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001 ocn847757266;

003 OCoLC;

005 20141212054337.0;

006 m o d ;

007 cr bn|||||||||;

008 130612s2013 ncua obm 000 0 eng d;

035 a| (Sirsi) o847757266;

035 a| (OCoLC)847757266;

043 a| n-us---;

049 a| EREE;

090 a| LB2157;

100 1 a| Bilbro-Berry, Laura.?| UNAUTHORIZED;

245 13 a| An analysis of persistence factors of 2+2 university center teacher education students /c| Laura Bilbro-Berry.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2013.;

300 a| 256 pages :b| illustrations, digital, PDF file;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed. D.c| East Carolina Universityd| 2013.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Crystal Chambers.;

500 a| Title from PDF t.p. (viewed July 30, 2013).;

520 3 a| The issue of teacher shortages across the state and nation, especially in rural areas, is a complex one. The disparity between the number of teachers produced and what is needed to fill classrooms across the nation in states where student populations are growing is exacerbated by issues of attrition of current educators. Mandates for production of new teachers have led institutes of higher education to engage in partnerships with community colleges to create another avenue for teacher production. The creation of the 2+2 university center teacher education model involves partnerships with community colleges and four-year institutions to provide access to education degrees in rural areas. Research on the 2+2 university center teacher education model has focused upon creation of the model, comparability of enrolled students and traditional on campus students, and production of graduates as an outcome measure of success. The present study examined persistence factors of a population of 2+2 university center students by exploring demographic characteristics, attitudes about academic and social integration, and performance outcome measures. An understanding of the factors that best motivate students to persist and be successful within the 2+2 university center teacher education model was the goal of the research such that information gleaned can be a first step in the development of a retention plan for the 2+2 university center model within teacher education and other similar programs within higher education settings.;

504 a| Includes bibliographical references.;

650 0 a| Student teachersz| United States.=| ^A247077;

650 0 a| Teachersx| Supply and demandz| United States.=| ^A1019562;

650 0 a| Teachersx| Training ofz| United States.=| ^A374629;

653 a| Higher education;

700 1 a| Chambers, Crystal Renée.=| ^A1050343;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/1749;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3321475;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3321475-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/12/2013x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3321475-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/12/2013x| ETDz| HERESOURCE;

An analysis of persistence factors of 2+2 university center teacher education students / Laura Bilbro-Berry.

Author/creator	Bilbro-Berry, Laura
Other author	Chambers, Crystal Renée.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2013.
Description	256 pages : illustrations, digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Student teachers--United States. Teachers--Supply and demand. --United States. Teachers--Training of. --United States.

Summary	The issue of teacher shortages across the state and nation, especially in rural areas, is a complex one. The disparity between the number of teachers produced and what is needed to fill classrooms across the nation in states where student populations are growing is exacerbated by issues of attrition of current educators. Mandates for production of new teachers have led institutes of higher education to engage in partnerships with community colleges to create another avenue for teacher production. The creation of the 2+2 university center teacher education model involves partnerships with community colleges and four-year institutions to provide access to education degrees in rural areas. Research on the 2+2 university center teacher education model has focused upon creation of the model, comparability of enrolled students and traditional on campus students, and production of graduates as an outcome measure of success. The present study examined persistence factors of a population of 2+2 university center students by exploring demographic characteristics, attitudes about academic and social integration, and performance outcome measures. An understanding of the factors that best motivate students to persist and be successful within the 2+2 university center teacher education model was the goal of the research such that information gleaned can be a first step in the development of a retention plan for the 2+2 university center model within teacher education and other similar programs within higher education settings.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Crystal Chambers.
General note	Title from PDF t.p. (viewed July 30, 2013).
Dissertation note	Ed. D. East Carolina University 2013.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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An analysis of persistence factors of 2+2 university center teacher education students / Laura Bilbro-Berry.

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