This paper proposes a model for implementing a college wide initiative designed to promote student competence with essential learning outcomes. This mixed-methods study combined descriptive and qualitative approaches to explore experiences of students and faculty as they engaged in a project that focused on the integration of essential learning outcomes (ELOs), The researchers relied on the use of descriptive statistics and interpretive phenomenological analysis to explore the phenomena that emerged while the faculty participants in this study engaged in a collaborative study group designed to support instructional pedagogy with the integration of ELOs and students’ experienced competence. Six themes emerged from the focus on ELO integration, including connection, awareness, utility, reflection, intention and facilitation. Additionally, using a student survey of self-perceived ELO competence from the beginning to the end of the semester, researchers found a difference in student ratings of 0.25, (p ≤ 0.05), suggesting an increase in student ELO competence. The findings support the importance of the themes identified and propose a model for successful ELO integration.
The study investigated the characteristics of instruction and assessment used by instructors in teacher education courses that foster student competencies as perceived by students. The sampling method used to collect the sample of instructors and their courses was purposive, nonprobability sampling. Student participants included those that were currently registered in classes of the respective instructors. A qualitative analysis of the data collected revealed that instructors used a variety of competency-based educational practices in their instructional and assessment tasks and that students perceived themselves as competent in the areas identified by the Teacher Education Accreditation Council (2009) as standards for student competencies in teacher education courses.
This study reports on the value of teaching preservice teachers in an authentic setting. Outcomes suggest that the situated learning setting was more effective to the acquisition of content and pedagogy and increasing essential skill competence than when courses are offered in a more traditional format of lecture and discussion.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.