Following state legislation mandating corequisite support in lieu of remedial prerequisites for underprepared students, this article tells the story of a specific corequisite program piloted in South Texas. Our model transformed certain sections of our institution's first-year seminar into corequisite courses, which were paired with required…

This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a…

To address the challenge of ensuring the quality of preparation of secondary mathematics and science teachers, this article describes the efforts of the "Academy for Teacher Excellence" (ATE; Flores et al., 2007), which received Transition to Teaching grants to establish the Accelerated Teacher Education Program (ATEP). ATEP's purpose…

The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching…

The purposes of this study were to determine changes in teaching efficacy of student teachers over the course of the student teaching semester and to determine if similar trends occur at different institutions. The population of interest for this study was agricultural science student teachers at Tarleton State University, Texas A&M…

Every child has the right to a highly qualified teacher, yet as a nation we are reluctant to empirically investigate how teacher preparation programs are succeeding. Results from the present study suggested that (a) traditionally certified (TC) teachers felt better prepared than non-traditionally certified (NTC) teachers on communicating,…

Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

The Technology Proficiency Self-Assessment (TPSA) questionnaire was administered to 978 elementary and middle school teachers from Mexico City, and 932 elementary and middle school teachers from the Dallas, Texas, metroplex in the USA, in order to examine self-efficacy similarities and differences for technology proficiency self-appraisals in a…

This study explored the hypothesis that Career Technical Student Organizations (CTSOs) provide a variety of experiences that either directly or indirectly affect three important outcomes of secondary education: achievement, transition to postsecondary education and training, and employability. A pre-post-test comparison study of high school…

Team members of Project DEEP (Documenting Effective Educational Practice) spent almost two years immersing themselves in the daily work of twenty campuses. The common denominator of these institutions is that they all have participated in the National Survey of Student Engagement (NSSE) and have scored better than predicted across some or all of…