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Evaluating Intentional Education Practice in Graduate Programs

Evaluating Intentional Education Practice in Graduate Programs

Abeni El-Amin
Copyright: © 2023 |Pages: 17
ISBN13: 9781668446003|ISBN10: 1668446006|ISBN13 Softcover: 9781668446041|EISBN13: 9781668446010
DOI: 10.4018/978-1-6684-4600-3.ch008
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MLA

El-Amin, Abeni. "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

APA

El-Amin, A. (2023). Evaluating Intentional Education Practice in Graduate Programs. In A. El-Amin (Ed.), Elevating Intentional Education Practice in Graduate Programs (pp. 160-176). IGI Global. https://doi.org/10.4018/978-1-6684-4600-3.ch008

Chicago

El-Amin, Abeni. "Evaluating Intentional Education Practice in Graduate Programs." In Elevating Intentional Education Practice in Graduate Programs, edited by Abeni El-Amin, 160-176. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-4600-3.ch008

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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.

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