The problem of this study was to investigate the effect of an in-service program utilizing Benjamin S. Bloom (Ed.) and others' Taxonomy of Educational Objectives, Handbook I: Cognitive Domain (Bloom's Taxonomy) on (1) the self-concept of experienced secondary English teachers and social studies teachers, (2) the cognitive level of test items on teacher-made examinations, and (3) the attitude changes toward school subjects as rated b students.

The purpose of this study is to determine the effects of three different types of in-service or preservice training on the attitudes of sixth-grade teachers in selected Texas school districts toward the "new" social studies. The types of preparation compared are the following: completion of a social studies methods course within the last two years, attendance at a social studies in-service training session at least three hours in length within the past year, a major or minor in one of the social science disciplines, or combinations of these. Additional variables such as age, teaching experience, classroom organization, degrees held, and textbooks being used are also considered. Three hundred twenty-four respondents from thirteen school districts completed a two-part questionnaire. Part A seeks biographical, educational, and experiential information. Part B contains thirty-nine statements about social studies education to which the participants respond on a six-point Likert-type scale. Data are treated with a one-way analysis of variance, and hypotheses are retained or rejected at the .05 level of significance. When a significant F-ratio is found on data having more than two groups, the Fisher's t for multi-type comparisons is applied to determine where the significant differences occur.

The diploma thesis will deal with options of the use of Masaryk's heritage in Social studies. It focuses both on didactics and the insight of his heritage. Moreover, educational aims will be considered as well as key competences from the Framework Education Programme for Grammar schools.

O objetivo deste trabalho é apresentar o debate sobre o ensino de Geografia durante os anos 80 no Brasil, usando a noção de programa do filósofo francês Alain Badiou. Com isso, pretendemos identificar os pontos de discussão do ensino, entendendo-os como imperativos da pauta política concreta que a Educação experimentava durante aquela década. Nossa intenção com isso é apresentar uma outra narrativa do ensino da Geografia, além da que aparece na maioria dos trabalhos acadêmicos, durante o movimento de Renovação Crítica, em que este tema apareça como questão prioritária mediante as políticas de Estado como os Estudos Sociais, a questão curricular e o papel da escola na construção da sociedade brasileira. Para isso, foram feitas consultas ao acervo documental da Associação dos Geógrafos Brasileiros (AGB) na busca de fontes primárias. Partimos dos referenciais da história social das ideias, usando os conceitos de ideia pedagógica e ideia educacional, do educador Demerval Saviani, e de ideologia, dos sociólogos marxistas Henri Lefebvre e Michael Lowy. Como resultados, verificamos que a década de 80 pode ser distinguida em dois momentos: de 1980 a 1986, encontramos um grande movimento de debates e articulações com a categoria docente da escola básica via ação institucional da AGB e a militância de área da Geografia. Esse conjunto de discussões ganha acúmulo e maior sistematização teórica na segunda metade da década, ao mesmo tempo que surge como fórum nacional privilegiado dos professores de Geografia, o encontro denominado Fala Professor. / The aim of this work is to present the debate about the teaching of geography during the 80s in Brazil, using the French philosopher Alain Badiou\'s notion of program. Thereby, we intend to identify the points of discussion of teaching, understanding them as imperatives of the concrete political agenda that Education experimented during that decade. Our intention is to present another narrative of the teaching of Geography, in addition to the one that appears in most academic works, during the Critical Renewal movement in which this theme appears as a priority issue through State policies such as Social Studies, curriculum and the role of school in the construction of Brazilian society. For this, we inquire the documentary collection of the Associação dos Geógrafos Brasileiros (AGB) in search for primary sources. We start from references of the social history of ideas, using the concepts of pedagogical idea and educational idea from the educator Demerval Saviani, and ideology from the Marxist sociologists Henri Lefebvre and Michael Lowy. As a result, we show that the 1980s distinguishes itself into two moments: from 1980 to 1986, we find a great movement of debates and articulations with the basic schoolteachers category through AGB\'s institutional action and Geography\'s militancy. This set of discussions builds up and acquires greater theoretical systematizing during the second half of the decade, while at the same time emerges as a privileged national forum for teachers of Geography, the meeting called Fala Professor.

Made available in DSpace on 2016-04-29T13:31:13Z (GMT). No. of bitstreams: 1 Marta Lucia da Silva.pdf: 1361056 bytes, checksum: 38e25ba20eaa7ef7463fa52b548fcd96 (MD5) Previous issue date: 2014-10-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation integrates the research group at the Center for the Study of Gender, Race and Age (NEGRI), Pontifícia Universidade Católica de São Paulo PUC - SP, coordinated by Fúlvia Rosemberg, who has been studying the process of social construction of childhood in Brazil investigating the invisibility of babies and questioning public policies relating to education and care in the context of childcare. Your goal is to describe and interpret speeches by three black women / black, mothers of babies belonging to urban, middle class residents in São Paulo, on education and care of children 0-3 years of age. Adopted the theoretical framework of social studies of childhood that assisted in the analyzes and interpretations that depart from conceptions of childhood as a social construction, the child as a social actor and subject of rights. He leaned in studies of race relations in Brazil that provide an understanding of racial and social inequalities that characterize Brazilian society. The project was approved by the Ethics Committee Platform via Brazil. The mothers signed a consent form for performing, recording, transcription and use of interviews. The transcription of the interviews was analyzed using content analysis techniques with thematic focus. The main results were that babies appear to be still developing, fragile, dependent adults who require more intense and specific care. The public daycare option appears as positive education and care as a duty of the State and baby right as a citizen. The actors involved in this research point: the judicialization this search for vacancies in nursery for babies. On topic of race relations and the nursery appeared differentiated discourses with recognition of racism and inequality between blacks and whites in society and that the claims of the black movement are more directed to the adult world of what to baby / Esta dissertação integra o grupo de pesquisas do Núcleo de Estudos de Gênero, Raça e Idade (NEGRI) da Pontifícia Universidade Católica de São Paulo (PUC-SP), coordenado por Fúlvia Rosemberg, que vem estudando o processo de construção social da infância no Brasil, investigando a invisibilidade do bebê e problematizando as políticas públicas referentes à educação e cuidado no contexto da creche. Seu objetivo consiste em descrever e interpretar discursos proferidos por três mulheres negras/preta, mães de bebês, pertencentes às camadas médias urbanas, residentes no município de São Paulo, sobre educação e cuidado de crianças de até 3 anos de idade. Adotou os aportes teóricos dos estudos sociais da infância que auxiliou nas análises e interpretações que partem de concepções de infância como construção social, de criança como ator social e sujeito de direitos. Apoiou-se nos estudos sobre relações raciais no Brasil que propiciam a compreensão das desigualdades raciais e sociais que caracterizam a sociedade brasileira. O projeto foi submetido e aprovado pela Comissão de Ética via Plataforma Brasil. As mães assinaram um termo de Consentimento Livre e Esclarecido para a realização, registro, transcrição e uso das entrevistas. A transcrição das entrevistas foi analisada mediante técnicas de análise de conteúdo com foco temático. Os principais resultados apresentados foram que os bebês aparecem como sendo um ser em desenvolvimento, frágil, dependente de adultos, que necessitam de cuidados mais intensos e específicos. A creche pública aparece como opção positiva de educação e cuidado, como um dever do Estado e direito do bebê como cidadão. Os atores sociais envolvidos nesta pesquisa apontam: a judicialização dessa busca por vagas em creche para bebês. Sobre tema das relações raciais e a creche apareceram discursos diferenciados com reconhecimento do racismo e desigualdades entre negros e brancos na sociedade e que as reivindicações do movimento negro são mais direcionadas ao mundo do adulto do que ao bebê

Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when taught using technology-supported versus traditional textbook instruction. Mayer's cognitive theory of multimedia learning provided the theoretical foundation for the study. A quasi-­experimental approach with a nonequivalent pretest and posttest comparison group design was used. All 99 5th grade ELL students at an elementary school in the southeastern United States served as the study sample. Pre-existing classroom groups were taught using technology-supported or traditional textbook instruction. Instructional groups' vocabulary test scores were compared using ANCOVA with pretest social studies vocabulary scores serving as the covariate. Results revealed that 5th grade ELL students in the technology-supported instruction group scored significantly higher on the social studies vocabulary posttest as compared to the traditional textbook instruction group. The findings of this study suggest that technology-supported instruction in social studies is an effective teaching approach for ELL students at the 5th grade level. This study could be used to guide future research in the areas of ELL language acquisition, content area learning and comprehension, and equitable instruction for all students.

本研究主要是對三位國小一年級教師的社會科教學進行觀察，以分析她們的課程詮釋與課程運作經驗，並深入理解與探討這些經驗所顯示的意義與教師課程詮釋時的內在世界。具體言之，主要研究目的如下： 一、瞭解教師在生活脈絡下所形成的課程詮釋觀點。 二、分析教師在與環境互動下所採取的教學統整方式。 三、瞭解教師在教學後對教學評量結果所作的省思。 四、探討課程詮釋與課程運作經驗所顯示的意義，及教師課程詮釋時的內在世界。 本研究採取個案研究法，最常用到的是教室觀察、訪談、文件分析、問卷、測驗等方式。研究對象是在同一學校任教一年級的三位教師，學歷分別是師範、師專和師院，曾任教一年級社會科年資是2年、10年和0年，研究時間約為一個多月，以進行社會科一個單元完整的教學觀察。 研究者建構了三位個案報告，並將所有資料加以綜合分析和歸納，以理解三位教師課程詮釋與課程運作經驗所顯示之意義，及教師的內在世界，主要研究發現如下： 一、三位教師的課程詮釋與課程運作經驗 （一）教師的許多課程詮釋觀點，會統合地呈現在對任教課程的理解上。 （二）教師的某些課程詮釋觀點會影響某些教學統整方式。 （三）教師的各種教學統整方式之間相互關連。 二、課程詮釋與課程運作經驗所顯示的意義 （一）教師在課程運作時主體意識的存在，並不為自己所察覺。 （二）教師在課程實施層面所扮演的角色，已不是忠實者，可算是調適者，某部份確實展現了課程締造者的角色。 三、教師課程詮釋時內在的教學需求 教師的教學統整行動是一套為了結合理想與現實的因應策略，大都是為了滿足下列需求：（1）重視課業表現(2)符合教師的人生觀和教育觀(3)因應學生的特性和能力(4)維持良好的常規(5)配合資源和時間等環境因素。這些需求的背後，即是教師心中最期盼的，一個能獲得成就感的成功教學。 / The purpose of this study was to find out what curriculum interpretation and curriculum operation experiences the elementary school teachers have, and to explore the meanings from those experiences, and also to understand the inner worlds of the teachers who interpret the curriculum. The researcher used the case study method. She collected data from observation, interview and test. The subjects of the study were three 1th-grade teachers teaching Social Studies in the same school. There were two years, ten years and zero years in their teaching 1th-grade Social Studies, and also graduated from different level teacher schools. It took more than one month to complete the observations of a whole unit instruction. The researcher wrote up three case reports, and analyzed the meanings of those experiences. The findings of the study were as follows: A. The teachers’ curriculum interpretation and curriculum operation experiences： a) The teacher’s curriculum interpretation perspectives integrated to comprehend the teaching subject. b) Some of the teacher’s curriculum interpretation perspectives influenced some instructional integration methods. c) All of the instructional integration methods were interactively connected. B. The meanings of those experiences： a) The fact that teachers were the subject instead of the object in the curriculum operation was not perceived by teachers. b) In the curriculum implementation process, teachers were not loyal to the curriculum but keep a mutual-adaptation relationship with it. They sometimes even created part of the curriculum. C. The instructional needs on the inner worlds of the teachers： a) Teacher’s needs emphasized the academic expectations. b) Teacher’s needs fit for their life and pedagogical perspectives. c) Teacher’s needs adapted to students’ characteristics and ability. d) Teacher’s needs emphasized maintaining a good classroom control. e) Teacher’s needs considered about instructional resources and time. These needs could be subsumed into the need toward a successful instruction.

鑑於教科書審查規準的建構在建構過程、方法模式、規準結構及規準內容等各方面均未臻理想，本研究透過文獻分析與問卷調查等方法，針對教科書審查規準的建構問題進行研究。除探討教科書審查規準的定義、功能、特質、發展模式等相關概念外，更著重於建構原則的歸納；此外，並以九年一貫課程社會學習領域教科書審查規準為例進行實際建構。研究之主要目的在於為教科書審查規準的建構，奠定理論性的與實證性的基礎，並提出研究所得供各界做為訂定、修訂或研究審查規準之參考。 經由文獻探討，本研究認為審查的實施在我國現階段的教科書發展上具有正當性與必要性，教科書審查規準之主要功能在於可以積極性地輔助審查的執行以及消極性地管制約束審查者，次要功能則是在於可以做為出版業者編輯研發教科書的參照指標，此外亦可發揮做為與公眾對話的共同語言、做為師資培訓參考教材等衍生功能。審查規準的建構，在鉅觀層面的發展模式上，應包括規準建構規劃、規準建構、規準實施、規準檢討評鑑等四大要素，以及相關的規準改革作為與回饋程序；其微觀層面的建構程序，則應包括建構定向、規準設計、規準妥適性驗證、規準修訂、規準定案等步驟及相關的回饋線。在鉅觀與微觀層面的發展與建構模式下，教科書審查規準的建構成為一個循環不斷的動態發展歷程。審查規準的建構及其妥適性的檢核，必須把握或遵循一些技術性與實質性的原則，計有四類十三項。第一類為「與規準建構程序相關的原則」，包括：適當程序原則、專業共議原則；第二類為「與規準基本定位相關的原則」，包括：分科建構原則、審查專用原則、質性處理原則；第三類為「與規準結構相關的原則」，包括：程序區隔原則、必要規準原則；第四類為「與規準內容相關的原則」，包括：廣泛周延原則、適切水準原則、效度原則、具體明確原則、內在標準原則、項目獨立原則等。如果做為事後檢核規準妥適性之用時，則尚應檢視其是否能發揮其預期的功能。 為建構九年一貫課程社會學習領域教科書審查規準，本研究透過教科書角色與功能、課程設計、及閱讀理解等相關研究的啟示，歸納出內容選材、組織結構、教學設計、圖文傳達、物理產製、研發過程等六大項，做為審查規準頂層架構的六個構面，再進一步解析各構面的細部架構。整個規準架構與既有的相關審查或評鑑規準做對照，具有相當的普效性與涵括能力，用以做為教科書審查規準之架構，應是合理而可行的。惟為實際使用，此一理論架構必須一合理的審查作業進程做階段區隔，並以手冊形式詳細闡述各規準項目的定義與審查方法，提供審查人員做為共同的背景知識與評鑑基礎。 為驗證所歸納之審查規準建構原則的妥適性，以及所建構之九年一貫課程社會學習領域教科書審查規準的妥適性，本研究問卷調查方式，諮詢各類專家學者、教師、出版業者，以及文字編輯、美術編輯、印刷、媒體等相關專業人員之意見。諮詢結果發現，在建構原則妥適性方面，其中適當程序原則、專業共議原則、分科建構原則、審查專用原則、程序區隔原則、適切水準原則、效度原則、具體明確原則、內在標準原則、項目獨立原則等建構原則並無太大爭議，至於質性處理原則、必要規準原則、廣泛周延原則等方面，部分諮詢對象抱持不同看法，認為審查規準的建構可以考慮併用質性與量性方式來處理審查結果，可以考慮區分必要規準與一般規準，並可以將部分教科書屬性、成分與研發過程等改由其他評鑑進行處理。基於審查的特質與目的，本研究仍建議應力求維持並遵循上述建構原則，若欲放鬆，則必須有良好的配套措施。 至於九年一貫課程社會學習領域教科書審查規準的妥適性，本研究係依據教科書審查規準建構原則進行檢核。在與規準建構程序、規準基本定位、規準結構相關的原則等方面，所建構的審查規準基本上均能符合。至於與規準內容相關的原則以及是否能發揮預期功能等方面，諮詢對象多半肯定所建構的審查規準能夠符合各該項建構原則，但提出有部分的修訂意見。 最後依據文獻分析的結果與實證研究的發現，本研究針對教科書審查規準的應用、未來建構、未來相關研究等，分別提出若干建議。 / Since there is still some unsatisfactory parts on the constructive process, methodology, structures and contents of screen-and-approval criteria(SAC) of textbooks, this study tries to explore these issues through literature analysis and questionnaire survey. The definition, functions, property, develop-and-construct model and constructive principles of SAC are discussed, and tries to construct SAC for social studies textbook of 1-9 curriculum guideline of compulsory education system is tried. The main purpose of this study is to establish the theoretical and empirical basis for the construction of SAC, and to offer reference for people who is going to construct SAC, modify SAC, or inquire the issues of the construction of SAC in future. The screen-and-approval process of textbook is indispensable to the development of qualified textbooks in Taiwan. The major function of SAC is to assist and to restrain the screen-and-approval process, moreover it can guide the publishers to develop and publish qualified textbooks. SAC can also be a common conversation language between public and screen-and-approval institution, and be a reference material for the teachers who are being training. On the macro-dimension, the development model of SAC should include four elements : planning, constructing, implementing, and evaluating. On the micro-dimension, the construction process of SAC should follow three steps: to decide the approach of the construction of SAC, to design SAC, and to verify the validity of SAC. Through the model and process described above, the construction of SAC forms a dynamic circulating process. For the construction of and the appropriateness verification of SAC, there are 13 principles which can divide into 4 categories that must follow. The first category includes two principles that relate to constructive process that includes: 1.the construction of SAC must arrange some adaptive processes; 2.the construction of SAC must invite some experts and stakeholders to participate. The second category includes three principles that relate to constructive approach : 3.construct a subject-oriented SAC, not a generic type one; 4. construct SAC for screen-and-approval use only, not for all kinds of textbook evaluations; 5.the result of screen-and-approval must display in quality mode. The third category includes two principles that relate to the structure of SAC : 6.SAC must separate to some sections according to the stages of the screen-and-approval process; 7.all SAC must be uncompromising criteria. The fourth category includes six principles that relate to the content of SAC that includes: 8. SAC must contains all criteria that textbook screen-and-approval need to consider; 9.the standard of passing of each SAC must proper; 10.all SAC must be relevant to textbook quality and effectiveness; 11.the implication of each SAC must concrete and clear; 12. SAC must exclude the criteria that relate to practical effectiveness of textbooks; 13.all SAC must exclusive mutually. For the appropriateness verification of SAC, it is necessary to check whether the SAC can function as to assist and to restrain the screen-and-approval process, and to guide the publishers to develop and publish qualified textbooks. In order to construct SAC of social studies textbooks of 1-9 curriculum guideline of compulsory education system, the structure of textbook SAC is established through the discussion or research about the role and function of textbook, curriculum design, and reading comprehension. The upper structure of SAC are constituted by 6 dimensions: content selection, organization structure, instructional design, communicate effectiveness of text and illustrations and tables, physical making-up, and R & D process. Each dimensions includes many criteria items. For practical application, the theoretical structure of SAC should separate to three sections: the complication planning of textbook series, the main components of individual textbook, and the other components of individual textbook. Furthermore, it is necessary to elaborate the definition and evaluative method of each SAC in a booklet, so as to be the background knowledge and evaluation basis for people who screen-and-approval textbooks. This study tries to verify the appropriateness of the constructive principles and SAC of social studies textbooks through consults several professors, teachers, publishers and somespecialists in edition, graphic arts, typography, and courseware. For the appropriateness of constructive principles, most of them are agreed by consultants, but those three principles that the result of screen-and-approval must display in quality mode, all SAC items must to be uncompromising criteria, SAC must contains all criteria that textbook screen-and-approval need to consider, leave some rooms for arguing. Some consultants suggest the result of screen-and-approval can display in both qualitative and quantitative mode, some items of SAC can meet selectively, and some items of SAC are criteria that ought to consider in other situation of textbook evaluation. For the sake of the nature and goal of textbook screen-and-approval, it is suggested tend to persist the three principles above. If the construction of SAC don't follow those three principles, some remedies are needed. For the appropriateness of SAC of social studies textbooks of 1-9 curriculum guideline, it can meet the constructive principles which are relevant to constructive process, approach, and structure. Most consultants agree that the SAC can meet those constructive principles which are relevant to the content and can perform the expectative functions, but some suggestions for revision are offered. Consequently, with the outcomes of literature analysis and the findings of empirical research, some recommendations for the application, construction, research of SAC are made.

<p>Den här uppsatsen behandlar undervisningen i Lag och rätt på högstadiet. Syftet med min uppsats är att undersöka några samhällskunskapslärares syn på sin undervisning i Lag och rätt. Ställda forskningsfrågor är i korthet vad de väljer att undervisa om, hur dem väljer att undervisa om det och deras förhållande till läroboken. I uppsatsen undersöks även om det är någon skillnad mellan mer respektive mindre erfarna lärares syn på lag och rätt undervisningen.</p><p>Jag har gjort en kvalitativ studie med fyra stycken semistrukturerade intervjuer. Två intervjuer med två mindre erfarna samhällskunskapslärare och två intervjuer med två mer erfarna samhällskunskapslärare. Jag har även gjort en mindre jämförande analys mellan vad samhällskunskapslärarna undervisar om i förhållande till läroboken de använder sig av.</p><p>Mitt resultat pekar på att de fyra samhällskunskapslärarna har en rätt så likartad bild över vad som är viktigt att undervisa om i Lag och rätt och sättet att undervisa på. Dock tycker jag mig kunna tyda att de två mer erfarna samhällskunskapslärarna har en vidare syn på området lag och rätt. Samtliga väljer att ha läroboken som en grund att stå på och gemensamt för dem är att de förhåller sig till läroboken avsnitten då läroboken behandlar processen från att ett brott begås till åtal väcks, hur en rättegång går till och olika sorters straff.</p> / <p>This paper deals with the teaching of Justice system in high school. The purpose of my essay is to explore some social studies teachers' views on their teaching of the law. My research questions are about what they choose to teach, how they choose to teach about it and their relationship to the textbook. The essay also examines whether there is any difference between more and less experienced teachers' views on the justice system.</p><p>I have made a qualitative study of four semi-structured interviews: two interviews with two less experienced social studies teachers and two interviews with two more experienced social studies teachers. I have also made a small comparative analysis between what social studies teachers teach according to the textbook they use.</p><p>My results indicate that the four social studies teachers I interviewed have a fairly similar picture of what is important to teach about the Law and Order and the way they teach. However, I seems like that the two more experienced social studies teachers have a broader view of the law area. The four teachers chose to have the textbook as a foundation and common to all is that they relate to the textbook in parts when the textbook deals with the process from when an offense have been committed to the prosecution, the trial, and different kinds of punishment.</p>

Instructional time for social studies in elementary classrooms has decreased since the passage of Goals 2000 and No Child Left Behind, with content contracted to align with reading goals. Consequently, opportunities for preservice teachers to observe and teach social studies lessons have diminished. This qualitative multiple case study examines the practices that preservice teachers develop and apply in making decisions concerning social studies curriculum. Three elementary level preservice teachers who had, or were earning, another degree in addition to their degree in education were participants in the study. The study offers insights into three research questions: 1) How do preservice elementary teachers construct an understanding of the teachings of social studies? 2) What knowledge, beliefs, and attitudes do preservice teachers draw upon as they make decisions about social studies teaching? and 3) How do preservice teachers reflect upon and revise their own teaching of social studies? Data from student-produced texts, interviews, classroom observations, a focus group, and researcher memos were analyzed using an inductive approach drawing on Charmaz's Constructing Grounded Theory (2010) and situational analysis (Clarke,2005). Five factors intersected for each participant in constructing their understandings of social studies instruction: academic background, learning preferences, beliefs and attitudes regarding education, a conception of the teacher's role, and aspects of college coursework in education. The participants' academic background, knowledge of students' prior learning, content standards, curriculum emphasis at school sites, and beliefs about purposes for social studies shaped their decisions about social studies instruction. Each participant reflected on technical aspects of lessons primarily using descriptive language. Reflection considering multiple perspectives and the social and historical contexts for lessons occurred when the participants had academic backgrounds related to social studies fields, or when there were multiple lessons related around a topic. In these cases, reflections demonstrated greater depth and complexity. Participants' opportunities to revise lessons varied. In general, the findings suggest that when background knowledge was related to social studies fields, preservice teachers found alternative ways to approach subject matter and multiple occasions to integrate social studies. This study has implications for the coursework and practicum components of preservice teacher education. / Graduation date: 2012