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Date of Award

2005

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Fred Muskal

First Committee Member

Dennis Brennan

Second Committee Member

Thomas Nelson

Third Committee Member

Bob Hughes

Abstract

When the CalStateTEACH program first began in September 1999, the program graduated fifty-one percent of candidates within eighteen months. Data suggests that by the September 2001 cohort, the program graduated candidates in eighteen months at a rate of only thirty-two percent. The program graduated more candidates within eighteen months when the program first began, and currently, the longer candidates stay enrolled in the program (past eighteen months) the less likely they are to complete their credential with CalStateTEACH. The purpose of this research study was to identify factors that lead to the decrease in matriculation in the CalStateTEACH program since its inception. The reasons for this phenomenon were considered from both the candidate and faculty perspective in order to draw conclusions which would serve as the foundation for programmatic change to help reverse this trend. “Pioneer” faculty, those who have been with the program since its inception, were interviewed to determine their perspective on the program. Additionally, graduates from the 3A cohort (third year graduating class) were interviewed to collect their perspective on the program. The interview data was evaluated for common themes transcending the two interview groups to determine what the CalStateTEACH program can do to better support increased matriculation. The results of the interview data suggested that both faculty and graduates shared concerns surrounding the amount and flexibility of the program curriculum. Both populations spoke of the importance of the face-to-face component of the program, and felt increased in-person communication opportunities were critical. The significance of the faculty-student relationship was an essential factor in student retention, as were student relationships with their peers. Faculty and students indicated that faculty travel and local proximity to candidates effected student support. Both populations spoke to the effects changing faculty mid-program has on student support and satisfaction. Recommendations for further study include the effectiveness of the new curriculum being launched in September 2004 and its impact on student retention and satisfaction. Further, the effects of students being assigned to one faculty member for the duration of the program must be considered and how it impacts student retention.

Pages

264

ISBN

9780542018077 , 0542018071

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