Impact Of Graduate Program Delivery Models On Teacher Candidates Success And Perception

Abstract

In recent years the demographics of individuals pursuing teacher certification has changed. Many individuals with a bachelors degree who are interested in a change of career pursue teaching after receiving a college degree in areas other than teacher certification. Institutions of higher education have made a distinction between their traditional 18 to 22 year old college students and those career changers seeking teacher certification with a completed degree, life experience, and sometimes even experience in the classroom as a substitute teacher or teachers aid, or even a teacher. There are graduate programs designed for these post baccalaureate candidates leading to a degree and certification. In an effort to increase the retention of these non-traditional students and to ensure their success in achieving their goal of becoming a teacher, institutions of higher education have adopted different models of program delivery for non-traditional post-baccalaureate students. One such option of is cohort models in higher education. On some campuses candidates have the option of pursuing their education in a cohort model or traditional model. Does the model of program delivery make a difference in candidates success in achieving their goal of becoming a teacher? Does the model of delivery impact candidates perception about their educational experience? The questions investigated in the research are whether or not there is a difference in performance of students who complete the program in cohort model with those completing the program in traditional model and whether there is a difference of perception of the program between the two groups completing the program.