Thomas Misco, G. McIntyre, Estevan Molina, Andrea Bennett-Kinne, Michael Hughes
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引用次数: 0
Abstract
Abstract This study analyzed all available teacher preparation program mission statements in the American Association of Colleges for Teacher Education (n = 475) using exploratory sequential mixed methods, intersecting theory with qualitative and quantitative analysis. First, we inductively constructed a five-tiered framework for categorizing mission statements and identified patterns of orientation with varying degrees of commitment to social justice. We then examined specific characteristics (religious affiliation, region, degree of urbanization, public versus private, nonprofit versus for-profit) of each institution using Pearson chi-square statistical tests of homogeneity, Monte-Carlo simulations, and pairwise comparisons using Fisher exact tests. We found that those programs located in urban areas, the Mid East, and Far West regions have a higher frequency of mission statements with justice characteristics when compared to those in rural areas and the Southeast region. However, analysis of religiously-affiliated and secular programs, as well as private and public teacher education institutions, revealed no meaningful frequency differences.
摘要本研究采用探索性序贯混合方法,将理论与定性和定量相结合,分析了美国教师教育学院协会(American Association of Colleges for teacher Education)中所有可用的教师准备计划使命声明(n = 475)。首先,我们归纳构建了一个五层的使命宣言分类框架,并确定了不同程度的社会正义承诺的取向模式。然后,我们使用Pearson卡方同质性统计检验、蒙特卡洛模拟和使用Fisher精确检验的两两比较来检查每个机构的具体特征(宗教信仰、地区、城市化程度、公共与私人、非营利与营利性)。我们发现,与农村地区和东南地区相比,位于城市地区、中东和远西部地区的项目具有更高频率的正义特征的使命陈述。然而,对宗教附属项目和世俗项目,以及私立和公立教师教育机构的分析显示,频率没有显著差异。