Teacher Education Internship Survey Results Fall 2008 ...Teacher Education Internship Survey Results...

Woodring College of Education

Assessment and Evaluation

Teacher Education Internship Survey Results Fall 2008, Winter 2009 and Spring 2009

Background As part of Woodring College of Education continuous outcomes assessment, candidates completing teacher education programs respond to an exit survey about their programs and field experiences. The results of the survey are summarized and shared with program chairs, directors and faculty, and posted on the WCE assessment website. The student perceptions of the quality of their programs and preparation are folded into college and department-level discussions of program management, curriculum design and course review. The results are used for continuous program improvement. The survey instrument used this year is a new design that incorporates the State of Washington Standard 5—Knowledge and Skills for Beginning Teachers. In the future, as with the previous survey design, each year’s results will be displayed side-by-side to facilitate identifying trends over time. The new instrument has three sections. The first asks candidates to evaluate the effectiveness of various aspects of their programs. The second section addresses elements of practica and internship. The third section asks the respondents to indicate how well prepared they are to impact student learning in relation to each of the sections of the State of Washington Standard 5: Candidate Knowledge and Skills. Methodology The Internship Survey is administered via the internet during the remaining weeks of each candidate’s final internship. All Western Washington University teacher education candidates, at all sites, received an email message that contained a link to the URL for the survey. Interns were asked to go to the web site and complete the survey. Individuals who did not complete the survey within two weeks of the conclusion of their internship were sent several follow-up reminders via email. Rate of Response A total of 288 surveys were sent to candidates over the three quarters of the 2008-2009 academic year and 206 completed surveys were returned. This was an overall response rate of 72%, with Special + Elementary Education students responding at the highest rate of 88%. Secondary Education and Special Education students responded at rate of 75% each. Bellingham Elementary students responded at a rate of 67% while the Outreach Elementary candidates responded at a rate of 62%. The survey population and respondents are presented below disaggregated by demographic characteristics and program:

Total

N % N % N

Ethnicity

Caucasian 68 27% 180 73% 248

Black 0 0% 5 100% 5

Hispanic 3 30% 7 70% 10

Asian Pacific Islander 5 63% 3 38% 8

American Indian/Alaska Native 0 0% 3 100% 3

Unknown Race/Ethnicity 6 43% 8 57% 14

Total 82 28% 206 72% 288

Gender

Female 61 27% 165 73% 226

Male 21 34% 41 66% 62

Total 82 28% 206 72% 288

Did Not Respond Responded

Program

Elementary 49 36% 89 64% 138

Secondary 28 25% 85 75% 113

Special + Elementary 4 12% 29 88% 33

Special Education 1 25% 3 75% 4

Total 82 28% 206 72% 288

Elementary by Site

Bellingham 20 33% 40 67% 60

Everett - Outreach 11 33% 22 67% 33

Bremerton - Outreach 10 56% 8 44% 18

North Seattle - Outreach 8 30% 19 70% 27

Total 49 36% 89 64% 138

Secondary by Site

Bellingham 21 22% 73 78% 94

North Seattle - Outreach 7 37% 12 63% 19

Total 28 25% 85 75% 113

Survey Rating Key The following codes were used in the survey and should be used in interpreting the data on the attached tables. Survey response means and standard deviations are represented in numerical form. Other data are presented as frequency distributions per category

Section 1 Section 2 Section 3

Program Elements Field Experience

Standard 5 Knowledge and

Skills

1 = Never 1 = Not at all 1 = Not at all prepared

2 = Seldom 2 = Very little 2 = Slightly prepared

3 = About half the time 3 = Somewhat 3 = Prepared

4 = Usually 4 = To a great extent 4 = Well prepared

5 = Always 5 = Extremely well prepared Report of Survey Results by Item General description of how data are displayed in following pages. Summary of Open-Ended Survey Items Each of the three survey sections concludes with an open-ended question to allow the respondents to provide feedback of their own choosing. Verbatim comments submitted by candidates of each program have been provided to their respective program chairs. A brief summary of the comments from all respondents is below. Section 1: Please provide comments and suggestions about your teacher education program. Of the 206 survey respondents, 86 (42%) responded to this question. The most common theme across all responses was that students expressed a desire to have more practical experience, more coverage of practical issues in the WWU classes and a desire to experience the K12 classroom earlier in the program. A common criticism is that the WWU classes focus too much on theory and too little on its practical application. They would like more examples that connect the theory to the classroom experience. The second-most common theme was a desire for a class in classroom management and for better instructors to teach it. Several commented that they would like to learn more practical strategies for dealing with classroom management issues. A number of students simply rated the program as good overall and had no suggestions. The fourth most frequent comment surrounded issues of advising by faculty and staff. They would like better advising, more organization around class registration issues and sometimes found meeting with an advisor, while required, not helpful. Section2: Please provide comments and suggestions about your practica and internship(s): A total of 79 (38%) respondents answered this question out of the 209 survey completers. Nearly a third of responders noted that the internship and practicum were the best elements of their programs and felt that they would benefit from even more such experiences. Another theme concerned the practica: students would like to have more practical experience in the practicum. Many felt it was too passive. They felt they would be better prepared for the internship if they had presented a few lessons in their practica. Another theme that emerged was a stated need for more expectations in advance for the practica. Some felt that their practicum teachers were not prepared for their presence. A sub theme

was a similar concern about internship cooperating teachers. Finally, a few students noted a desire to have more variety in their experiences: grade levels, types of classes and types of schools. Section 3: Please provide comments and suggestions about your preparation in content knowledge, skills and professionalism. Thirty-nine students answered this question. The most common theme was students expressing a confidence about their overall preparation, noting that they fully expected to continue to improve their skills with practice over time. A few wanted more field experiences throughout the program. And finally others would have liked more skill development in making accommodations for different learners and difficult behaviors.



Bellingham Elementary Education Programs Summary of 2008-2009 Internship Survey Quantitative Results

Survey Section 1 In terms of Program Elements (coverage of issues of exceptionality and diversity, integration of research and practice, critical thinking, self-reflection, best practices in teaching and learning, varied learning experiences, and program advising), mean scores across all items ranged from 3.13 – 4.62, indicating general satisfaction with the elements of the elementary education program. The highest mean score, 4.62, was for the item relating to opportunities for self-reflection in courses. The lowest mean score, 3.13, was for the item relating to program advising with 30% of the respondents saying they seldom or never received useful advising from Woodring College of Education.

WCE Program ElementsN Mean

Standard

Deviation

Seldom or

Never

About half

the time

Always or

Usually

1. Did your classes cover i ssues of exceptional i ty as i t relates to

teaching and learning?40 3.80 0.79 8% 20% 73%

2. Did your classes cover i ssues of cul tura l and l inguis tic

divers i ty as i t relates to teaching and learning?40 4.10 0.81 5% 13% 83%

3. Did your instructors convey knowledge by integrating research,

theory and practice?40 4.33 0.62 0% 8% 93%

4. Did your instructors expect cri tica l thinking in your courses? 40 4.43 0.59 0% 5% 95%

5. Did your instructors include opportunities for sel f-reflection in

your courses?39 4.62 0.62 0% 5% 95%

6. Did your instructors model best practices in teaching and

learning?40 4.03 0.58 0% 15% 85%

7. Did your classes provide a wide variety of learning

experiences?40 4.13 0.52 0% 8% 93%

8. How useful was the advis ing you received from Woodring

Col lege of Education for your teacher education program?40 3.13 1.18 30% 30% 40%

Bellingham Elementary Education Programs Survey Section 2 Intern ratings on the items related to practica experiences ranged from 3.26 – 3.68 across all items. Respondents were particularly satisfied with the extent to which their teaching skills were enhanced through practica experiences. Respondents also indicated high satisfaction with the internship with mean scores ranging from 3.47 – 3.95 across all items. Again, respondents were particularly satisfied with the extent to which the school-based internship enhanced their teaching skills.

Field Experience N Mean

Standard

Deviation Not at all Very little Somewhat

To a great

extent

Practica10a. I was informed about the process and expectations of my

practica .38 3.55 0.67 0% 5% 34% 61%

11a. My teaching ski l l s were enhanced through the experiences

of my practica .38 3.68 0.54 0% 0% 32% 68%

12a. My experiences provided me with opportunities to work with

a variety of s tudents (e.g. gender, exceptional i ties , ethinic/racia l ,

l inguis tic, SES, etc.).38 3.55 0.70 3% 0% 37% 61%

13.a I was able to col laborate with my mentors and supervisors

to reflect on and improve my teaching.38 3.26 0.77 0% 13% 47% 39%

Internship10b. I was informed about the process and expectations of my

internship.38 3.47 0.75 0% 11% 32% 58%

11b. My teaching ski l l s were enhanced through the experiences

of my internship.38 3.95 0.32 0% 0% 5% 95%

12b. My experiences provided me with opportunities to work with

a variety of s tudents (e.g. gender, exceptional i ties , ethinic/racia l ,

l inguis tic, SES, etc.).38 3.71 0.62 0% 5% 18% 76%

13b.I was able to col laborate with my mentors and supervisors to

reflect on and improve my teaching. 38 3.68 0.63 0% 5% 21% 74%

Bellingham Elementary Education Programs Survey Section 3 With respect to the extent to which the elementary education program prepared them relative to the state’s competencies for teachers, mean scores of interns across all items ranged from 3.89 – 4.68, with 66% - 100% of the interns saying they felt well-prepared or extremely well-prepared. The lowest mean score, 3.89, was for items related to using standards-based assessments that are systematically analyzed and connecting student learning with family and neighborhood contexts. The highest mean score, 4.68, was for the item related to creating a safe and respectful learning environment.

State of Washington Standard 5 - Knowedge and Skills

N Mean

Standard

Deviation

Slightly

prepared or

Not at all

prepared Prepared

Extremely

well

prepared or

Well

prepared

a.i . Us ing content knowledge that promotes s tudent

understanding and problem-solving.38 4.21 0.85 0% 21% 79%

ai i . Al igning s tandards and outcomes so that s tudents know

their learning targets and progress .38 4.45 0.75 0% 11% 89%

a.i i i . Integrating reasoning ski l l s (mathematica l , scienti fic and

aesthetic reasoning) across content areas .37 3.95 0.96 5% 19% 76%

b.i . Us ing s tandards-based assessments that are systematica l ly

analyzed.37 3.89 1.01 5% 27% 68%

b.i i . Planning with intent so that s tudent learning is

personal ized.37 4.16 0.88 3% 14% 84%

b.i i i . Us ing multiple instructional s trategies to address

individual s tudent needs , cul tura l and l inguis tic backgrounds

and abi l i ty levels .37 4.16 0.85 0% 19% 81%

b.iv. Us ing technology to benefi t your planning and encourage

technologica l ly proficient learners .37 4.05 0.99 3% 27% 70%

c.i . Fostering a learner-centered environment that i s cul tura l ly

respons ive and developmental ly appropriate.38 4.39 0.82 0% 16% 84%

c.i i . Encouraging cooperative classroom and school

communities .38 4.47 0.78 0% 13% 87%

c.i i i . Connecting s tudent learning with fami ly and neighborhood

contexts .38 3.89 0.96 5% 26% 68%

c.iv. Preparing your s tudents to become respons ible ci tizens for

an environmental ly susta inable, global ly interconnected, and

diverse society.38 3.97 1.02 5% 29% 66%

d.i . Creating a col legia l and profess ional school setting. 38 4.53 0.63 0% 3% 97%

d.i i . Engaging in a reflective, col laborative and growth-centered

practice.38 4.66 0.55 0% 0% 100%

d.i i i . Creating a safe and respectful learning environment. 37 4.68 0.62 0% 3% 97%



Outreach Elementary Education Programs Summary of 2008-2009 Internship Survey Quantitative Results

Survey Section 1 In terms of Program Elements (coverage of issues of exceptionality and diversity, integration of research and practice, critical thinking, self-reflection, best practices in teaching and learning, varied learning experiences, and program advising), mean scores across all items ranged from 3.43 – 4.48, indicating general satisfaction with the elements of the elementary education program. The highest mean score, 4.48, was for the item relating to opportunities for self-reflection in courses. The lowest mean score, 3.43, was for the item relating to program advising.


Standard

Deviation

Seldom or

Never

About half

the time

Always or

Usually

1. Did your classes cover i ssues of exceptional i ty as i t relates

to teaching and learning? 49 4.08 0.61 2% 8% 90%


divers i ty as i t relates to teaching and learning? 49 3.65 0.88 14% 18% 67%

3. Did your instructors convey knowledge by integrating

research, theory and practice? 49 4.14 0.68 2% 10% 88%


5. Did your instructors include opportunities for sel f-reflection

in your courses? 48 4.48 0.62 0% 4% 96%


learning? 49 3.84 0.62 0% 29% 71%


experiences? 48 4.04 0.70 0% 19% 81%8. How useful was the advis ing you received from Woodring

Col lege of Education for your teacher education program? 46 3.43 1.08 13% 39% 48%



Outreach Elementary Education Programs Survey Section 2 Intern ratings on the items related to practica experiences ranged from 3.47 – 3.55 across all items. Respondents were particularly satisfied with the extent to which they were able to collaborate with their mentors and supervisors through practica experiences. Respondents also indicated high satisfaction with the internship with mean scores ranging from 3.47 – 3.92 across all items. Respondents were particularly satisfied with the extent to which the school-based internship enhanced their teaching skills.

Field Experience N MeanStandard

DeviationNot at all Very little Somewhat

To a great

extent

Practicum10a. I was informed about the process and expectations of my

practica .49 3.53 0.54 0% 2% 43% 55%

11a. My teaching ski l l s were enhanced through the

experiences of my practica .49 3.53 0.62 0% 6% 35% 59%

12a. My experiences provided me with opportunities to work

with a variety of s tudents (e.g. gender, exceptional i ties ,

ethinic/racia l , l inguis tic, SES, etc.).49 3.47 0.65 0% 8% 37% 55%

13.a I was able to col laborate with my mentors and

supervisors to reflect on and improve my teaching.49 3.55 0.58 0% 4% 37% 59%


internship.49 3.47 0.58 0% 4% 45% 51%

11b. My teaching ski l l s were enhanced through the

experiences of my internship.48 3.92 0.32 0% 0% 8% 92%

12b. My experiences provided me with opportunities to work



13b.I was able to col laborate with my mentors and

supervisors to reflect on and improve my teaching. 49 3.84 0.43 0% 2% 12% 86%



Outreach Elementary Education Programs Survey Section 3 With respect to the extent to which the elementary education program prepared them relative to the state’s competencies for teachers, mean scores of interns across all items ranged from 4.13 – 4.67, with 78% - 100% of the interns saying they felt well-prepared or extremely well-prepared. The lowest mean score, 4.13, was for the item related to “onnecting student learning with family and neighborhood contexts. The highest mean score, 4.67, was for the item related to creating a safe and respectful learning environment.”


N Mean

Standard

Deviation

Slightly

prepared or

Not at all

prepared Prepared

Extremely

well

prepared or

Well

prepared





a.i i i . Integrating reasoning ski l l s (mathematica l , scienti fic

and aesthetic reasoning) across content areas .49 4.27 0.76 0% 18% 82%

b.i . Us ing s tandards-based assessments that are

systematica l ly analyzed.49 4.22 0.74 2% 12% 86%


personal ized.49 4.39 0.73 4% 2% 94%



and abi l i ty levels .49 4.35 0.80 6% 2% 92%






communities .48 4.46 0.71 2% 4% 94%

c.i i i . Connecting s tudent learning with fami ly and

neighborhood contexts .48 4.13 1.03 10% 6% 83%

c.iv. Preparing your s tudents to become respons ible ci tizens

for an environmental ly susta inable, global ly interconnected,

and diverse society.48 4.25 0.84 6% 4% 90%


d.i i . Engaging in a reflective, col laborative and growth-

centered practice.49 4.59 0.57 0% 4% 96%




Secondary Education BAE and Post-Baccalaureate Program Summary of 2008-2009 Internship Survey Quantitative Results

Survey Section 1 In terms of Program Elements (coverage of issues of exceptionality and diversity, integration of research and practice, critical thinking, self-reflection, best practices in teaching and learning, varied learning experiences, and program advising), mean scores across all items ranged from 3.48 – 4.60, indicating general satisfaction with the elements of the secondary education program. The highest mean score, 4.60, was for the item relating to opportunities for self-reflection in courses. The lowest mean score, 3.48, was for the item relating to the coverage of issues of exceptionality as it relates to teaching and learning.


Standard

Deviation

Seldom or

Never

About half

the time

Always or

Usually

1. Did your classes cover i ssues of exceptional i ty as i t relates to

teaching and learning?52 3.48 0.87 15% 25% 60%



3. Did your instructors convey knowledge by integrating research,

theory and practice?53 3.87 0.83 4% 25% 72%



in your courses?53 4.60 0.63 0% 8% 92%


learning?53 3.62 0.84 8% 38% 55%


experiences?53 3.57 0.91 13% 32% 55%


Col lege of Education for your teacher education program? 53 3.55 1.14 17% 23% 60%



Secondary Education BAE and Post-Baccalaureate Program Survey Section 2 Intern ratings on the items related to practica experiences ranged from 2.96 – 3.55 across all items. Respondents were particularly satisfied with the extent to which they were informed about the process and expectations of their practica. Respondents also indicated high satisfaction with the internship with mean scores ranging from 3.47 – 3.98 across all items. Respondents were particularly satisfied with the extent to which the school-based internship enhanced their teaching skills.

Field ExperienceN Mean

Standard


To a great

extent


practica .53 3.55 0.64 0% 8% 30% 62%


of my practica .53 2.96 0.71 4% 15% 62% 19%



ethinic/racia l , l inguis tic, SES, etc.).

53 3.19 0.68 2% 9% 57% 32%




internship.51 3.47 0.67 0% 6% 41% 53%


of my internship.52 3.98 0.20 0% 0% 2% 98%




52 3.73 0.52 0% 2% 23% 75%

13b.I was able to col laborate with my mentors and supervisors




Secondary Education BAE and Post-Baccalaureate Program Survey Section 3 With respect to the extent to which the secondary education program prepared them relative to the state’s competencies for teachers, mean scores of interns across all items ranged from 3.37 – 4.35. The lowest mean score, 3.37, was for the item related to connecting student learning with family and neighborhood contexts. The highest mean score, 4.35, was for the item related to creating a safe and respectful learning environment.


N Mean

Standard

Deviation

Slightly

prepared or

Not at all

prepared Prepared

Extremely

well

prepared or

Well

prepared







b.i . Us ing s tandards-based assessments that are systematica l ly

analyzed.52 3.73 0.97 10% 31% 60%


personal ized.52 3.90 1.05 12% 15% 73%



and abi l i ty levels .

52 4.08 0.99 8% 19% 73%






communities .52 4.10 0.96 4% 21% 75%

c.i i i . Connecting s tudent learning with fami ly and neighborhood

contexts .51 3.37 1.22 20% 31% 49%

c.iv. Preparing your s tudents to become respons ible ci tizens for

an environmental ly susta inable, global ly interconnected, and

diverse society.

52 3.67 1.08 13% 29% 58%


d.i i . Engaging in a reflective, col laborative and growth-centered

practice.52 4.19 0.89 2% 23% 75%




Secondary Education MIT Program Summary of 2008-2009 Internship Survey Quantitative Results

Survey Section 1 In terms of Program Elements (coverage of issues of exceptionality and diversity, integration of research and practice, critical thinking, self-reflection, best practices in teaching and learning, varied learning experiences, and program advising), mean scores across all items ranged from 3.65 – 4.50, indicating general satisfaction with the elements of the secondary education program. The highest mean score, 4.50, was for the item relating to opportunities for self-reflection in courses. The lowest mean score, 3.65, was for the item relating to covering issues of exceptionality as it relates to teaching and learning.


Standard

Deviation

Seldom or

Never

About half

the time

Always or

Usually


to teaching and learning?31 3.65 0.85 10% 23% 68%




research, theory and practice?32 4.13 0.71 3% 9% 88%



in your courses?32 4.50 0.67 0% 9% 91%


learning?32 3.84 0.81 6% 22% 72%


experiences?32 3.78 0.83 6% 28% 66%





Secondary Education MIT Program Survey Section 2 Intern ratings on the items related to practica experiences ranged from 2.65 – 3.50 across all items. Respondents were particularly satisfied with the extent to which they were informed about the process and expectations of the practica. Respondents also indicated high satisfaction with the internship with mean scores ranging from 3.52 – 4.00 across all items. Respondents were particularly satisfied with the extent to which the school-based internship enhanced their teaching skills.


Standard


To a great

extent


practica .30 3.50 0.67 0% 3% 43% 53%


of my practica .31 2.68 1.02 10% 35% 32% 23%




31 3.16 0.79 0% 19% 45% 35%




internship.31 3.52 0.56 0% 0% 48% 52%


of my internship.31 4.00 0.18 0% 0% 0% 100%




31 3.71 0.57 0% 3% 23% 74%

13b.I was able to col laborate with my mentors and supervisors




Secondary Education MIT Program Survey Section 3 With respect to the extent to which the secondary education program prepared them relative to the state’s competencies for teachers, mean scores of interns across all items ranged from 3.52 – 4.52. The lowest mean score, 3.52, was for the item related to connecting student learning with family and neighborhood contexts. The highest mean score, 4.52, was for the item related to creating a safe and respectful learning environment.


N Mean

Standard

Deviation

Slightly

prepared or

Not at all

prepared Prepared

Extremely

well

prepared or

Well

prepared










personal ized.31 4.10 0.92 0% 32% 68%



and abi l i ty levels .

31 4.10 1.05 6% 26% 68%






communities .30 4.07 0.93 7% 10% 83%





and diverse society.

31 4.16 1.10 10% 10% 81%







Special Education BAE and Post-Baccalaureate Program Summary of 2008-2009 Internship Survey Quantitative Results

Survey Section 1 In terms of Program Elements (coverage of issues of exceptionality and diversity, integration of research and practice, critical thinking, self-reflection, best practices in teaching and learning, varied learning experiences, and program advising), mean scores across all items ranged from 3.84 – 4.58, indicating general satisfaction with the elements of the special education program. The highest mean score, 4.58, was for the item relating to instructors conveying knowledge by integrating research, theory and practice. The lowest mean score, 3.84, was for the item relating to instructors modeling best practices in teaching and learning.


Standard

Deviation

Seldom or

Never

About half

the time

Always or

Usually


to teaching and learning?32 4.50 0.57 0% 3% 97%




research, theory and practice?31 4.58 0.61 0% 3% 97%

4. Did your instructors expect cri tica l thinking in your

courses?32 4.56 0.62 0% 6% 94%

5. Did your instructors include opportunities for sel f-

reflection in your courses?32 4.28 0.77 0% 19% 81%


learning?32 3.84 0.68 3% 22% 75%


experiences?32 4.31 0.54 0% 3% 97%





Special Education BAE and Post-Baccalaureate Program Survey Section 2 Intern ratings on the items related to practica experiences ranged from 3.56 – 3.63 across all items. Respondents were particularly satisfied with the extent to which they were informed about the process and expectations of the practica and how they were able to collaborate with their mentors and supervisors. Respondents also indicated high satisfaction with the internship with mean scores ranging from 3.47 – 3.91 across all items. Respondents were particularly satisfied with the extent to which they were able to collaborate with their mentors and teachers in the school-based internship.


Standard


To a

great

extent

Practicum10a. I was informed about the process and expectations of

my practica .32 3.63 0.49 0% 0% 38% 63%

11a. My teaching ski l l s were enhanced through the

experiences of my practica .32 3.75 0.44 0% 0% 25% 75%




13.a I was able to col laborate with my mentors and

supervisors to reflect on and improve my teaching.32 3.63 0.61 0% 6% 25% 69%

Internship10b. I was informed about the process and expectations of

my internship.32 3.47 0.62 0% 6% 41% 53%

11b. My teaching ski l l s were enhanced through the

experiences of my internship.32 3.81 0.47 0% 3% 13% 84%




13b.I was able to col laborate with my mentors and

supervisors to reflect on and improve my teaching. 32 3.91 0.39 0% 3% 3% 94%



Special Education BAE and Post-Baccalaureate Program Survey Section 3 With respect to the extent to which the special education program prepared them relative to the state’s competencies for teachers, mean scores of interns across all items ranged from 3.90 – 4.69, with 69% - 100% of the interns saying they felt well-prepared or extremely well-prepared. The lowest mean score, 3.90, was for the item relating to using technology in planning and encouraging technologically proficient learners. The highest mean score, 4.69, was for the item related to creating a safe and respectful learning environment.


N Mean

Standard

Deviation

Slightly

prepared

or

Not at all

prepared Prepared

Extremely

well

prepared

or

Well

prepared





a.i i i . Integrating reasoning ski l l s (mathematica l , scienti fic

and aesthetic reasoning) across content areas .31 4.00 0.80 3% 16% 81%




personal ized.32 4.53 0.62 0% 6% 94%


individual s tudent needs , cul tura l and l inguis tic

backgrounds and abi l i ty levels .32 4.50 0.62 0% 6% 94%

b.iv. Us ing technology to benefi t your planning and

encourage technologica l ly proficient learners .31 3.90 0.90 6% 19% 74%

c.i . Fostering a learner-centered environment that i s

cul tura l ly respons ive and developmental ly appropriate.32 4.25 0.67 0% 13% 88%


communities .32 4.38 0.75 3% 6% 91%





and diverse society.32 3.97 1.00 9% 22% 69%





Teacher Education Internship Survey Results Fall 2008 ...Teacher Education Internship Survey Results...

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