A sequential mixed-methods study of a technology-enabled support system promoting student-to-teacher success

ABSTRACT

In this study, researchers conducted an examination of the consequences, both positive and in need of improvement, of a large college of education’s student support process (SSP). The SSP was put in place by college of education leaders in order to better support the teacher education students enrolled throughout its teacher education program, through both their coursework and student teaching experiences. Researchers used multiple methods to examine the SSP’s purposes and objectives, the SSP’s strengths and challenges, and the typical students being served via the SSP (e.g. in terms of demographics, also to understand impacts). Researchers collected and analyzed institutional data as well as data derived via the self-reported perspectives of faculty and staff engaged throughout all stages of the SSP. Findings are offered, as are implications for internal as well as external audiences including but not limited to college of education faculty, staff, and leaders, potentially within and well beyond the United States (US).

KEYWORDS:

• Institutional processes
• student support
• student teaching
• teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. see https://studentprivacy.ed.gov/faq/what-ferpa

Additional information

Funding

This study was not funded by any agency, and no authors had any financial interest or potential benefits that may have arisen from the direct applications of this research.