Chapter 8 : Evaluating Intentional Education Practice in Graduate Programs

Authors

Abeni El-Amin Ph.D., Fort Hays State UniversityFollow

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

DOI

10.4018/978-1-6684-4600-3.ch008

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.

Comments

For questions contact ScholarsRepository@fhsu.edu

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