This research study examined 394 K-12 teacher interns' incorporation of multicultural content and theory into their teaching practices during a 16-week internship in schools, mostly located within a 30-mile radius of Mississippi State University. The teacher interns had completed all coursework and practicum hours required by their teacher education program. As part of their duties, the mentor teachers evaluated the interns' incorporation of multicultural content and theory, using two indicators from the Teacher Intern Assessment Instrument: "Uses knowledge of students’ backgrounds, interests, experiences, and prior knowledge to make instructions relevant and meaningful" and “Incorporates diversity, including multicultural perspectives into lessons”. To conduct the study, the researcher used descriptive and causal comparative research designs. Results from the paired- sample T-tests indicated a statistically significant difference between initial and final mean scores for both indicators. The Cohen's d effect size indicated the 16-week internship had a large affect on the scores provided by the mentor teachers for the 394 K-12 teacher interns. Findings from the study indicated improvement in the interns' overall incorporation of multicultural content and theory into their teaching practices. As a result of the findings from this study, the researcher recommended that professors and instructors increase the number of assignments, which provide opportunities for pre-service teachers to plan and demonstrate the incorporation of multiculturalism into their teaching practices. The researcher also recommended that facilitators of professional development from the Office of Clinical Field-based Instruction and Licensure increase the amount of time spent on the incorporation of multiculturalism and diversity.

Although there is an extensive amount of literature on the developmental stages of beginning therapists and the challenges they face, little is known about one of their most difficult challenges; transferring theory learned in class to their practice. This study is a qualitative look at how beginning therapists learn to apply theory to their practice. Ten students who were beginning therapists with at least 75 hours of client contact hours were interviewed from four different universities with accredited marriage and family therapy programs. The study was conducted using a phenomenological perspective to explore how beginning therapists begin to apply theory to their practice. Using the constant comparison method of analysis, five major themes emerged from the interviews as well as a general developmental process that help to describe how beginning therapists apply theory to their practice. The main themes found include before seeing clients, early process of theory application, what was helpful, later process of theory application and a reflection of that process. Implications for beginning therapists and training programs as well as future research are indicated. / Master of Science

The field practicum is designed to offer students the opportunity to integrate knowledge and practice prior to graduation; however, students continue to lack the ability to connect theory to practice within the field practicum. The purpose of this qualitative case study was to explore the beliefs, attitudes, and perspectives of social work students regarding the application of theory to practice within the field practicum. The conceptual framework included concepts of empowerment, empowerment theory, and social constructivism. The research question addressed how social work students at a local university described the issues related to connecting theory to practice within the field practicum. Data collection involved interviews with 6 social work practicum students, observations, and document analysis. Data were coded and analyzed to identify 4 themes: learned theories, concerns, theory to practice, and student beliefs related to theory and practice. Findings confirmed students' inability to connect theory to practice. Findings were used to develop a project incorporating simulated learning environments in social work curricula to increase the connection of theory to practice. Findings may be used to enhance students' ability to integrate theory into practice, which may strengthen the profession of social work through improved service delivery at local, state, national, and global levels.

Ive Got the Power!: Investigating Pre-service Special Educators Perceptions and Abilities to Teach Reading to Students with Disabilities Tandria Milagno Callins M.S., CCC-SLP ABSTRACT This study, through a multiple case study approach, was designed to investigate how pre-service special educators were empowered to teach reading to students with disabilities during their final internship. A developmental-constructivism theoretical framework guided this study in order to examine how a teacher preparation program prepared a six-member cohort of pre-service special educators in the areas of efficacy, competency, and preparedness. Based on the principles of developmental-constructivism, the researcher investigated whether or not these pre-service special educators became more empowered in the areas of efficacy, competency, and preparedness through active-learning and hands-on opportunities. The researcher employed a concurrent mixed-method design for data collection and analysis. To complement the quantitative data from the surveys, the qualitative data from the interviews were collected in order to provide support, to explain, and to account for discrepancies in the data. The levels of empowerment were measured by the differences between self-reported data on pretest and posttest measures on the Teacher Sense of Efficacy Scale (TSES), Special Education Competency Scale (SECS), and Preparedness to Teach Reading Survey (PTRS). Videotaped observations of each pre-service special educator teaching a reading lesson were collected and analyzed to determine the percentage of observable reading practices. Results included both increases and decreases in perceptions of empowerment on the TSES, SECS, and PTRS. The pre-service special educators were able to demonstrate approximately 50-65% of the reading competencies on the reading observation rubric. The results also revealed gaps between self-perceptions and actual practices among the participants. Institutional barriers such as student behaviors and the mentor/mentee relationship accounted for most of the gaps observed between beliefs and practices.

Syftet med denna studie är att belysa hur nyutbildade förskollärare upplever sig rustade för mötet med barns socioemotionella utveckling mot de krav som de har mött i förskolans verksamhet. Förskolan har under de senaste 50-åren förändrats vilket ställer ökade krav på förskollärarens kapacitet. Det ställer även krav på samarbetet inom arbetslaget där samverkan och förhållningssätt blir avgörande för den pedagogiska kvaliteten i förskolan. I studien används en kvalitativ forskningsmetod bestående av intervjuer med nyutbildade förskollärare. Genom att välja denna metod kunde vi synliggöra deltagarnas upplevelser och åsikter. Resultaten tyder på att de nyutbildade förskollärarna inte fullt ut känner sig förberedda för att möta och stödja barns socioemotionella utveckling i förskolan. Följden av bristande samverkan mellan utbildning och verksamhet kan resultera i att barnen i förskolan inte erbjuds de förutsättningar som krävs för att kunna lyckas. Resultaten synliggör en önskan och ett behov av en mer praktiknära utbildning för att stärka den pedagogiska kvaliteten och motverka pedagogiska begränsningar i förskolans verksamhet. / The purpose of this study is to highlight how newly trained preschool teachers feel they are equipped to deal with children's socio-emotional development against the demands they have encountered in preschool. The preschool has changed over the past 50 years, which increases the demands on the preschool teacher's capacity. It also places demands on the collaboration within the work team, where consensus and approach become decisive for the pedagogical quality in the preschool. The study uses a qualitative research method consisting of interviews with newly graduated preschool teachers. By choosing this method, we were able to make the participants' experiences and opinions visible. The results indicate that the newly qualified preschool teachers do not feel fully prepared to meet and support children's socio-emotional development in preschool. The consequence of a lack of cooperation between the education and the preschool practice can result in the children in preschool not being offered the conditions required to be able to succeed. The results visualize a desire and a need for a more practical education to strengthen pedagogical quality and counteract pedagogical limitations in the preschool's activities.

The purpose of this study is to examine the challenges and support for newly graduated social workers during their first two years of professional practice and how this relates to work introduction and professional organization. Previous research indicates that the transition from social work education to becoming a social worker within social services is challenging. Newly graduated social workers require careful introduction and support from experienced colleagues to feel confident in their role. Improved introduction and more tailored support can facilitate the transition to the work. This study focuses on the experiences of newly graduated social workers during the initial professional period. In this study, the theories of symbolic interactionism "I" and "Me", dynamic development process, and reflective practice are used to understand the interaction and socialization within the professional role as social worker. The method used in this study is a qualitative approach to understand the experiences of newly graduated social workers in their professional life. The results of this study indicate a significant change and an overwhelming sense of responsibility compared to the time spent in education. Furthermore, shortcomings in educational preparation for practical work, especially in authority exercises, are highlighted. Practical experience, including internships within social services, facilitates the transition and boosts the confidence of newly graduated social workers. Challenges identified in this study include high workload, uncertainty in client work, and managing prejudices and expectations from clients. The results also show that support from colleagues, supervisors, and training is crucial for professional development. Requests for longer, more structured introductions and reduced workload are emphasized to improve the transition to professional life and promote well-being.

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