Thesis or Dissertation
- Archival Resource Key: ark:/67531/metadc149677
- Academic Department: Department of Counseling and Higher Education
- Degree Discipline: Higher Education
- Degree Level: Doctoral
- Degree Name: Doctor of Philosophy
- Degree Grantor: University of North Texas
- Degree Publication Type: disse