Examining the Effectiveness of the Remote Observation of Graduate Interns

Hartshorne, Richard; Heafner, Tina; Petty, Teresa

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Examining the Effectiveness of the Remote Observation of Graduate Interns

Hartshorne, R., Heafner, T. & Petty, T. (2011). Examining the Effectiveness of the Remote Observation of Graduate Interns. Journal of Technology and Teacher Education, 19(4), 395-422. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/33187.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 19, Issue 4, October 2011
Society for Information Technology & Teacher Education Chesapeake, VA

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Table of Contents

Authors

Richard Hartshorne, Tina Heafner, Teresa Petty, University of North Carolina at Charlotte, United States

Abstract

With teacher shortages in both general and critical needs areas and constricting operating budgets, it is important for Colleges of Education to develop methods of providing alternative certification programs to reach larger segments of the population. One method of increasing the scope of potential preservice teachers is through the development of an online certification program. However, with such a program, a number of challenges related to effectively monitoring student’s classroom teaching experiences exist. This study examined the results of a project providing interns with two forms of a technology-mediated, remote observation program with the objective of overcoming cost-related barriers to geographic dispersion of interns, while maintaining quality controls. In this paper, we will discuss the design, development, and implementation of this program. Specifically, we will compare issues related to intern satisfaction, observer satisfaction, learning effectiveness, and cost-effectiveness for both face-to-face and remote graduate intern observations. In addition, we will explore similarities and differences in two alternatives to remote observations, synchronous and asynchronous, as possible solutions for cost-effective expansion of teacher licensure programs.

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References

Arbaugh, J. B., & Benbunan-fich, R. (2005). Contextual factors that influence aLn effectiveness. In S. R. Hiltz & R. Goldman (eds.), Learning together online: Research on asynchronous learning networks (pp. 123-144). Mahwah, nJ: Lawrence erlbaum.
Bush, G. W. (2004, March). Fact sheet: New No Child Left Behind flexibility: Highly qualified teachers. Retrieved from http://www.ed.gov/nclb/methods/teachers/hqtflexibility.pdf
Edens, K. M. (2001). Brining authentic K-12 classrooms and teachers to a university classroom through videoconferencing. Journal of Computing in Teacher Education, 17(3), 26-31.
Fideler, E., & Haselkorn, D. (1999). Learning the ropes: Urban teacher induction programs and practices in the United States. Belmont, Massachusetts: Recruiting new teachers, inc.
Flynt, S. W., & Morton, R. C. (2009). The teacher shortage in america: Pressing concerns. National Forum of Teacher Education Journal, (19)3, 1-5.
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of grounded theory: Strategies for qualitative research. New york: aldine de Gruyter.
Heafner, T., Petty, T., & Hartshorne, R. (2009, March). The remote observation of graduate interns: sharing lessons from the field. In R. Weber, K. Mcferrin, R. Carlsen, & D. A. Willis, (eds.), 2009 Society for Information Technology and Teacher Education Annual: Proceedings of SITE2009 (pp. 1198-1201).
Hussar, W. J. (1999) Predicting the need for newly hired teachers in the United States to 2008–09. National center for education statistics. Retrieved from http://nces.ed.gov/pubs99/1999026.pdf
Knight, S. L., Pedersen, S., & Peters, W. (2004). Connecting the university with professional development school: Preservice teachers’ attitudes toward the use of compressed video. Journal of Technology and Teacher Education, 12(1), 139-154.
Lehman, J. D., & Richardson, J. (2007). Linking teacher preparation programs with k-12 schools via video conferencing: Benefits and limitations. Paper presented at the annual meeting of the american education Research association, chicago, iL. Retrieved from http://p3t3.education.purdue.edu/aeRa2007_Videoconf_Paper.pdf
Mcdevitt, M. A. (1996). A virtual view: classroom observations at a distance. Journal of Teacher Education, 47(3), 191-195.
Moore, J. (2002). Elements of quality: The Sloan-C Framework. Needham, Ma: sloan center for online education.
National center for education statistics. (2007, January). Teacher attrition and mobility: Results from the 2004-05 teacher follow-up survey (nces 2007307). Retrieved from http://nces.ed.gov
Northwest educational technology consortium. (2005). Overview of technology integration in schools. Retrieved from http://www.netc.org/images/pdf/tech. Integration.pdf
O’connor, D. (2003). Application sharing in K-12 education: teaching and learning with Rube Goldberg. TechTrends, 47(5), 6-13.
O’connor, K. A., Good, A. J., & Greene, H. C. (2006). Lead by example: the impact of teleobservation on social studies methods courses. Social Studies Research and Practice, 1(2), 165-178.
Smith, S. (2003). Online video conferencing: an application to teacher education. Journal of Science Teacher Education, 18(3), 62-65.
Yasin, S. (1998). Teacher shortages across the nation: implications for scdes. Briefs, 19 (12), 1.
Yasin, S. (1999). The supply and demand of elementary and secondary school teachers in the United states. Washington, dc: eRic clearinghouse on teaching and teacher education. (eRic document Reproduction service no. Ed436529).

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Arbaugh, J. B., & Benbunan-fich, R. (2005). Contextual factors that influence aLn effectiveness. In S. R. Hiltz & R. Goldman (eds.), Learning together online: Research on asynchronous learning networks (pp. 123-144). Mahwah, nJ: Lawrence erlbaum.

[2] Bush, G. W. (2004, March). Fact sheet: New No Child Left Behind flexibility: Highly qualified teachers. Retrieved from http://www.ed.gov/nclb/methods/teachers/hqtflexibility.pdf

[3] Edens, K. M. (2001). Brining authentic K-12 classrooms and teachers to a university classroom through videoconferencing. Journal of Computing in Teacher Education, 17(3), 26-31.

[4] Fideler, E., & Haselkorn, D. (1999). Learning the ropes: Urban teacher induction programs and practices in the United States. Belmont, Massachusetts: Recruiting new teachers, inc.

[5] Flynt, S. W., & Morton, R. C. (2009). The teacher shortage in america: Pressing concerns. National Forum of Teacher Education Journal, (19)3, 1-5.

[6] Glaser, B. G., & Strauss, A. L. (1967). The Discovery of grounded theory: Strategies for qualitative research. New york: aldine de Gruyter.

[7] Heafner, T., Petty, T., & Hartshorne, R. (2009, March). The remote observation of graduate interns: sharing lessons from the field. In R. Weber, K. Mcferrin, R. Carlsen, & D. A. Willis, (eds.), 2009 Society for Information Technology and Teacher Education Annual: Proceedings of SITE2009 (pp. 1198-1201).

[8] Hussar, W. J. (1999) Predicting the need for newly hired teachers in the United States to 2008–09. National center for education statistics. Retrieved from http://nces.ed.gov/pubs99/1999026.pdf

[9] Knight, S. L., Pedersen, S., & Peters, W. (2004). Connecting the university with professional development school: Preservice teachers’ attitudes toward the use of compressed video. Journal of Technology and Teacher Education, 12(1), 139-154.

[10] Lehman, J. D., & Richardson, J. (2007). Linking teacher preparation programs with k-12 schools via video conferencing: Benefits and limitations. Paper presented at the annual meeting of the american education Research association, chicago, iL. Retrieved from http://p3t3.education.purdue.edu/aeRa2007_Videoconf_Paper.pdf

[11] Mcdevitt, M. A. (1996). A virtual view: classroom observations at a distance. Journal of Teacher Education, 47(3), 191-195.

[12] Moore, J. (2002). Elements of quality: The Sloan-C Framework. Needham, Ma: sloan center for online education.

[13] National center for education statistics. (2007, January). Teacher attrition and mobility: Results from the 2004-05 teacher follow-up survey (nces 2007307). Retrieved from http://nces.ed.gov

[14] Northwest educational technology consortium. (2005). Overview of technology integration in schools. Retrieved from http://www.netc.org/images/pdf/tech. Integration.pdf

[15] O’connor, D. (2003). Application sharing in K-12 education: teaching and learning with Rube Goldberg. TechTrends, 47(5), 6-13.

[16] O’connor, K. A., Good, A. J., & Greene, H. C. (2006). Lead by example: the impact of teleobservation on social studies methods courses. Social Studies Research and Practice, 1(2), 165-178.

[17] Smith, S. (2003). Online video conferencing: an application to teacher education. Journal of Science Teacher Education, 18(3), 62-65.

[18] Yasin, S. (1998). Teacher shortages across the nation: implications for scdes. Briefs, 19 (12), 1.

[19] Yasin, S. (1999). The supply and demand of elementary and secondary school teachers in the United states. Washington, dc: eRic clearinghouse on teaching and teacher education. (eRic document Reproduction service no. Ed436529).

Examining the Effectiveness of the Remote Observation of Graduate Interns

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