Details

Autor(en) / Beteiligte

• Stevens, Tara
• Agnello, Mary Frances
• Ramirez, Janie
• Marbley, Aretha
• Hamman, Doug

Titel

Project FUTURE: Opening Doors to Diverse West Texas Teachers

Ist Teil von

• Teacher education quarterly (Claremont, Calif.), 2007, Vol.34 (3), p.103

Ort / Verlag

Caddo Gap Press

Erscheinungsjahr

2007

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• Project FUTURE is one component of a multifaceted approach in the Northwest Texas region to target Hispanic and African-American youth, encouraging them to go through school with a desire to complete education programs leading to professional credentialing in teaching. Project FUTURE inspires students to believe that they can attend Texas Tech University and become teachers through the College of Education. In keeping with the mission and vision of the College of Education, Project FUTURE seeks to create educational, social, economic, and political opportunities by opening doors to all students in West Texas, with an extra effort to include the heretofore excluded. This article describes Project FUTURE and provides information about the underlying theoretical framework and preliminary evaluative information. The evaluative information covers two important issues. First, the results of within subject differences allow the evaluation of change in the participants on specific variables between one FUTURE experience and another. In other words, this information provides feedback concerning participants' efficacy, outcome expectations, goals, and actions in relationship to becoming a teacher and lends insight into Project FUTURE's role in the development of these variables. Unfortunately, without random assignment and the use of comparison groups, one cannot be certain that any observed changes can actually be attributed to the project. Even so, the second important piece of evaluative information, the testing of a theoretical model describing the framework for Project FUTURE, provides support that the FUTURE activities are related to the development of goals and actions to become educators. The credibility of this theoretical model is strengthened by the empirical support found in the current career development literature. (Contains 3 figures, 3 tables, and 1 note.)