Check out CSBT Survey Reports
2007 Survey Report
2006 Survey Reports
Data has been collected and research conducted on the effects of WCU NC TEACH alternative entry program on retention:
CSBT Data Collection and Analysis
Employing the Boyer Model of Scholarship, Dr. Lori Unruh, assistant professor in psychology, collaborates with the CSBT Director Janice Holt to analyze the annual survey data. Janice and Lori are currently looking more closely at the effects of induction programs on lateral entry and traditionally prepared teachers.
Western's QEP, Synthesis: A Pathway to Intentional Learning at WCU, is implemented through two applied research projects:
- Engagement of School Psychology Graduate Students in Local School Systems (PSY 622: Academic Settings and Interventions, Dr. Lori Unruh, Instructor) After reviewing the results of the 2007 CSBT online surveys, Dr. Unruh determined that projects focusing on supporting beginning teachers would be beneficial to her students and local school systems.
Working with the CSBT director, Lori identified three WNC systems–Jackson, Macon, and Swain Counties. Students met with beginning teacher coordinators and learned about the academic intervention needs for first-year teachers in that particular county. Based on those conversations, each team developed and facilitated a workshop for beginning teachers.
The response from the beginning teacher coordinators in participating school systems has been very positive. Feedback from first-year teachers indicated that most found the information to be useful in their classroom situations. In addition, reflections written by PSY 22 students indicated that they benefited from the project by learning to use school system needs to develop presentations. It also allowed them to complete an in-depth study of evidence-based interventions.
- Self-efficacy and Related Variables in the First Five years of Teaching. (EDRS 800, Advanced Research Methods, Dr. Meagan Karvonen). The CSBT research coordinator, Dr. Lori Unruh, served as a “client” for a group of students in EDRS 800, fall semester 2008. Through the CSBT online surveys, data have been collected on teacher self-efficacy during the first year in the classroom. This group extended the research by examining the relationship between self-efficacy and classroom practices. They also examined self-efficacy among beginning teachers after their first year of teaching. Results are pending.