The Culture of Cohorts: Preservice teacher education teams at a southeastern University in the United States

Abstract

The cultures of elementary and early childhood preservice teacher education cohorts or teams are examined. Qualitative analyses yielded both positive and negative elements of team cultures. In¯uences on team cultures that emerged were: (a) the family-like context of teams, (b) the differential treatment given to some classmates, (c) the formation of cliques, (d) group pressure, (e) cooperative assignments, (f) professors, and (g) team supervisors. Analyses revealed congruence among the diverse voices in support for the cohort structure, but congruence also in noting serious and recurring problems across some teams. Recommendations are given for university, college, and team level support.

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

“…In short, the culture of cohorts can be very positive or negative (Kelly and Dietrich 1995;Radencich et al 1998;Sapon-Shevin and Chandler-Olcott 2001). The contradictory findings attest to the complexity of learning communities and the challenges that researchers face in assessing them whether due to sampling, measurement, or definition issues.…”

The Evolving Meaning and Influence of Cohort Membership

“…In general, research conducted on cohort formats has suggested that they have the potential to fulfill students' need for affiliation in an educational context, and several cohort studies (Radencich et al, 1998;Roberts, 1993;Sprague & Norton, 1999) have described the extent to which affiliation needs have been met with the development of family-like bonds or strong emotional ties between cohort members. The emergence of strong emotional ties has been linked to positive student outcomes, including reduced attrition (Reynolds & Hebert, 1998) and an increased sense of emotional support (Norris & Barnett, 1994).…”

Peer Cohorts and the Unintended Consequences of Freshman Learning Communities

“…The unintended features of the FLC arise in the internal dynamics of this peer cohort, and the relationship between the peer cohort and the teaching faculty. These dynamics have been reported in previous research on student cohorts in various education programs (Barnett et al 2000;Maher, 2004;Radencich et al 1998;Sapon-Shevin and Chandler-Olcott 2001;Teitel 1997). This literature tends to be more descriptive than analytical in its explication of the source of these cohort dynamics.…”

“…This can manifest itself in collective opposition, resistance, and recalcitrance as has been reported among other student cohort groups (Barnett et al 2000;Maher 2004;Radencich et al 1998;Sapon-Shevin and Chandler-Olcott 2001;Teitel 1997). It can mean a normative order that is dictated more by the peer cohort than academic protocol.…”

“…First, the belief in the inherent morality of the group combined with the illusion of unanimity gives students the impression that their position and perspective on a particular matter is unassailable and shared by all. This can pertain to a group's opinion about an assignment, reading, form of evaluation, or faculty member (Barnett et al 2000;Maher 2004;Radencich et al 1998). When students develop strong attitudes in opposition to any of these various aspects of the course, there will be negative consequences for student-faculty relations and the assessment of the instructor's performance (Eder and Enke 1991).…”