Abstract
The purpose of this chapter was to examine whether the six variables of graduate educational quality predict intentional education practice (IEP) (teaching style) in United States graduate university programs. The issue is that graduate student engagement, student satisfaction, and matriculation diminish without IEP. Consequently, current performance measures of graduate higher educational programs illuminate issues in processes within instruction, quantity of trained instructor mentors, professional support networks, and existing programming, which may need improvement. Indeed, past researchers have noted limitations in higher educational and graduate school environments. Performance measurement variables impact long-term institutional effectiveness and remain largely unknown within educational institutions. However, some studies have noted IEP may be used as a variable to impact teaching effectiveness.
Document Type
Book Chapter
Source Publication
Elevating Intentional Education Practice in Graduate Programs
Version
Published Version
Publication Date
1-1-2023
First Page
160
Last Page
176
Rights
© 2023, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
Recommended Citation
El-Amin, A. "Evaluating Intentional Education Practice in Graduate Programs." Elevating Intentional Education Practice in Graduate Programs, edited by Abeni El-Amin, IGI Global, 2023, pp. 160-176. https://doi.org/10.4018/978-1-6684-4600-3.ch008
Comments
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