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This is to certify that the

thesis entitled

A STUDY TO DETERMINE THE EFFECT OF THE INTERVENTION OF
STRUCTURED REFLECTIVE WRITING ON THE
PROFESSIONAL AND PERSONAL DEVELOP-

MENT OF TEACHERS

presented by

Mary K. Kelly

has been accepted towards fulfillment
of the requirements for

Ph.D. Education

degree in

 

 

 

 

Major professor

IXNe October 15, 1979

 

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l \lllllllll L

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'80 I4
[Edi-:3?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A STUDY TO DETERMINE THE EFFECTS
OF STRUCTURED REFLECTIVE WRITING
ON THE PROFESSIONAL AND
PERSONAL DEVELOPMENT OF TEACHERS

BY

Mary K. Kelly

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1979

inte
sup:

and

ABSTRACT

A STUDY TO DETERMINE THE EFFECTS
OF STRUCTURED REFLECTIVE WRITING
ON THE PROFESSIONAL AND
PERSONAL DEVELOPMENT OF TEACHERS

BY
Mary K. Kelly

This study was made to determine the effects of the
intervention of structured reflective writing, followed by
supportive and challenging feedback, on the professional
and personal deve10pment of inservice teachers.

The study was designed to test whether or not the
professional development of teachers, as it was perceived
by Frances Fuller, was effected by this intervention. It
also tested the effect of the intervention upon the closely
related personal development of the participants. This
aspect of the study was based upon the work of the conceptual
developmentalists O. J. Harvey, D. E. Hunt and H. M.
Schroeder; and on that of Jane Loevinger in the area of
ego deve10pment.

The intervention of structured reflective writing
was an adaptation of the works of Sally Glassberg and
B. J. Benham, each of whom found that such writing is an
effective tool for building self-awareness and integration.

Three groups of teachers did structured reflective
writing, in journals, for varying lengths of time, while a

fourth group served as the control group. The writing

gro

and

and

COU

of‘

Mary K. Kelly

assignments were structured so that the teachers were
encouraged to reflect along autobiographical, contemporary,
and speculative lines. It was planned that written feed-
back given to the teachers would provide the challenge

and support needed for their professional and personal
growth.

It was felt that such a dialogue might be an effective
and time-efficient means for attending to teachers' needs
and feelings. As such it would be an intervention which
could be used to advantage by professional development
specialists, university educators and public school personnel.

The formal measures used to determine the effectiveness
of the intervention were:

1. The Teacher Concerns Checklist, Form B (TCCL)

2. The Conceptual Systems Test (CST)

3. The Loevinger Sentence Completion Test, Form 9-62
(LSC)

Analysis of the data collected from the administrations
of the formal instruments was made using one-way analysis of
covariance, thus allowing for initial differences between
the groups. The .05 alpha rate was accepted as a measure
of significance.

Results indicated that the intervention had little
effect on the professional and personal development of
teachers as these were measured by the TCCL, CST, and LSC
respectively.

In addition to the formal measures, a questionnaire

was completed by the participants at the close of the study.

T?

le

Th

kn

a1

pr

CC:

an:

Wh.

do:

DI

an

SQC

Mary K. Kelly

This was done in order to check the teachers' perceptions
of the journal-writing experience.

The favorable results from this questionnaire, plus
the positive subjective observations of the writers and
the researcher, have led to the conclusion that the
intervention was effective in establishing a challenging,
supportive environment in which the professional and
personal development of teachers can occur over time.

Since suCh environments have been shown to be essential
for development to occur, it is important that educational
leaders be trained in ways of establishing these environments.
This study suggests that this training should include a
knowledge base consisting of the works of such develOpment-
alists as Fuller, Harvey and Loevinger. It should also
provide for the development of effective interpersonal and
communication skills. For many, the works of Kagan and Burke,
and those of Gordon would be beneficial in this regard.

In the final analysis, then, the study indicated that
while the intervention of structured reflective writing,
done on a short-term basis, did not greatly effect the
professional and personal development of teachers, it was
an effective way of establishing an environment in which

such growth can ultimately take place.

DEDICATION

To all the Kelly family with thanks
for their support and encouragement.

ii

ACKNOWLEDGEMENTS

Thanks to Dr. Patrick J. DeMarte for his
inestimable assistance; to Drs. Paul Slocum,
Vandel Johnson and Yvonne Waskin for their
guidance; to Dorothy Thar for her efficient
help throughout the study; and to the seventy-
six wonderful teachers, without whose cooper-
ation this study would not have been possible.

iii

III

Iv.

CHAPTER

I.

II.

III.

IV.

TABLE OF CONTENTS

INTRODUCTION

Need for the Study

Purpose of the Study
Significance of the Study
Research Questions for the Study
Organization of the Study

REVIEW OF THE LITERATURE
Professional DevelOpment of Teachers
Fuller: Phases of Teacher Concerns
Studies Related to Fuller's Work
Personal Development of Teachers
Harvey, Hunt and Schroeder:
Conceptual Development
Studies Related to Conceptual
Development
Loevinger: Ego Development
Studies Related to Ego Development
Structured Reflective Writing:
Journals
Summary and Discussion

DESIGN OF THE STUDY

Research Questions

Research Design

Population and Sample
Treatments and Procedures
Instruments and Data Analysis
Summary

ANALYSIS OF RESULTS

Data Analysis and Discussion
Teacher Concerns Checklist
Conceptual Systems Test
Loevinger Sentence Completion Test
Feedback Questionnaire

iv

PAGE

QOU'IN

10
ll
16
18

20

23
26
32

34
47

51

51
51
53
55
57
60

63

64
64
7O
74
79

CHAPTER

Respondent Feedback
Journal Entries

Teacher Concerns - Examples
Conceptual Systems - Examples
Ego Stages - Examples

Summary

SUMMARY AND CONCLUSIONS

Rationale

Design and Methodology

Results

Limitations

Subjective Reactions
Conclusions and Implications
Suggestions for Future Research

BIBLIOGRAPHY

APPENDICES

A. Journal Description

B. Weekly Journal Topics

C. Sentence Completion Test for Women
D. TPR for LSC for Women .

E. Sentence Completion for Men

F. TPR for LSC for Men

G. Teacher Concerns Checklist

H. Feedback Questionnaire

I. Responses to Feedback Questionnaire
J. Program Description: MACT

K. Examples of Weekly Newsletter

PAGE

85
87
87

92
96

98

99
100
101
102
104
109
112

114
122

122
123
128
130
132
134
136
143
144
147
152

TABLE

10

11

LIST OF TABLES

Descriptive Statistics
Teacher Concerns Checklist
(TCCL)

Analysis of Variance (TCCL)
Factor-Liked
Factor-Adequacy
Factor-Role
Factor-Teaching
Factor-Needs

Descriptive Statistics
Conceptual Systems Test (CST)

Analysis of Variance (CST)

Descriptive Statistics

Loevinger Sentence Completion Test
(LSC)

Analysis of Variance (LSC)

Analysis of Feedback Questionnaire

vi

PAGE

66

67
67
68
68
69

72
73

77

78

'80

CHAPTER I

 

Introduction

 

This study was made to determine the effects of the
intervention of structured reflective writing, followed
by supportive and challenging feedback, on the professional
and personal development of inservice teachers.

The study was designed to test whether or not the
professional develOpment of teachers, as it was perceived
by Fuller (1969, 1970), was effected by this intervention.
It also tested the effect of the intervention upon the
closely related personal development of the participants.
This aSpect of the study was based upon the work of the
conceptual systems developmentalists (Harvey, Hunt and
Schroeder, 1961), (Harvey, 1967); and that of Loevinger
in the area of ego development (Loevinger and Wessler,
1970), (Loevinger, 1977).

The intervention of structured reflective writing
was an adaptation of the work of Glassberg (1978) and
Benham (1978), each of whom found that such writing is
an effective tool for building self-awareness and integration.

Three groups of teachers did structured reflective
writing, in journals, for varying lengths of time, during
the 1978-1979 school year. The writing assignments were
structured so that the teachers were encouraged to reflect

along autobiographical, contemporary, and speculative lines.

OC

It was planned that written feedback given to the teachers
would provide the challenge and support needed for their
professional and personal growth.

In order to determine if these kinds of growth
occurred, several questions needed to be answered.

1) Would the use of structured reflective
writing facilitate the growth of teachers through
Fuller‘s Phases of Concerns--from concerns about
self to concerns about pupils?

2) Would the use of the intervention promote
the develOpment of the teachers' conceptual systems
in the direction of more abstractness? That is,
would they become more relative, less concrete,
in their thoughts and actions?

3) Would the teachers who wrote journals show
growth in ego development towards the ultimate goal
of self-actualization?

The study was carried out with four groups of inservice
teachers in Southwest Michigan. Two of the groups were
made up of teachers enrolled in the Master of Arts in
Classroom Teaching (MACT) program. The other two groups

were made up of regular teachers from the area.

Need for the Study

 

Many feel that these are troubled times for the
schools of the United States. They are encountering

pressures from many quarters. Howey, Yarger and Joyce

the
in
or
19
ac

al

(1978) reported that among pressures are demands made
by the public; those stemming from court decisions; and
those resulting from innovative curricular proposals.
In sum, they wrote,

"...many different sources are ready

and willing to describe the role of

a teacher, and they are not necessarily

consistent in their views concerning

what teachers ought to be doing..."

It is small wonder, then, that the key person in

the schools, the teacher, is feeling the pressure, and

in fact, many are showing signs of "Teacher Burnout"

or stress. An issue of the Instructor magazine (January,

 

1979) has been widely circulated and discussed by teachers
across the country. The authors cited loneliness,
alienation, and various physical ailments as being
symptomatic of "Burnout".

Further complicating the matter are economic and
sociological factors of the day, such as problems in
the area of school finance and the declining birthrate.
Concerning these problems, Sergiovanni (1978) wrote,
"We are now in a period of retrenchment, of teacher
surplus, of declining student enrollments, and of economic
slowdown." He saw five major areas for concern:

1. Low teacher turnover can cause grave problems
for the schools.

2. Dissatisfied teachers are less likely to leave
the profession now.

3. Teachers who would like to turn over but can't
are staying on for the wrong reasons.

4. Large numbers of teachers staying on for wrong
reasons can have "serious, adverse effects on
the school and its students."

5. The teachers we have now are the teachers we
will have in the future. Hence, we need to
find ways of keeping teachers "interested,
growing, and highly motivated."

He concurred with Sizer (1973) who wrote, "Any theory
of school reform must start with teachers: they control
the system. Subtle matters---their self-esteem, pride,
loyalty, commitment---are crucial."

His message seems to be clear: interventions which
will increase a teacher's identity, commitment, and
motivation are of prime importance.

Hersh (1978) expressed many of these same concerns.
He felt that staff development is a major concern for
public schools today because while the public's expec-
tations for the school remain high, revenues allocated
to the schools are declining. All of which puts increasing
pressure on the school people to do more with less.

He wrote:
"New energy sources and competence for
effective teaching have to be found
within existing personnel and hence
staff development has taken on new
importance."
He had real concern for the quality of staff develop-

ment efforts which are being put forth as solutions to the

problem. In conclusion, he urged,

the

is

0‘

’r7

"We are entering a period of time in which
the planning for and the effects of staff
development need to be carefully considered
and researched. We are just beginning to
understand the problems of inservice and
just beginning to conceptualize solutions."
Thus, this study which was designed to investigate
the effectiveness of one possible solution to the problem,

is fulfilling a real need.

Purpose of the Study

The purpose of this study, then, was to determine
if, in fact, the use of structured reflective writing,
followed by supportive and challenging feedback, was an
effective intervention to use in promoting the profession-
al and personal growth of inservice teachers.

Specifically, the author wanted to find out if
inservice teachers who participated in weekly journal-
writing assignments showed greater professional growth,
a positive movement through Fuller's Phases of Teacher
Concerns, than did non-participating teachers. Further,
the study was designed to show whether the intervention
would facilitate the conceptual and ego development of
the participants, as measured by instruments developed
by Harvey and Loevinger, respectively.

Another purpose of the study was to see if the
journal writers who were also students in the MACT class
would show greater development than did those who merely

participated in the writing phase of the project, and

more

cla

the

SEC

ab<

(O

more than those who did not do any writing at all. This
class, which met for ten weeks in the Fall of 1978, is
the first in what is called the professional development
sequence of the MACT program, and is designed to bring

about teacher self awareness and teacher growth.

Significance of the Study

 

This study was designed to contribute to the body
of knowledge related to the professional development of
teachers. The specific questions understudy focus on
the linkage of theory and practice, and on the effects
of practice itself, as aspects of the inquiry into teacher
growth.

It was planned that the application of Fuller's
conceptualization of teacher develOpment and the personal
development constructs of Harvey and Loevinger would
shed light on these conceptualizations. Hatfield and
Ralston (1978) felt that this is an important goal for
such studies.

They wrote:

"This approach...of relating research to
practice, and to relating research to
theories is suggested for use in all
areas of education. Because one of
education's most serious problems is

in describing these kinds of relation-
ships, it is our belief that this process
is urgent and essential...(and)...has
great potential for meeting the needs of

both teachers and researchers. In this
way theory and practice can be related."

desi
was
jour
ment
the
is

not

At]

19

.0 I

'U

I ’11

Results of this study will be of interest to persons
designing inservice education for teachers. This study
was planned to illuminate the potential of structured
journals as an intervention for the professional develop-
ment of teachers. It was also planned to add weight to
the contention that supportive and challenging feedback
is essential for optimum development to occur. This
notion has been suggested and demonstrated by many
educators and researchers (Fuller, 1969; Bown, 1970;
Atkin and Rath, 1977; Wilson, 1977; Rubin, 1977; Clark,
1978; Glassberg, 1977; Benham, 1978).

Rubin wrote in this regard, (1977)

"Quality inservice must pay attention to
how teachers feel about themselves, the

materials they use, their children, and

their communities."

This study was designed to show that a professional
dialogue, carried out through the process of teachers'
writings, followed by weekly feedback, is an effective
and time-efficient means for attending to these feelings
of teachers. And as such would be an intervention which
could be used to advantage by professional developmental

specialists, university educators and public school

personnel.

Research Questions for the Study
The major research question posed by this study

was: What are the effects of structured reflective

writ

deve

jot

pew

jo

t]

writing (journals) on the professional and personal
development of teachers? ‘

Subquestions were:

1) How did taking the MACT class and keeping a
journal for eighteen weeks effect the professional and
personal development of teachers?

'2) How did~taking the MACT class and keeping a
journal for ten weeks effect the professional and personal
growth of teachers?

3) How did writing a journal for ten weeks effect
the professional and personal develOpment of teachers?

4) What were the effects of natural maturation
and the taking of tests on the professional and personal

development of teachers?

Organization of the Study

 

The succeeding sections of this study are organized
as follows:

‘In Chapter II the relevant literature is reviewed
with an emphasis on 1) the work of Fuller, the Phases
of Teacher Concerns; 2) the work of the conceptual and
ego developmentalists, Harvey, Hunt, Schroeder, and
Loevinger; and 3) the literature concerning the use of
reflective writing as an intervention for the promotion
of teacher development.

In Chapter III, the design for the study is set forth.

It includes a description of the population and sample,

the

data

disc

ast

and

Cha;

the research design, the treatments, the instruments,
data collection and data analysis procedures.

In Chapter IV, the analysis of the results and a
discussion of these results are presented.

In Chapter V are a collation of the chapter summaries,
a statement of conclusions, a discussion of the implications,
and some suggestions for future research.

A review of the relevant literature follows in

Chapter II.

CHAPTER II

 

REVIEW OF THE LITERATURE

 

The review of the relevant literature will be in
three parts. First, a review of the literature regarding
the professional development of teachers is presented.
The primary focus is on the work of Fuller and her
associates and related studies. Second, is a review
of writings pertaining to the personal development of
teachers. The works of Harvey, Hunt, Schroeder and those
of Loevinger are highlighted, again followed by reports
of related studies. Finally, literature concerning the
use of journal-writing as an intervention for the promotion
of teachers' professional and personal development is

included.

Professional Development of Teachers

It is becoming increasingly clear that if there is
to be an improvement in the schools of this country that.
such a process must begin with the "effective locus of
change"--the teacher. Rubin (1978) wrote, "The need to
elevate the state of the practitioner's personal art is
great." He continued by stating that a continuum of growth
is needed, and that organizational schemes must be provided
which will provide for this continuous and comprehensive

teacher growth.

10

11

An additional argument for procedures and organ-
izational patterns which will promote professional deve10p-
ment of teachers was made by Sergiovanni (1978). He
believes that when teachers have the opportunities to share
in decision-making practices, they feel a greater ownership
of these practices. This, in turn, leads to an increase
in their school effectiveness, which then leads to an
increase in teacher satisfaction.

Fuller: Phases of Teacher Concerns

The work of Fuller and her associates also has
importance for those who would deveIOp effective profession-
al develOpment programs. Over a period of many years, a
Teacher Concerns Model has been evolved as a result of
studies done with groups of teachers in different countries

(Fuller, 1960).
The concept of concerns has been described as follows:

"The composite representation of the feelings,
preoccupation, thought, and consideration given
to a particular issue or task is called concern.
Depending on our personal make-up, knowledge,

and experiences, each person perceives and
mentally contends with a given issue differently;
thus there are different kinds of concerns. The
issue may be interpreted as an outside threat to
one's well-being, or it may be seen as rewarding.
There may be an overwhelming feeling of confusion
and lack of information about what 'it' is.

There may be ruminations about the effects. The
demand to consider the issue may be self-imposed
in the form of a goal or objective that we wish
to reach, or the pressure that results in in-
creased attention to the issue may be external.
In response to the demand, our minds explore
ways, means, potential barriers, possible actions,
risks, and rewards in relation to the demand.

A11 in all, the mental activity composed of

12

questioning, analyzing, and re-analyzing,
considering alternative actions and reactions,
and anticipating consequences is concern. An
aroused state of personal feelings and thought
about a demand as it is perceived is concern."
(Hall, George, Rutherford, 1973).

Professional growth of teachers, according to Fuller

(1969,1970), occurs in three phases. They are:
I. Phase of Concerns about Self

II. Phase of Concerns about Self as Teacher (Tasks of
Teaching)

III. Phase of Concerns about Pupils (Impact of Teaching)
Phase I. Concerns about Self
This phase includes all the concerns individuals have
about themselves as persons -- concerns that are typical for
their age group: friends, parents, mates, family, money, and
social life, for example. During this phase, there are no
realistic concerns about teaching or about themselves as
teachers. It is, essentially, a non-teaching phase.
Phase II. Concerns about Self as Teacher (Tasks of Teaching)
During this phase, teachers are still concerned with
themselves as persons, but with a difference. They are now
concerned about themselves as teachers. Fuller identified
three specific concerns of teachers in this phase:
1) Where do I stand?
2) How adequate am I?

3) How do pupils feel about me? What are they
like?

Phase II. Concern 1. Where do I stand?

This question infers concerns about the rules in a

13

teaching situation. A teacher may ask, "What is expected
of me as a teacher? What am I supposed to do? How do I
find out if I have been successful or if I have failed?
Who has the power to make decisions?" In general, "Where
do I stand in this position as a teacher?"

Phase II. Concern 2. How adequate am I?

 

This concern, according to Fuller, may be quite
broad --- it may include concerns about everything from
a squeaky voice to one's professional commitment. But
as might be guessed, the principal concern at this point
is the degree of adequacy the teacher feels in matters of
classroom control, or "discipline". As Fuller puts it,
"As hunters discuss the chase and sailors the shipwreck,
teachers (in this phase) from K through 12, but particularly
in junior high school, talk about 'discipline'.” (Fuller,
1971).

Another important concern is that of subject matter
adequacy. A teacher may ask, "Do I really know enough
about my subject(s) to do a good job of teaching? Or will
I have to resort to the use of the time—honored phrases,
'I don't know' and 'Let's look it up' too often?"

Phase II. Concern 3. How do pupils feel about me?

What are they like?

 

Teachers who exhibit this concern have begun to be
aware of their pupils as individuals and of their own

feelings toward them. They have begun to wonder how the

pupi
thei
begi
conc

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Pup.

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th
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Uh

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14

pupils feel about them, why they act as they do and what
their lives outside of class are like. While they are
beginning to understand their pupils, there is still some
concern about self.

Phase III. Concerns about Pupils (Impact on Teaching)

 

During this phase, teachers have moved beyond the
concerns for self and are concerned more about their
pupils. Three concerns which teachers have in this phase
are:

1) Are the pupils learning what I;m_teaching?
2) Are the pupils learning what they need?
3) How can I improve myself as a teacher?

(And improve all that influences pupils?)

Phase III. Concern 1. Are the pupils learning what

 

I'm teaching?

At this point, teachers are largely concerned with
the cognitive or knowledge gains of their pupils. They
are somewhat concerned with the pupils' gains in the
understanding, application, synthesis and evaluation of
what is being taught. They are concerned with teaching
methods which will help pupils learn what has been planned
for them.

Phase III. Concern 2. Are they learning what they

 

need?
This new concern recognizes the individual needs of

the pupils. Teachers now attempt to personalize their

teac

thei

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tri

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th<

OD

th

15

teaching to meet the interests, needs and abilities of
their pupils.

Phase III. Concern 3. How can I improve myself as

 

a teacher? (And improve all that influences pupils?)

According to Fuller, this concern is rare. Such
teachers are unconcerned with themselves except as con-
tributors to the development of their pupils and of children
generally. The rarest and most mature concerns of all are
those involving teachers' attempts to analyze their impact
on students, and to subsequently develop strategies to make
this impact more positive.

Fuller (1970) wrote that in order for progress to be
made through the phases of concerns, it is necessary that
teachers become aware of their concerns, that they become
public. This process, an adaptation of the Johari Window
(Luft, 1969), is depicted below:

Increasing_Awareness of Concerns

 

 

 

 

 

 

 

 

 

Self
Known Unknown
Known Public Incongruent
4\ Incongruent to Public
I 1\
‘
Unknown Private Unconscious
Unconscious to Incongruent
lePrivate to Public é___ Unconscious to_Private

 

 

 

 

cycle
that
pupi'

lear

arm

a I
tea
Ph
be

we

[)1

'71

D4

l6

Fuller (1971) felt that it is also necessary to continue
cycles of concern arousal and concern resolution in order
that teachers may move from concerns about self to those of
pupils. She pictured the process as steps leading up a

learning staircase.

resolution

 

arousal

 

resolution

 

arousal

Studies Related to Fuller's Work

 

Fuller (1971) summarized results of studies done over
a period of time. She wrote that the more experienced
teachers, those likely to be more proficient, expressed
Phase III concerns about pupils more frequently than did
beginning teachers. In addition, experienced teachers who
were rated 'more effective' were more likely to have Phase
III concerns about pupils, while those rated 'less effective'
were less likely to have Phase III pupil concerns and were
more likely to have Phase II self concerns. She also found
that teachers who expressed Phase III concerns taught
differently than did teachers who expressed Phase I or
Phase II concerns. Teachers with Phase III concerns asked
more questions and lectured less. They were rated as

more interesting in their teaching. She concluded,

17

"Since these are teaching behaviors usually
considered characteristic of better teachers,
it seems reasonable to conclude that when
teachers are concerned about pupils, rather
than about themselves, they are likely to do
a better job of teaching, a not very sur-
prising thought!"

Fuller (1969) drew on the results of a five year study
of the effects of feedback on student teachers to present
a picture of a teacher at a high concern level. She wrote:

"This teacher is rather different from the
happy, Optimistic stereotype who is supposed to
be more at home with pupils than with adults.
Compared to the stereotype, she is more sure of
herself both as a teacher and as a woman. She
is more organized and confident when she teaches.
She thinks of herself as being more persistent,
more self-reliant, and more able to withstand
stress. She is less concerned about herself and
more concerned about students, less worried or
at least less concerned about failure both at
school and in her personal life.

When teaching she talks less and elicits
more talk from pupils. She listens more to pupils.
However, when she acts, she feels more competent
in dealing with pupils.

She is more frank about her negative feelings
toward others, sounds more cynical, or at least
less 'Pollyanna-ish'. She is more imaginative, more
interesting and creative in her teaching. If the
feedback has been task-oriented she is more likely
to assess her teaching competencies realistically.
If she is competent, she is more likely to think
of herself as a teacher and to have increased more
in her commitment to teaching as a career."

Such a teacher is obviously one who could be called
a professional. It is imperative that means of moving a
majority of today's teachers through the Phases of Concerns
to this point be found. It was one goal of this study to

determine if structured reflective writing is such a means.

18

Personal Development of Teachers

 

Another goal of the study was to see if the inter-
vention of structured reflective writing would positively
effect the personal development of the participants. One
of the underlying issues in education today is that of
adult development. Educational psychologists are coming
to see that using the various structural-developmental
theories as "maps" can provide the direction needed for
programs which will increase teachers' identity, commit-
ment and motivation (Witherell and Erickson, 1978).

Some trace the beginning of the current interest in
adult development to John Dewey (1938). He wrote that
true education must involve a restructuring of an indiv-
idual's thinking so that an increase in the complexity,
differentiation and integration of one's conceptual and
ego processes results. He felt that it is essential that
education provide for "...the introduction of a new order
of conceptions leading to new modes of practice."

Subsequent work in the area of cognitive and structural
development has determined that regardless of the exact
number or nature of the stages, they have the following
general characteristics: 1) The stages form an invariable
order or succession in development. 2) No stage can be
skipped. 3) The stages are qualitatively different.

4) At each stage there is an underlying organization which

characterizes that stage. 5) Each stage is more complex

deV

ddu

19

than the preceding one, and is a hierarchical integration

of the preceding stage (Metcalf, 1971).

The most noted of the cognitive developmentalists is

Jean Piaget. A study conducted in 1968 showed that Piaget

was the most frequently cited author in the child-develOpment

field during the 1950's and 1960's. He has spent over 50

years developing and refining his theories (Wadsworth, 1973).

His Theory of Cognitive Development has four stages:

1) Sensori-motor (birth - 2 years)
2) Preoperational or Intuitive Mode (2-7 years)
3) Concrete Operations (7-11 years)

4) Formal Operations (ll-l6 years)

Included in the work done in the area of adult cognitive

development is that of Schaie (1978). He proposed four

adult stages. They are:

1)

2)

3)

4)

the Acquisitive Stage (high school age), when
intellectual skills are acquired in a protective
environment;

the Achieving Stage, when the young adult strives
towards goals and independence;

the Responsible Stage, in which there is a
pattern of long-term goal integration and increased
problem-solving skills;

and the Reintegrative Stage in which there is a
relinquishing of occupational and family respon-
sibilities and a simplification of cognitive

structures. (Schaie and Willis, 1978).

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20

Harvey, Hunt and Schroeder: Conceptual Development

Of particular importance to this study was the work
of the conceptual developmentalists. Harvey has explained
the basis for their thinking this way:

"...an individual's more central concepts direct

him toward efforts at making and keeping his world

consonant with these concepts. Serving as a kind

of evaluative prism or yardstick in terms of which

the impinging world is rendered relevant, coded and

processed into psychological significance. They

dispose the individual not only toward selective,
channelized, and often distorted perception and
thought but also, wittingly and unwittingly, toward
attempts at shaping or modifying the social environ-

ment to accord with them." (Harvey, 1967)

Thus, according to Harvey, the total of an individual's
definitions of the world and his ties to it, his conceptual
system, may be equated with the self. His work has concen-
trated on the quality of concreteness-abstractness, or
how an individual articulates and organizes concepts of
his environment. The greater the concreteness of a person's
conceptual system the more likely he is to manifest some
of the following characteristics:

1) a simpler cognitive structure with more incomplete

integrations;

2) more polarized evaluations: good-bad, black-white;

3) a greater dependency on status and authority;

4) a greater intolerance of ambiguity;

5) a greater need for cognitive consistency;

6) a greater inability to change set--hence more

sterotypy in the solution of problems;

0f
te

St

21

7) a poorer delineation between means and ends,

fewer methods of solving problems or of achieving
goals;

8) a greater insensitivity to subtle cues and more

susceptibility to false ones;

9) a poorer capacity to assume the role of others;

10) a tendency to hold Opinions with greater strength
and over longer periods of time;

11) a tendency to be more dictatorial, structured,
inflexible; with a high dependency on rules,
procedures and punitiveness; with low ratings
as to diversity of activities and the encouragement
of individual responsibility;

12) a low degree of task orientation; and

13) a greater tendency to form and generalize impressions
of others from highly incomplete information.

Few, if any, educators would see these characteristics
of the highly concrete person as being desirable ones for
teachers to possess. Hence, it follows that intervention
strategies which may stimulate the conceptual growth of
persons deserve serious study.

The specific self-systems were delineated by Harvey,
Hunt and Schroeder (1961). They are:

System 1. This is the most concrete system. Persons
who are in this system are restricted in the exploration of

values, power relations and social causality. Their

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and

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22

socializing techniques follow the S-R model of conditioning.
There is high incidence of superstition, religiosity,
absolutism, evaluativeness, and dependence on authority--

God and religion. They are highly identified with social
roles and status. This system is characterized by closedness
of beliefs.

System 2. Persons in this system are somewhat more
abstract than those in System 1. This results from
authority which was less consistent in rewarding and
punishing actions. These persons are less stable and
exhibit too much diversity. This leads to more rejection
of authority. System 2 persons display negative independence
and social rebellion.

System 3. The conceptual system of these persons is
thought to be the consequence of parental over-indulgence,
which prevented their exploration of the physical world.
These persons are apt to have inflated notions of esteem
and social power along with a feeling of inability to cope
except with the guidance of others. They are concerned
with establishing friendships and intra-group consensus.
They have highly developed skills of manipulation. They
tend to favor success in effecting outcomes in the social
sphere.

System 4. This is the most abstract system. Persons
who have reached this stage are thought to have done so

as a consequence of childhood freedom to explore social

and g
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COM

23

and physical aspects of the environment and to solve
problems without fear of punishment. This results in
persons who have high task orientation, who are information
seeking, who display exploratory behavior, who are risk-
taking and independent. They do things for intrinsic
rather than extrinsic rewards.

A person's conceptual level is seen as a "person
characteristic based on a develOpmental theory that
describes persons on a develOpmental hierarchy of increasing
conceptual complexity, self-responsibility and independence."
(Harvey, Hunt, Schroeder, 1961). Movement along this
continuum is achieved by placing the person in environments
organized to provide the optimum degree of structure and
support. Placed in such environments, Hunt found (1974)
that persons can develop toward the goals of self-respon-
sibility and independence.

Studies Related to Conceptual Development

An early study done to determine the effects of
teachers' belief systems on the classrooms they create
for preschool children was reported in 1966 (Harvey,
Prather, White, Alter and Hoffmeister). The researchers
rated 30 teachers, 10 each in Systems 1, 3, and 4, on 26
dimensions of such factors as flexibility, attitudes toward
rules, encouragement of independence and creativity, need
for structure, and punitiveness. They found that the more

abstract teachers differed from the more concrete in "what

is p

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24

is presumed to be an educationally favorable direction
on all dimensions."

A later study hypothesized that for new teacher
trainees the occurrence of the reflective teaching pattern
is directly related to the trainee's conceptual level
(Hunt and Joyce, 1967). The reflective teaching pattern,
it was felt, utilizes the learner's frame of reference to
encourage questioning and hypothesizing. The use of
this pattern probably indicates a general tendency on the
part of the teacher to create a wider variety of educational
environments. A positive correlation was found between
the Conceptual Level and the Reflective Index of these
trainees.

Cluster analysis of the study done on preschool teachers
yielded three factors: resourcefulness, dictatorialness
and punitiveness, with the System 4 teachers being more
resourceful, less dictatorial and less punitive. In a
study done with kindergarten and first grade teachers, the
relationship between students' performance and these three
factors was studied (Harvey, Prather, White, Hoffmeister,
1968). The results of the study confirmed that the System 4
teachers were more resourceful, less dictatorial and
punitive, and that this behavior was associated with more
educationally preferable performances on the part of the
children.

Murphy and Brown (1970) compared student teachers'

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Sys
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25

teaching styles to their Conceptual Systems. They found
that the System 1 teachers used a great deal of lecture,
even though discussions had been requested. They made
frequent appeals to authority; asked highly specific
questions, which were often unrelated; and generally
exhibited little sense of direction. The System 3 teachers
showed more tolerance for pupil-initiated talk; they asked
longer questions, to which the students' answers were
sentences, rather than single word replies; and while some
questions seemed to be unrelated, the reasoning expected
of the students was greater than in the classes of the
System 1 teachers. In the classes of the System 4 teachers,
rules and prescriptions were qualified or justified. The
content was handled more abstractly and led towards
generalization. The teachers showed spontaneity in making
use of pupils' questions and comments.

They summarized their findings this way:

1) As the abstractness of the teacher's Conceptual
System went up, the proportion of information handled by
delivering information and the asking of narrow questions
went down. At the same time, the proportion of information
handled by helping students theorize and express themselves
went up.

2) As the abstractness of the teacher's Conceptual
System went up, the proportion of sanctioning conformity

and attainment went down, and the sanctioning of pupils'

sear:

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26

search behavior went up.

Studies conducted at the Ontario Institute for Studies
in Education (Hunt, Joyce, Greenwood, Noy, Reid, Weil,
1974), showed that the conceptual complexity, self-respon-
sibility and independence of students can be increased
by varying educational environments which will allow for
this systematic developing. As the students' Conceptual
Levels increased, they were more capable of generating their
own concepts, better able to consider consequences and
became more self-responsible.

It seems to be well established that the Conceptual
Level of a teacher does make a difference in the quality
of the education of his/her students. It then follows
that if we are to improve the education of these students,
we must provide the environments and the interventions
which will allow for the conceptual development of teachers
along the continuum leading to System 4.

Loevinger: Ego Development

Another dimension of personal development which was
a part of this study was that of ego development. Here,
the work of Loevinger and her associates was the basis
for consideration. They have drawn upon the work of Adler
who described the ego as "...the unity of the personality,
individuality, method of facing problems, opinion about
oneself and the problems of life, whole attitude to life

and schema of life." (Loevinger, 1977). She further

defi
is a
per:
ego
enc

Loe

27

defined it as "The Master Trait", the development of which
is a method of deepening one's knowledge of and access to
personality (Loevinger and Wessler, 1970). She felt that
ego development is a major dimension of individual differ-
ences in any age cohort at least beyond the youngest
Loevinger, 1977). She said,
"A fully realized contemporary conception

of ego development has the following four

characteristics: Firstly, stages are potential

fixation points and hence define types of children

and adults. Secondly, the stage conception is

structural; that is, there is an inner logic to

the stages and to their progression. Thirdly,

there are specific tests, experiments, or research

techniques that become the instruments for

advancing knowledge in the domain. Fourthly,

the conception is applicable to all ages and

is particularly rich in its description of the

events of adolescence."

During her research, her conception of the ego has
grown from four to ten stages. Each stage is named,
not numbered. The letter "I" is the symbol for the ego.
(Loevinger and Wessler, 1970). The Stages of Ego Develop-
ment, as seen by Loevinger, are as follows:

Presocial (I-l)-—The baby differentiates himself from

 

his surroundings. There is achievement of "object constancy
and of conservation of objects."

Symbiotic Stage (I-l)--The baby has a symbiotic

 

relationship with his mother. The process of differentiating
the self from non-self is "significantly advanced" as the
baby emerges from that symbiosis.

Impulsive Stage (I-2)--Impulses help the child to

 

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28

affirm his separate identity. "Not", "Do it by myself!"
Impulses are controlled by constraint, later by immediate
rewards and punishments. Punishment is perceived as
retaliatory. The need for people is strong, but they

are demanding and dependent. Others are seen and valued
in terms of what they can give them. They classify people
as good or bad in terms of whether they are "nice to me."
They are preoccupied with bodily impulses. Their emotions
may be intense. Their orientation is to the present (not
to the past nor to the future). Children who stay in this
stage too long may be called "uncontrollable or incorrigible."
They are likely to see troubles as located in a place, not
in the situation nor in themselves, hence may run away

or run home when faced with trouble. Superstitions ideas
are probably common.

Self-Protective Stage (Delta A)--In this stage the

 

first steps are made towards the self-control of impulses.
The persons anticipate immediate short-term rewards and
punishments. There are evidences Of vulnerability and
guardedness. "Don't get caught" is the main rule. These
persons use rules for their own satisfaction and advantage.
They blame other people or circumstances for problems. The
older child or adult who is in this stage is opportunistic,
deceptiVe and preoccupied with control and advantage in
relations with others. They are apt to be Opportunistic
and hedonistic. They think that work is onerous..give them

lots of money and nice things.

own
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29

Conformist Stage (I-3)--These persons identify their

 

own welfare with that of the group. In younger persons
this is the family, in older ones, it is the peer group.
They Obey rules because they are group-accepted. Right
and wrong are defined in compliance with rules rather than
of consequences. They are insensitive to individual
differences. Social desirability is defined in terms of

_ groups--sex, age, race, nationality or religion. They may
reject other groups. They value niceness, helpfulness and
COOperation with others in terms of externals. They are
given to cliches, concerned for appearance, and material
things. "Belonging makes them feel secure."

Self-Aware Level (Transition from Conformist to

 

Conscientious Stage) (I—3/4)--This is the modal level for
adults in our society. It "...appears to be a stable
position in mature life." There are two differences from
the Conformist Stage:

1) There is an increase in self-awareness.

2) There is an appreciation of multiple possibilities

in situations, alternatives.

The awareness of oneself as not always living up to
the idealized picture set by social norms is common in
persons at this level. Their feelings are often a reference
to the relation of the individual to the group—-they may
feel lonely, embarrassed, homesick, self-confident, and

self-conscious. Exceptions and contingencies are allowed

for

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for in terms of stereotypic and demographic categories.
Conscientious Stage (I-4)--This is the stage at which
long-term, self-evaluated goals and ideals are differen-
tiated. These individuals can criticize themselves and
have a sense of responsibility. They evaluate and choose
the rules for themselves (not to avoid getting into
trouble or because of group approval). These rules are
no longer absolutes, exceptions and contingencies are
recognized. They are likely to feel guilty if what they
do hurts another, even though the action conforms to the
rules. These persons are responsible for others. They
sense these responsibilities and Obligations as well as
concepts of privileges, rights and fairness. They have
a rich and differentiated inner life. There is mutuality
in interpersonal relations. They are able to see others'
viewpoints and have a longer time perspective within a
broader social context.

Individualistic Level (Transition from Conscientious

 

to Autonomous Stages) (I-4/5)--This level is marked by a
heightened sense of individuality and a concern for
emotional dependence. Persons at this level are more
tolerant of themselves and of others. They are partly
antagonistic to the striving for achievement and excessive
moralism and responsibility for self and others of the
Conscientious stage.

Autonomous Stage (I-5)--Persons at this stage have a

 

cape
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31

capacity to acknowledge and to cope with inner conflicts.
They have the courage to acknowledge and deal with conflict
rather than to ignore it or to project it onto the
environment. They see reality as complex and multifacted.
They are able to unite and integrate ideas that appear as
incompatible alternatives at lower stages. These persons
often cherish personal ties yet they recognize other
peoples' need for autonomy. They recognize that motives
have developed as a result of past experiences. Self-
fulfillment becomes a frequent goal, partly supplanting
achievement. They express feelings vividly and convincingly.
They have a broad view of life as a whole. They aspire

to be realistic and Objective. They believe in broad,
abstract social ideals, such as justice.

Integrated Stage (I-6)--Because persons at this level

 

are rarely found, it is hard to describe them. The one
new element which is introduced is a sense Of identity.
These individuals are probably Maslow's Self-Actualizing
Persons (Loevinger, 1977).

Loevinger, and other ego develOpment researchers,
attach great importance to the ongoing development of the
ego. She said,

"...researchers see the lOgic of the develOpmental

sequence as being of equal importance with hereditary,

situational, and environmental determinants of

behavior." (Loevinger, 1977).

This developmental process, she feels, must be a sequence

of structural changes, often stimulated by the interaction

ofa

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32

of an organism with its environment.

Studies Related to Ego Development

There is currently a great deal of interest in
developing and evaluating interventions aimed at raising
the ego level. Loevinger wrote (1976):

"Many studies have been done with the following

format: A class, Often of high school students,

is pretested with one or more measures of ego or

moral development. An experimental curriculum

designed to increase ego or moral level is then

used for one class period over a semester or a

year. Then the tests are readministered.

Studies of this type have been done by students

Of Ralph Mosher at Boston University and

students of Norman Sprinthall and others at

the University of Minnesota, among others.

Often a significant rise in comparison with a

control group has been demonstrated."

One of these studies, based upon the Mosher-Sprinthall
Deliberate Psychological Education model, is that of
Glassberg (1977). She implemented and evaluated a
curriculum for student teachers which was designed to
promote their ego, moral and conceptual develOpment. She
used role-taking, participant-observation, role conflict
problem solving, multiple perspective taking, and peer
supervision to promote "positive movement in the develop-
mental stages of personal and professional growth." Her
results "indicated that the student teachers in the
experimental sample demonstrated statistically significant

change in a positive direction."

She concluded,

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33

"This study suggests that cognitive-develOpmental
theoretical constructs can be successfully trans-
lated into educational practice to promote personal
and professional growth of teachers...A structured
and systematic curriculum to facilitate personal

and professional develOpment under the specific

conditions as delineated by this study can in fact

promote significant gains in ego develOpment."

An in-depth study of the effect Of the level of ego
development upon the classroom practices of five teachers
was completed in 1978 by Witherell. The teachers were
rated as to ego develOpment level in three ways: results
of the Sentence Completion Test (Loevinger and Wessler,
1970); a clinical rating of teaching behavior from video
tapes; and from classroom observations and interviews.
Witherell found that there was a wide range of both
thinking and behavior among the five teachers. Analysis
of data revealed three major hypotheses:

1) Teachers' actions may quite accurately reflect
the theories and values they hold. Also, they can
accurately communicate these theories and values to
others;

2) Variations in teaching patterns and psychological
constructs related to education and human develOpment may
be accounted for by differences in level of ego development;

3) Teachers who are at a more advanced level of ego
development are likely to demonstrate both greater complexity
and commitment to the individual.

As it was seen in the case of conceptual development,

studies of the effects of ego development have shown that

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34

levels of ego development can be raised, and that when
this was done, the educational practices of the teachers
improved. As the work of Hunt and Joyce suggested (1967),
it seems that higher level teachers who are more flexible,
creative and adaptive themselves, will in turn create
more effective learning environments which one may assume
will encourage developmental growth of pupils. Teachers
at more complex levels perform the teaching act with
greater comprehensiveness and empathy and their pupils
evidence higher levels of thinking, self-exploration,
cooperation and independence. Therefore, it is important,
at both the preservice and inservice levels, that inter-
ventions and environments condusive to congitive and ego
development of teachers are instituted.

A review of the literature dealing with the importance

of such interventions and environments follows.

Structured Reflective Writing: Journals

 

All of the major authors reviewed in the previous
sections have made the point that for development to
occur, there have to be interactions between teachers
and their environments. Fuller (1973) felt that such
interventions are necessary to aid teachers in becoming
aware of their concerns. Another interaction function,
according to Fuller, is that of a stimulus which will set
in motion the cycles of concern arousal and resolution.

She summed up by writing, "Impact feedback is needed to

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35

move teachers in the direction of pupil concern."

Harvey, Hunt and Schroeder (1961) wrote that movement
on the continuum of conceptual development is achieved
by placing persons in environments organized to provide
the optimum degree of structure and support.

Loevinger (1977) wrote that the develOpmental process
must be a sequence of structural changes, often stimulated
by the interaction of the individual with his/her environment.

Support for the notion that reflection, followed by
a collegial dialogue, is an intervention which will
promote development can be found in writings covering
hundreds of years---from Socrates to the present-day
Reconceptualists---and many in between.

According to Olney (1972) whenever Socrates was given
any question, he always had the inquirer first give an
account of the conditions of his own present and past life,
which the inquirer examined and judged. The great teacher
felt that any other learning was "subordinate and superflous".

Dewey (1938) wrote that "...an acquaintance with the
past may be translated into a potent instrumentality for
dealing effectively with the future." Likewise, "Knowledge
of the past is a means to the appreciation of the living
present".

Olney felt that through the process Of writing auto-
biographically, a person can begin to get a feel Of one's

subjective self which is necessary before one can make sense

out
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rea'

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36

out of the objective world. This process builds a bridge
from the subjective self-consciousness to objective
reality. He wrote,

"The act of autobiography...both as a creation

and as recreation, constitutes a bringing to

consciousness the nature of one's own existence

into a realized quality and a possible meaning."

Another of the more recent writers who has urged the
use of reflective writing as a means for self-understanding
and the promotion of human growth is Hawks (1970). He
wrote,

"Personal narrative forces the student to deal

with memory, time, and himself as the center of

the writing process and allows himself to handle

both concrete and abstract experience in a single

piece of writing."

Reflective writing is likewise advocated by some of
the Curriculum Reconceptualists of today. The Reconceptualists
emphasize knowing who you are -- and then taking control of
your life -- if possible. In order to accomplish this,
some Reconceptualists use autobiography, the keeping of
journals, as a means of self-exploration. Benham (1977),
in writing about the Reconceptualist "Movement“, said,

"...it is a fluid coalition of individuals

who share a similar conceptual framework

and value system, and who Object to the

mechanistic production metaphor that pre-

dominates in American schooling at this time."

Among those she listed as members of this coalition
are Grumet, Apple, Greene, Huebner and Pinar. Grumet

(1975) wrote that reflective procedures are necessary

for one to discover "the genesis of our descriptive

t1

37

categories". In order for self-revelation to come about,
she felt, it is necessary to employ disciplined reflection.
Through this process, persons can begin to articulate
their own experience and to "recognize the biases,
impulses, and patterns of response" which are within
each of us. She felt that this process, of examining
the relationship between the knower and the known, is
especially important for experienced teachers because
they need to be made aware Of the "unobtrusive trap Of
habitual response that lies beneath their well-travelled
paths."

She continued this interesting metaphor this way,
"It is not merely a question of re—routing, adding a
rest-stop, revising the itinerary. It is necessary to
review the initial intentions, and destination."

Grumet felt that the procedure Of autobiographical
writings and reflection upon them is necessary to create
“dissonance" on the part of the teacher so that there is
a professional and personal growth.

Apple (1975) argued that efforts must be made to
move American education away from its research-oriented
base towards a "critical" science which focuses on
reflection, self-awareness and dialictical exchange.

He felt it is especially important for student teachers
to reflect upon their experiences in schools so that they

"...will not be moulded to the shape of the masks they

38

wear there."

Greene (1977) felt that it is imperative for teachers
to be authentically self-aware. In order for this
awareness to become a reality she wrote,

"...we must stimulate questions about the social
world, with its lacks, its deficiencies, its
possibilities. As the individual experiences
the work through and by means of his own lived
world, the realities he discovers may well pro-
vide new vantage points on the intersubjective
world, the world he shares with others; and the
enrichment of the 'I' may become an overcoming
of silence and a quest for tomorrow, for what

is not yet.

Moving back, into another province Of meaning,
experiencing the 'shock', we ought to--and our
students ought to--undergo, we may achieve the
reconstruction of experience Dewey spoke of; we
may find ourselves in a critical stance, ready
to surpass what is."
She concluded this eloquent plea for introspection this way,

"There must be attending; there must be noticing;

at once, there must be a reflective turning back

to the stream of consciousness--the stream that

contains our perceptions, our reflections, yes,

and our ideas. By doing this we may make possible

a pluralism of visions, a multiplicity of realities."

Huebner, too, felt that it is important for an
individual to be aware of the interrelationship between
the past, present and the future. He stressed the design
of environments which would encourage persons to become
aware of these relationships. He felt that one way to
provide such an environment is to create "...a caring
collectivity in which individuals share memories and

intentions." This process, he wrote should be a "genuine

two-way exchange". (Huebner, 1975)

Re

39

Pinar's ideas coincide with those of the other
Reconceptualists. He believes that the examination
of one's past, present and future yields "...a coherence
--a lived one, a felt one." When this coherence is
achieved, he felt that a state of critical consciousness
might result.

Pinar described some of the steps employed in the
process of self—examination:

1) a biography of one's life in schools,
2) the keeping of a journal,
3) the analysis of present personal reading,
4) the writing of a "novel" of one's present life,
5) the study of the relationships revealed in
the above four steps (Pinar, 1975).

In addition to the Reconceptualists, there are others
who have found the use Of journal writing to be an effective
tool for the promotion of professional and personal growth.
Among them are Glassberg, Benham, Clark and Witherell.

Glassberg, in her work with preservice teachers,
used this intervention to promote the cognitive and ego
development of her students. Students were required to
keep journals in which they reflected upon their experiences.
In her conclusions, Glassberg stated,

"A structured and systematic curriculum (which

includes reflective writing) can in fact promote
significant gains in ego develOpment."

1'!) H.

S

40

She represented the process in this manner:

increased understanding

of self
Support
supervisor's reinforcing
comments
Reflection--Journal
becoming more self-aware
and self-analytic
Challenge

supe visor's questions

(Glassberg, 1977)
Benham (1977) also used reflective writing as a tool
for building self-awareness in student teachers. She broke

the procedures down into three subdivisions: Autobiographical

 

writing, which was concerned with the person's perceptions

Of and feelings about his or her past; Contemporary writing,

 

 

which was concerned with the person's perceptions and
feelings about what is happening to him or her in the

present; and Speculative writing, which was concerned

 

with the person's thoughts about his or her possible
futures as a teacher.

While her study's limitations prevented her from
drawing direct conclusions regarding reflective writing,
she remains committed to the value of the intervention
as a tool for professional preparation. In a personal
communication (1978), she wrote,

"I am convinced that reflective writing can be

a phenomenally useful self-awareness tool for
almost anyone...I have used it with adults and

 

S\

41

with adolescents, with both preservice and-
service teachers, and always, of course, with
myself."

Clark used journal writing in conjunction with a
survey made of inservice teachers' planning practices.
He wrote,

"The process of journal keeping was a very
powerful experience for the teachers who
undertook it. Teachers reported they learned
a great deal about themselves. They hadn't
realized how much thought and energy they put
into planning a unit. In a sense, they were
newly appreciating themselves as professionals.
This leads us to think that structured journal
keeping might be a powerful tool for inservice
training." (Clark, 1978)

As a part of her study which examined the relationships
between the ego developmental level and the teaching
practices of five teachers, Witherell (1978) had each
of the teachers keep a journal. In a personal communication
concerning this intervention, she wrote:

"Not to my great surprise, I found that my
teachers who were more advanced in ego develOp-
ment made significant use of their journals
(were more self-critical, introspective, appre—
ciative of ambiguities, more imaginative in
terms Of role-taking and problem-solving, etc.,
etc., etc.). I still find this to be true with
teachers I currently train, although I am not
gathering develOpmental data on them. I
definitely believe in the power of the personal
journal, and have Often thought how interesting
it would be to do the kind of study that you
are now attempting." (Witherell, 1979)

From a consideration of these writings, it would
seem that the case for the use of reflective writing
as an intervention which will stimulate self-awareness,

and provide the support and challenge necessary for

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42

professional and personal growth has been well made.

That it is important that interventions, such as
that of reflective writing, take place in challenging,
yet supportive environments has been previously alluded
to by Huebner (1975) and Glassberg (1977). In addition,
Benham has written that supportive environments provide
encouragement and opportunity for growth towards the
higher levels of human development. These kinds of
environments are especially important when dealing with
a person with a low or negative self-concept. She wrote,

"..(this person) is unlikely to have the mental

and emotional resources necessary to move bravely

into uncertain futures. He is much more likely

to be characterized by personal rigidty, defen-

siveness, withdrawal, and other dysfunctional

behaviors." (Benham, 1978)

Combs also believes that the type of environment is
important. He wrote,

"The settings required for maximum professional

growth are circumstances that challenge students

but do not threaten them. To create this kind

of atmosphere...college instructors must be

sensitive to the impact that they have on student

teachers, for the distinction between threat and
challenge lies not in what the teacher thinks he
is doing but in what the students perceive him

to be doing." (Combs, 1972)

The person most responsible for the creation of a
challenging, supportive climate during this study was
the professional colleague who responded to the journals.
In establishing the perimeters of the role, the work of

Manolakes, outlining some basic advisory functions,

(1978) was used. He wrote that, ideally, an advisor

43

should serve as:

l) a seed planter and extender, widening the
horizons;

2) a technical helper, one who can identify and
obtain additional resources;

3) a personal support system, which may be the
most important function. The advisor should
be "...a friendly ally with whom to talk, share
problems, and receive positive encouragement;"
and

4) an informant and communication stimulator,
letting teachers know what colleagues are
doing and getting them together.

Thus the feedback provided by the responder was planned
to be supportive, challenging, and informative. That there
is a need for this kind of "collegial dialogue" is well
expressed in the following:

"I believe that the ways available to us for

communicating individual needs in teacher

education have to be improved. I know my own
case, given a reasonably secure and supportive
climate, it is still hard for me to tell some-

one what my real needs are. This may be because

I don't know what my real needs are, or perhaps

I don't get timely and appropriate feedback on

my work, or because I don't attend to the feed-

back I do get. Perhaps, more accurately, I'm

not used to talking about my needs, and I'm

very hesitant to share much myself with someone

else who might or might not help me. My needs,

therefore, tend not to be communicated unless
there is some external reason or some personal
crisis. My guess is that my reluctance to

communicate needs is a condition widely shared
in the teaching profession." (Drummond, 1975)

44

In order to better assure that the feedback given
the teachers was timely and apprOpriate, procedures
recommended in Interpersonal Process Recall were reviewed.
This process, according to the authors (Kagan and Burke,
1976), is useful in any situation in which two or more
people are interacting. Its goals are the development
of personal responsibility and intrinsic self-motivation.
For ease in explanation, the recommendations have been
adapted for use in written communication.

Four response modes are suggested for use. They are:
Exploratory, Listening, Affective, and Honest Labeling.
The Exploratory Mode lets the writer know the reader is
genuinely interested in what is being written. This is
accomplished by asking the writers to expand or elaborate
on what they are saying.

"In essence, the exploratory response is like

asking an essay question. Instead of you being

judgmental or authoritative or the problem-

solver, you seek to have the other describe

the concern with greater detail, to paint in

the picture for you, you respond more as a

facilitator than as an advisor."

In using the Listening Mode, the responder is letting
the writer know that she understands what the writer is
talking about. To do this, the responder should period-
ically rephrase the writer's message in order to see if
she has truly understood the communication. Whenever

there is an indication that there is any confusion, the

responder needs to ask for clarification by using a phrase

45

like this: "What I hear you saying is...have I got it
right?" In every instance, it is important that the
response be genuine, and that the writer be made to
realize that he/she is being taken seriously. This,
then, encourages the writer to listen to him/herself
more closely.

Responses in the Affective Mode deal with emotions,
feelings and moods that have been communicated by the
writer's message. "When you give an affective response
you help the other focus on feelings. You encourage
the other to look at underlying attitudes, gut-level
reactions and values." Affective responses may go like
this: "You sound depressed" or "I can see that you are
upset; what else does that do to you?" Such responses
may make it possible for the writer to identify how
he/she really feels about what he/she is communicating.

Responding in the Honest Labeling Mode requires
that the responder be as honest and direct as possible
in reading the aspects of the other person. This honesty
and Openness may make the writer more likely to take
risks and try to be honest. "Honest labels let the other
person know that you hear and are willing to listen to
whatever is the concern." Responses in this mode enable
the responder to check out whether hunches she has about
the other person are true.

Final instructions in the use of the four modes of

46

response specify that "In most cases, one would combine
these responses into a single response." For example,
if you are listening to someone describe fear about
applying for a job, you might respond by saying: 'I
can see that you are upset, even afraid about the job
interview, but I'm not sure I understand the part about
waiting...could you tell me more?" In any case, the
response should be genuine, and adapted to the personalities
and situations involved. It should always be kept in
mind that the goal of the response should be that of
making the writers more expert in interpreting purpose
and meaning in their own lives, and better able to act
freely to change their own behavior.

Another source which shed light on the subject of
timely and appropriate feedback was that of Gordon (1974).
He wrote that Active Listening (Feedback) is a communication
facilitator. Such feedback makes persons "...feel that
their ideas and feelings are respected, understood, and
accepted." It also helps in the process of identifying
problems and in the initiation Of the problem-solving
procedure, while leaving the responsibility for the
problem solution, in this case, with the inservice teacher.
He cautioned that the Active Listening process must be
carried out with the "...underlying attitudes or worth,
empathy, trust and acceptance."

Gordon also recommended the use of "I-messages"

47

for effective communication. In using his work in this
study, the responder, by writing how she felt about the
described behavior or how it "tangibly affected" her,

would be sending an "I-message." This puts the respon-
sibility for what is happening where it belongs---inside
the person experiencing the problem. Thus, another name
for "I-messages" could be "responsibility-taking messages."

He summarized the positive effect of "I-messages"
this way:

1) "they have a probability of promoting a willingness

to change;

2) they contain minimal negative evaluation of the

student (inservice teacher); and

3) they do not injure the relationship."

Review of the literature seems to indicate that use
of feedback procedures such as those recommended by Kagan
and Bruce and by Gordon would help to provide the support
and challenge necessary to promote the professional and

perSonal growth of inservice teachers.

Summary and Discussion
This review Of the literature indicated that if
there is to be an improvement in education in the schools
of America, it must start with the key person in the schools
---the teacher (Rubin, 1978; Sergiovanni, 1978).
The work of Fuller (1960, 1969, 1970, 1971) has shown

that as teachers develOp through the Phases of Concerns,

48

from those about self to those about pupils, they become
more effective teachers. She determined that teachers
in a high concern phase are more organized, self-reliant,
competent and dedicated to their students and to the
profession of teaching.

Further, she emphasized the need for interventions
which will help teachers become aware of their concerns
and will set in motion the cycles of concern arousal and
concern resolution which are necessary for progress through
the Phase of Teacher Concerns.

The writings and studies of various structural-
developmentalists (Harvey, Hunt and Schroeder, 1961;
Harvey, 1967; Loevinger, 1977; and Schaie, 1978) were
cited as examples of "maps' which can provide the direction
needed for programs which will increase teachers' identity,
commitment and motivation.

Harvey's work in the conceptual-developmental field
is Of major importance to this study. He wrote that the
total of an individual's definitions of the world and his
ties to it, his conceptual system, may be equated with the
self. His work concentrated on the quality of concreteness-
abstractness of an individual's conceptual system.
Subsequent studies (Harvey, Prather, White and Hoffmeister,
1966; Hunt and Joyce, 1967; Murphy and Brown, 1970) have
shown that teachers who are at a more abstract conceptual

level are more flexible, creative and adaptive. Movement

49

along the continuum from concreteness to abstractness,
Level 1 to Level 4, is achieved by placing the person in
environments organized to provide the optimum degree of
structure and support.

Loevinger's work has conceptualized that ego develOp-
ment, the deepening of one's knowledge of and access to
personality, is a major dimension of individual differences.
Her organization Of ego development has ten stages, ranging
from Presocial to the Integrated Stage. The developmental
process, she feels, must be a sequence of structural changes,
Often stimulated by the interaction of the individual with
his/her environment. Teachers at the higher levels of ego
development have been shown to teach with more comprehensive-
ness and empathy (Witherell, 1978). Studies (Loevinger,
1977; Glassberg, 1977) have shown that individuals' ego
level may be raised by placing them in supportive and
challenging environments.

The case for the use of reflective writing as an
intervention which may provide these kinds of environments
was presented by many writers (Hawks, 1970; Grumet, 1975;
Apple, 1975; Pinar, 1975; Greene, 1977; Glassberg, 1977;
Benham, 1977; Clark, 1978; Witherell, 1979). Specifics
of the other dimension of the intervention, the provision
of timely and appropriate feedback, which would complete
the "collegial dialogue", were outlined by several writers

(Gordon, 1974; Kagan and Burke, 1976; Benham, 1978).

50

These writings, taken as a whole, have provided the
conceptual framework for this study. Specifically, the
need for the improvement of teachers has been well documented.
The "maps" spelling out possible roads leading to this
improvement---the progression through Fuller's Phases of
Concerns, the positive movement through Harvey's Conceptual
Levels and Loevinger's Stages of Ego DevelOpment---have
been identified. Finally, a method, that of structured,
reflective writing, followed by timely and apprOpriate
feedback, has been suggested as intervention which could
lead to the positive professional and personal development
of teachers.

Chapter III will deal with the design of the study
which was implemented to provide information for the

completion of this framework.

CHAPTER I I I

 

The design Of this study was structured to provide
answers to its major research question: What are the
effects of structured reflective writing (journals) on
the professional and personal develOpment of inservice
teachers? In addition to this major question, four

subquestions were formulated.

Research Questions

 

These four questions were:

1) How did taking the MACT class and keeping a
journal for eighteen weeks effect the professional and
personal develOpment of teachers?

2) How did taking the MACT class and keeping a
journal for ten weeks effect the professional and personal
development of teachers?

3) How did writing a journal for eight weeks
effect the professional and personal development of
teachers?

4) What were the effects of natural maturation and
the taking of tests on the professional and personal

develOpment of teachers?

Research Design

 

The research design planned for answering these
questions was an adaptation of the Non-equivalent Control

Group Design (Campbell and Stanley, 1963). This design

51

52

involved experimental groups and a control group, all
given a pretest and a posttest, but in which the groups
do not have pre-experimental sampling equivalence. The
design is recommended for use with groups, like those

in this study, which are naturally occurring collectives
of people. These groups were as similar as availability
permitted, but not so similar that the pretest could

have been omitted. The design follows:

Group I 01 X1 05
Group II 02 X2 06
Group III 03 X3 07
Group IV 04 - X4 08

Each 0 represents an administration of the following
instruments:

1) The Teacher Concerns Checklist, Form B,

2) The Conceptual Systems Test,

3) The Loevinger Sentence Completion Test, Forms 9-62.

While these instruments are rudimentary and experiment-
al, they were selected for use because they were developed
by Fuller, Harvey and Loevinger, respectively, and
represent the best current measures of their work.

The treatments (X1, X2, X3, X4) were as follows:

1) Treatment X1--the ten week MACT class and eighteen
weeks of journal writing;

2) Treatment X2--the ten week MACT class and ten

weeks of journal writing;

53

3) Treatment X3--no class and eight weeks of journal
writing;

4) Treatment X4—-no treatment (Control Group).

Population and Sample

 

The population for this study was public school
teachers from several districts in Southwestern Michigan.
The sample selected for this study consisted of four
groups of teachers, and was Obtained as follows:

Groups I and II were drawn from the first term
candidates enrolled in the Master of Arts in Classroom
Teaching (MACT) program offered by Michigan State University.
Group I consisted of teachers who were willing and able
to get a colleague who taught in the same building and
who would participate in the study by keeping a journal.
Group II consisted of MACT candidates who could not obtain
a colleague, but who were themselves willing to participate
in the study.

Group III was made up of the teachers who were
recruited by the members of Group I. Members of Group I
were urged to select a colleague who taught at the same
grade level or who taught the same subject. In this
way, differences in external factors, such as physical
facilities, curriculum, type of students, and administrative
pressures, were minimized.

Group IV was composed of teachers from a single

elementary school who were willing to take the pretest

54

and posttest measures. The decision to use teachers
in one school was made in order to minimize the external
factors previously mentioned.

There were nineteen teachers in Group I, seventeen
women and two men. Six of these taught at the secondary
or middle school level, twelve were elementary teachers,
and one taught in the Hearing Impaired Program. The
average age of the group was 32.5 years, with the ages
ranging from 25-45. Thirty-nine percent Of the teachers
had taught at their present grade level, or subject area,
for five years or longer.

Group II had twenty-two members. Of these, nineteen
were women, and three were men. Seven of them taught
at the secondary or middle school level, nine were
elementary teachers, one taught in a public preschool
program, and one taught the hearing impaired. The
average age for this group was 30.4 years, with an range
Of from 22-45. Only twenty-seven percent of this group
had been in their present position for five years or more.

Group III, those who wrote journals but who were
not in the MACT class, had nineteen members. Sixteen
of these were women and three of them were men. Six were
secondary or middle school teachers, eleven were elementary
teachers, and two were in the Hearing Impaired Program.
The age average for this group was 32.5, with ages ranging

from 24-52. Seventy-four percent of this group had been

55

in their present job for the five year, or longer, period.
Group IV members were all elementary teachers,

twelve women and four men. Their average age was the

highest of the four groups---37.3 years. The ages ranged

from 26-57. Sixty-nine percent of these teachers had

taught at their present grade level for five years or longer.

Treatments and Procedures

 

Both Groups I and II attended a three term-hour class,
one night a week, during the Fall 1978 term; hence, this
course was part of the treatment for each group. This
particular class, the first in what is called the profession-
al development sequence of the MACT program, is designed
to bring about teacher self awareness and teacher growth.
(Course description, MACT Program, MSU, 1979)

The major treatment of interest was that of using
journal writing. Group I wrote journals for eighteen
weeks, while Group II wrote for ten weeks, and Group III
kept journals for eight weeks. Prior to the start of the
journal-writing, participants were given some guidelines
to follow. These guidelines drew upon the support and
challenge model used by Glassberg (1977). The journal
was described as a typical autobiography--a short dis-
continuous personal document which represents experiences
from the writers' lives relating to their own teaching.
They were asked to write one entry each day. In addition

to the daily entry, which was to chronicle the successes

56

and/or concerns of the day, they were asked to think
about and respond to specific topics which were presented
weekly. (A copy of the guidelines and the weekly topics
may be found in the Appendix.)

The weekly tOpics were structured using the sub-
divisions for reflective writing developed by Benham
(1978). These were:

1) Autobiographical writing, concerned with the

 

person's perceptions of and feelings about his or her past;

2) Contemporary writing, concerned with the person's

 

perceptions and feelings about what is happening to him
or her in the present;

3) and Speculative writing, concerned with the person's

 

thoughts about his or her possible future as a teacher.

These topics, along with other timely information,
were presented to the writers in a weekly newsletter,
affectionately known as The Blurb.

During the Fall term, the journals of those in
Groups I and III were collected at class meetings, every
week. They were read, responded to, and returned to the
writers, either personally or by mail, within a few days,
at least prior to the next class, so reactions to the
commentator's remarks could be engendered. Responses to
the journal entries used the empathetic and acceptant
language suggested by Kagan and Burke (1976) and Gordon

(1975). It is estimated that the commentator spent

57

twenty hours each week in her part Of the process.

The MACT class did not meet during Winter term
1979, so the journal writing and collecting procedure
had to be altered. The writers, this time Groups I
and II, mailed their journals in weekly. As soon as
possible, they were responded to and returned, along
with the next week's assignment. The harsh winter and
slow mail delivery interfered to some degree, but the

process was successful nonetheless.

Instruments and Data Analysis

Three instruments were used to determine if the
journal-writing had an effect on the professional and
personal development Of these teachers. They were the
Teacher Concerns Checklist, The Conceptual Systems Test,
and the Loevinger Sentence Completion Test. The pretest
was administered in October, 1978 and the posttest in
April, 1979.

The Teacher Concerns Checklist (TCCL) was developed
by Fuller and refined by George (1974). It consists of
56 items on a five point Likert-type scale. Five independ-
ent factors which relate to Concerns II and III, Concerns
about Self as Teacher, and Concerns about Pupils, are
assessed on five subscales of the instrument. The following
is a description of the subscales measured by the TCCL:

Factor: Role--Concerns about the Dictates Of the
System;

58
Factor: Adequacy--Concerns about Having Adequate
Ability;

Factor: Liked--Concerns about Being Liked;

Factor: Teaching--Concerns about Teaching Goals;

Factor: Needs--Concerns about Pupils' True Needs.
For the total TCCL, the coefficient alpha is .95. Data
from studies of test-retest reliability show that is it
roughly .80 (George, Borich, Fuller, 1974).

The Conceptual Systems Test (CST) was developed from

 

Harvey's This I Believe Test (TIB), which is a subjective
sentence-completion assessment device. Because TIB did
not lend itself well to computerized scoring, the Objective
CST has been developed by Harvey and his associates.

The CST measures six clusters of a person's conceptual
system. They are:

Divine Fate Control (DFC);

Need for Structure-Order (NSO);

Need to Help People (NHP);

Need for People (NFP);

Interpersonal Agression (IA); and

General Pessimism (GP).

Results of Cronbach's coefficient alpha, a measure of
internal validity, show a variance from .80 to .90,
depending on the sample, for DFC, NSO, NHP, and NFP.
Similar data for IA and GP range around .70 (Test and
Development Corporation, 1978).

The Loevinger Sentence Completion Test, which has

 

59

separate forms for women and men, matches responses to
the thirty-six questions with the seven basic steps Of
ego development: Presocial, Impulsive, Self-protective,
Conformist, Conscientious, Autonomous and Integrated.

Loevinger and Wessler (1970) report alpha coefficients
from .88 to .91. Research on the test-retest reliability
range from .75 to .91.

Before the pretest was administered, each teacher
was assigned two random numbers, one for use on the three
pretest instruments, and one for use on the posttest
instruments. These numbers were used for identification
purposes rather than the teachers' names. In addition,
the responses made to the Loevinger Sentence Completion
Test were typed onto new forms so that evaluators would
not be influenced by the handwriting.

Data collected from these instruments were analyzed
for main effects, using one-way analysis of covariance.
Post hoc analysis included planned comparisons, using
the Scheffe F to determine significance. The .05 alpha
rate was accepted for all tests of significance.

In addition to the formal measures, a questionnaire
was completed by the participants at the close of the
study. This was done in order to check the teachers'
perceptions of the journal-writing experience. They were

asked the following questions to which they responded

on a five-point scale:

60

1) Was the journal-writing experience meaningful
for you? (Did you gain new insights into yourself
and your teaching?)

2) Was the feedback provided challenging? (Did
it stretch your thinking?)

3) Was the feedback provided supportive? (Did it
make you feel good, that someone cared?)

4) Were the weekly Blurb topics stimulating?

(Were they thought-provoking?)

5) WOuld you recommend the journal-writing experience
to other teachers?

6) Would it be of help to you to have someone with
whom to interact in this manner on a long-term
basis? (If the answer was yes, they were to
check what they thought would be an Optimum

length of time.)

Summary
The design of the study reflected the conceptual

framework developed in Chapter II. Specifically, it was
planned to determine if journal-writing, which included
a reflective-writing component, would positively effect
the professional development of teachers. This determin-
ation was made by comparing pretest and posttest results

from the administration of Fuller's Teacher Concerns

Checklist.

61

It was also planned that evidence concerning the
effectiveness of journal-writing as an intervention which
could lead to the personal development of teachers, that
is a progression along the continuums of conceptual and
ego develOpment, would be forthcoming. This was done by
administering the Conceptual Systems Test and Loevinger's
Sentence Completion Test before and after the treatments.

The design employed was an adaptation of the Non-
equivalent Control Group Design, suggested by Campbell
and Stanley (1963). Four groups of teachers, which were
naturally occurring collectives of people, participated
in the study. Two groups, I and II, attended a weekly
Master of Arts in Classroom Teaching (MACT) class. This
class, then, was part of the treatment for these groups.
Neither of the other groups attended the class. However,
Group III participated in the journal-writing project
for one term. Group IV, the control group, merely took
the measures at the beginning and at the conclusion of the
study.

The journal-writing was structured to provide the
support and challenge deemed necessary for professional
and personal develOpment to occur (Fuller, 1973; Harvey,
Hunt and Schroeder, 1961; Loevinger, 1977; Glassberg, 1977).
Weekly topics were assigned to the writers, which used
the format of Autobiographical, Contemporary and Specul-

ative themes developed by Benham (1978). Responses to

62

the journals were made using the empathetic and acceptant
language suggested by Kagan and Burke (1976) and by
Gordon (1974).

Analysis of the data collected from the administrations
of the formal instruments was made using one-way analysis
of covariance, thus allowing for initial differences.

In addition to the formal measures, a questionnaire was
completed by the participants at the close of the study
to check the teachers' perceptions of the journal-writing
experience.

An analysis and discussion of these results follows

in Chapter IV.

CHAPTER IV

 

ANALYSIS OF RESULTS

 

Introduction

 

There are four sections in this chapter. The
first is devoted to the presentation, analysis and dis-
cussion of the data obtained from the administrations
of the formal measures: the Teacher Concerns Checklist
(TCCL), the Conceptual Systems Test (CST), and the
Loevinger Sentence Completion Test (LSC). Also included
in this section are data Obtained from the informal
questionnaire completed by the journal writers, and
a discussion of these results.

These discussions are centered around the research
questions set forth for this study. The major one was:
What are the effects of structured reflective writing
(journals) on the professional and personal develOpment
of inservice teachers? The four subquestions were:

1) How did taking the MACT class and keeping a
journal for eighteen weeks effect the professional and
personal development of teachers?

2) How did taking the MACT class and keeping a
journal for ten weeks effect the professional and personal
development of teachers?

3) How did writing a journal for eight weeks effect

the professional and personal develOpment of teachers?

63

64

4) What were the effects Of natural maturation and
the taking of tests on the professional and personal de-
velOpment of teachers?

The second section deals with an analysis of the
feedback which was provided to the journal writers.
Following this is a section which presents a sample Of
journal entries representative Of the various levels of
Concerns, Conceptual Systems and Ego Levels. Concluding

the chapter is an overall summary.

Data Analysis and Discussion

 

The Teacher Concerns Checklist (TCCL), Form B

 

Analysis

Analysis of the results Obtained from the adminis-
trations of the TCCL was made using the procedure suggested
by George (1974). Factor analysis of the 56 items on the
measure revealed that each of the five concerns was well
represented by three items. These concerns and items are
as follows:

I. Concerns about beipg Liked (L)

 

Items:

 

37. how students feel about me
6. whether students really like me or not
18. acceptance as a friend by students

II. Concerns about Adequacy (A)

 

Items:

14. feeling under pressure too much of the time

65

15. frustrated by the routine and inflexibility
"of the situation
29. working with too many students each day

III. Concerns about Teaching (T)

 

$2935:

52. helping students to value learning

47. guiding students toward intellectual and
emotional growth

30. challenging unmotivated students

IV. Concerns about Role (R)

 

Items:

 

34. understanding the philosophy of the school

19. understanding the principal's policies

40. clarifying the limits of my authority and
responsibility

V. Concerns about "Pupil Needs" (N)

 

items:
43. lack of academic freedom
44. teaching required content to students of
varied backgrounds
4. the mandated curriculum is not appropriate
for all students
Descriptive statistics obtained from an analysis Of

the scores on these 15 items are presented in Table l.

66

 

 

 

 

 

 

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67

An analysis of covariance with pretest scores as
a covariate was used to determine treatment effects.
Tables 2-6 give the results of this procedure for
each of the five factors: Liked, Adequacy, Teaching,
Role, and Needs.
Table 2

Analysis of Variance

 

Concern about beipg Liked

 

Source of Sum of Mean Significance

Variation Squares DF Square F of F
Covariate-Pretest .49 1 .49 .84 .36
Main Effects 5.33 3 1.78 3.06 .03
Residual 41.18 71 .58
Total 46.99 75 .63
N = 76

Table 3

Analysis of Variance

 

Concern about Adequacy

 

Source of Sum of Mean Significance
Variation Squares DF Square F Of F
Covariate-Pretest 1.70 1 1.70 2.01 .16
Main Effects 3.39 3 1.13 1.34 . .27
Residual 60.03 71 .84
Total 65.12 75 .87

N = 76

68

Table 4

Analysis of Variance

 

Concern about Role

 

 

 

Source of Sum of Mean
Variation Squares DF Square F
Covariate-Pretest .51 1 .51 .61
Main Effects 1.37 3 .46 .54
Residual 59.64 71 .84
Total 61.52 75 .82
N = 76
Table 5
Analysis of Variance
Concern about Teaching
Source of Sum of Mean
Variation Squares DF Square
Covariate-Pretest 6.66 1 6.66 10.92
Main Effects 1.35 3 .45 .74

Residual
Total

N = 76

43.31 71 .61

51.33 75

Significance
of F

.44

.65

Significance
of F

.001

.53

69

Table 6

Analysis of Variance

 

Concern about Needs

 

Source Of Sum of Mean Significance
Variation Squares DF Square F of F
Covariate-Pretest 7.83 l 7.83 9.74 .003
Main Effects 1.76 3 .59 .73 .54
Residual 57.16 71 .80
Total 66.75 75 .89
N = 76

Discussion of TCCL Results

 

The descriptive statistics, presenting the means
and standard deviations, for the five factors Liked,
Adequacy, Role, Needs and Teaching are shown in Table 1.
An examination Of the means reveals that for the three
journal writing groups the means generally increased from
the pretest to the posttest. The Group IV scores, on
the other hand, declined in every instance.

This trend might seem to indicate that as the school
year progresses, teachers need the opportunity for supportive,
challenging feedback.

Tables 2-6 give the results of the analysis Of
variance for each Of the five factors. The pretest
measures served as the covariate in each instance. These
results indicate a significant difference between the

journal writers and the control group for the factor

70

Liked (Concern about being Liked).

It may be that as the year progressed, those teachers
involved in journal-writing became more aware of their
students' feelings. Fuller (1971) felt that such an
awareness, or arousal of concerns, is a necessary step
in the continued progression through the phases of concerns.

However, with the one exception of the L (Liked)
factor, the analysis of variance shows that, from a
statistical approach at least, the intervention of
structured reflective writing did not make a difference
in the professional development of these teachers as

measured and defined by the TCCL-B.

The Conceptual Systems Test Analysis

 

The Conceptual Systems Test is used to assign
persons to the various levels of conceptual functioning.
The assignment is made on the basis of persons' answers
on the 48-item measure. Six factors are included in the
measure. They are: Divine Fate Control (DFC), Need for
Structure Order (NSO), Need to Help PeOple (NHP), Need
for People (NFP), Interpersonal Aggression (IA), and
General Pessimism (GP).

Each factor is represented on the measure by eight
items. The items are scored on a 5-point Likert-like
scale. A person's rating on each of the factors is

determined by averaging the eight item scores.

71

The factor most useful in identifying a person's

position on the continuum Concrete---Abstract is DFC,

(Hoffmeister, personal communication, 1979). Hence,

the analysis was made on the basis of that factor. The

eight items which are indicators of this factor are:

4

10

16

22

28

31

35
45

No man can be fully successful in life
without belief or faith in divine guidance.
In the final analysis events in the world
will ultimately be in line with the master
plan of God.

The dictates Of one's religion should be
followed with trusting faith.

Marriage is a divine institution for the
glorification of God.

Sin is a cultural concept built by man.

I believe that to attain my goals it is only
necessary for me to live as God would have
me live.

Guilt results from violation of God's law.
The way to peace in the world is through

religion.

Three persons in the sample did not respond to the

questions used to make the differentiation between

concreteness and abstractness. Of the remaining respondents,

18.4% were classified as Abstract; 66.9% were classified

.as Concrete; and the remaining 14.7% made answers which

72

were inconsistent to the point that no classification
could be made.
Tables 7 and 8 present the descriptive statistics
and the analysis of variance results respectively.
Table 7

Descriptive Statistics

 

Conceptual Systems Test

 

Divine Fate Control

 

 

 

 

 

GROUPS PRETEST POSTTEST
Group I Y = 3.26 R = 3.13
N = 19 o = .863 o = 1.08
Group II x = 2.97 i = 3.11
N = 21 o = 1.14 o = 1.07
Group III R = 2.70 R = 3.12
N = 16 o = 1.23 o = 1.10
Group IV R = 2.50 i = 2.59

N = 16 o = 1.42 o = 1.35

 

73

Table 8

Analysis of Variance

 

Conceptual Systems Test

 

Divine Fate Control

 

Source of Sum of Mean Significance
Variation Squares DF Square F of F
Covariate-Pretest 50.38 1 50.38 83.29 .001
Main Effects 1.69 3 .56 .93 .43
Residual 40.53 67 .60
Total 92.59 71 1.30
N = 76

Discussion of CST Results
The descriptive statistics reveal that the mean
scores for the four groups were in the middle range.
Harvey and his associates (personal communication, 1979)
have coded the scores in this manner:
Low = 1.00-2.24
Middle = 2.25-3.74
High = 3.75-5.00
The means for the pretest ranged from 3.26 for Group I
to 2.50 for Group IV, the control group. This would seem
to indicate that this group, made up of Older teachers
who had been teaching at their grade level longer, was
more concrete as a whole.
The means for the posttest scores were again in the

middle range, with Groups I, II and III very close -- 3.13,

74

3.11 and 3.12 respectively. Group II's mean score
increased slightly; Group III's increased more; while
the mean score for Group I, those who wrote journals for
a longer time, fell slightly. This drop may be partially
explained by noting that one teacher, who had a high
pretest score, was inconsistent in the answers on the
posttest to the point that no classification could be
made.
The mean score for Group IV on the posttest showed
a slight increase, but still was the lowest of the groups.
As interesting as the descriptive statistics are,
the true test Of significance is the analysis of covariance
(Table 8). The Significance Of F for Main Effects (the
relation between groups) is .430. SO, when allowing for
initial differences, there was no significant difference
between the groups as far as Conceptual Level is concerned.
From these results, then, it would seem that the
intervention of structured reflective writing made no
difference in the personal develOpment of the study

participants as measured by C.S.T.

The Loevinger Sentence Completion Test

Analysis

 

Analysis of the Loevinger Sentence Completion Tests
was the most difficult and time consuming of the three
measures used. The LSC consists of 36 open-ended sentence

stems to which the subjects responded. These responses

75

were then rated by the writer and another researcher.

This was done at the suggestion of Dr. Loevinger (phone
conversation and letter, 1979). She feels that is

crucial for persons using her test to become knowledgeable
and skilled themselves in the scoring Of the test. A

training program for raters is included in Measuring Ego

 

Development I (Loevinger and Wessler, 1970). Upon

 

completion of the training, the researchers established
a percentage of agreement between themselves and between
them and the training manual. Five practice protocals
were randomly selected for this purpose. The researchers
had 100% agreement as to the Total Protocol Ratings
(TPRs). This compares with a 92% agreement for self-
trained raters noted by Loevinger and Wessler (1970).

On the 36 individual items across the five protocols,
the interrater percentage of agreement was 80%, which

is the same percentage reported for self-trained raters
from Loevinger's studies.

The researchers also had 100% agreement with the
criterion TPRs presented in the training manual. This
compares to a 91% agreement reported for self-trained
raters by Loevinger. Their percentage of agreement by
items (36 items, 5 protocols) was 81%. Loevinger reported
80% agreement from her studies.

The rating of the 142 protocols was carried out

in the following manner. First, the protocols (tests)

76

were randomly assigned a number and typed to preserve
anonymity. Next, each of the 36 items was rated across
all 142 protocols. When all 36 items were rated, each
protocol was given a Total Protocol Rating (TPR). This
was the person's level of ego development. (Examples
may be found in the Appendix.)

The possible TPRs for those beyond infancy are:

l. The Impulsive Stage (I-2)

. The Self-Protective Stage (Delta)

. The Transition between the Self-Protective
and the Conformist Stage (Delta/3)

The Conformist Stage (I-3)

The Transition between the Conformist and
Conscientious Stages, The Self-Aware Level
(I-3/4)

The Conscientious Stage (I-4)

The Transition between the Conscientious
and Autonomous Stages, the Individualistic
Level (I-4/5)

8. The Autonomous Stage (I-5)

9. The Integrated Stage (I-6) (Loevinger, 1977)

U'I-b LAN

\10\

It is estimated that the process of rating each item
and assigning a TPR to each completed protocol took an
hour. Hence, around 142 hours were spent in this endeavor.

An interrater percentage of agreement was established
after the scoring process was completed. Four of the
completed protocols were randomly selected for this
purpose. There was 100% agreement as to the TPR rating
assigned by each rater. The percentage of agreement on
the 144 individual items (36 items, 4 protocols) was 80%.

Of the 142 protocols, there were 2 at the Delta/3
Level; 12 at the I-3 Stage; 85 at the I-3/4 Level; 48 at

the I-4 Stage; 4 at the I-4/5 Level; and 1 at the I-5 Stage.

77

In adapting the results for computer analysis, the
numerals 1-9 (see above) were used to represent the
various Stages and Levels of ego development.

Tables 9 and 10 present the descriptive and covariance

statistics obtained from this analysis.

Table 9

Descriptive Statistics

 

Ego Development

 

 

 

 

 

 

 

GROUPS PRETEST POSTTEST
Group I Y = 5.42 i = 5.21
N = 19 O = .61 O = .79
Group II x = 5.41 SE = 5.23
N = 22 O = .51 O = .69
Group III R = 5.53 R = 5.16
N = 19 O = .77 0 = .83
Group IV R = 5.31 Y = 4.94
N = 16 o = 1.01 o = .57
EgofLevel

4 = I-3

5 = I-3/4

78

Table 10

 

Ego Development

 

Analysis Of Variance

 

Source of Sum of Mean Significance
Variation Squares DF Square F of F
Covariate-Ego .29 1 .29 .55 .46
Level Pretest
Main Effects .86 3 .29 .53 .66
Residual 38.25 71 .54
Total 39.41 75 .52
N = 72

Discussion of LSC Results

 

Data from Table 9 indicates that the mean level of
ego development for all groups on the pretest and posttest
measures was at the I-3/4 Level. Thus, the average
teacher in these groups is at the Self-Aware Level,
which Loevinger says "...appears to be a stable position
in mature life" (Loevinger, 1977).

It is interesting to note a slight decrease in the
posttest mean scores. Speculation as to the reason for
this decline has centered around reaction to the test
itself. Several participants showed impatience and
intolerance with the whole procedure at this point. As
a consequence, their answers had a more negative tone.

Table 10 reveals that there was no significant

difference between the groups as far as Ego Development

79

is concerned. So, again, as in the case Of the Conceptual
Systems data, it would appear that the intervention of
structured reflective writing did not effect the personal

development of the participants as measured by LSC.

Feedback Questionnaire

 

Analysis

 

This section concludes with an analysis and discussion
Of the data collected from the informal measure. At the
conclusion of the journal-writing experience, each of
the participants was asked to complete a feedback question-
naire. The percentage Of response was as follows:
Group I - 16 Of 19 or 84%,
Group II - 19 of 22 or 86%,
Group III - 8 of 19 or 42%.
The questionnaire listed six questions, the first
five of which were to be rated on a five-point Likert-like
scale. The points on the scale were:
1 = not at all,
2 = a little,
3 = sometimes more than others,
4 = pretty much so,
5 = yes, indeed.
The first five questions were:
1. Was the journal-writing experience meaningful
for you? (Did you gain new insights into yourself and

your teaching?)

80

2. Was the feedback provided challenging? (Did it
stretch your thinking?)

3. Was the feedback provided supportive? (Did it
make you feel good, that someone cared?)

4. Were the weekly Blurb topics stimulating?

5. Would you recommend the journal-writing experience
to other teachers?

Results from each of the three groups are depicted

 

below:
Table 11

Group I Group II Group III R
Question 1 (Meaningful) 3.7 3.4 3.5 3.5
Question 2 (Challenging) 4.1 3.6 3.6 3.8
Question 3 (Supportive) 4.8 4.2 4.5 4.5
Question 4 (Stimulating) 3.4 3.5 3.6 3.5
Question 5 (Recommend 3.6 3.4 3.5 3.5

to Others)

GRAND MEAN 3.9 3.6 3.7

Question 6 asked, Would it be of help to you to have
someone with whom to interact in this manner on a long-
term basis?

The results were:

 

 

 

Group I Group II Group III Not sure
Yes Np Yes Np_ Yes N9 1

9 7 9 8 5 3

81

The Yes respondents were then asked to specify the
length of time they thought would be optimum. These

results were:

 

 

 

 

Group I Group II Group III
10 20 10 20 50 10 20
weeks weeks weeks weeks weeks weeks weeks
1 8 5 3 l 2 3

Finally, all were asked to add any comments of their
own. Following are comments representative of each group
of journal writers:

Group I

1) "Time is a critical factor. Verbal communication
would be a much more valuable source of feedback for me."

2) "I felt like it was another thing to do...this
form of writing is not for me. The talk between two
people (you and a partner) would have been as beneficial
to me.“

3) "Even though I believe it was valuable---and
would do it again---it does require self-discipline to
set a time to write."

4) "It was a fantastic experience -- one I'll
always remember."

5) "Thank you for the great interaction. The
journal provided me with some new ideas and helped me
gain confidence and understanding. The journal gave me

the drive to become a better and more aware teacher."

82

Group II
1) "I really looked forward to the feedback."

2) "I appreciated the suggestions and support."

3) "I don't think it was necessary every day ---
somedays you don't feel like writing and other days you
don't have anything to write. All in all, I loved getting
it back and it made me feel good about myself and my
teaching."

4) "At the time of journal writing, I felt it to be
a slight pain but after I have reread my papers I really
have to eat my previous words."

5) "Journals revealed a lot of strengths and weak-
nesses of program after I put it together. I was very
disappointed with the way my new job had turned out --

I felt with journal writing I was communicating with someone
who was familiar with knowledge in stating educational
concerns."

Group III

 

1) "I tend to think the journal-writing experience
might have been more meaningful if I had been in the class
and had the benefit of your weekly discussions and
interaction."

2) "Sometimes it was difficult to interact with a
'disembodied' person. Not sure if the reader understood
what (or who) I was talking about."

3) "It was just too much to keep up with--your tOpics

83

were so neat that I wanted to spend 20 minutes or more
to write on them. I seldom found the 20 minutes between

my school life/family life time!"

Discussion ofguestionnaire Results

 

While the statistical data Obtained from the formal
measures indicated only one significant difference in
the groups as a result of the planned intervention,
results from the questionnaire reveal that it was a
positive experience.

From the data in Table 11, it will be noted that
the Grand Mean for each group was 3.6 (on a scale of 1-5)
or higher. The highest rating on the questionnaire by
all groups was given to item 3 which dealt with the
supportive aspect of the feedback given to the writers,

a mean of 4.5. Evidently there is a great need for the
efforts of teachers to be recognized. They want someone
to listen to their concerns, give suggestions to them,
and appreciate their hard work.

The challenging aspect of the feedback received the
next highest rating. Most seemed to feel that the experience
had stretched their thinking -- had broadened their
horizons. This suggests that the reflective component of
the experience was an important one.

Responses to the other three items included in
Table 11 indicate that most felt the experience was

meaningful for them, that the weekly topics were stimulating,

84

and that they would recommend the experience to other
teachers.

Question 6 which asked if it would be of help to
have someone with whom to interact in this manner on a
regular basis provided some interesting answers. In
Group I there were seven who answered "No". Of those
seven, five mentioned that time was a critical factor.
Several mentioned that perhaps a weekly (instead of daily)
journal might be more effective and helpful. Another felt
that verbal, face-to-face interaction would be better.

The "No" responses from the other groups followed a
similar pattern.

The second part of Question 6 asked those who would
like to participate in such an interaction to specify the
optimum length of time for such an experience. The
majority of Group I teachers indicated that 20 weeks
would be the best. This was, incidentally, the length
of their interaction period. Group II teachers, on the
-other hand, favored a 10 week experience, which was the
length of their period. Group III teachers were split
between the 20 and 10 week duration.

The individual comments included in this section
were selected to give an overall consensus of the teachers'
feelings. (The entire collection of the comments may be

found in the Appendix.) In general, aside from the time

constraints, most seemed to feel that it was a valuable

85

experience. More of these teacher reactions will follow
in Chapter V.

While the analysis of the data from the questionnaire
does not provide definitive, statistical evidence as to
the professional and personal growth of the journal-
writers, it does seem evident the experience had a favorable

impact on them.

Respondent Feedback

 

The next section of this chapter deals with the types
of responses given to the journal writers. These were
structured in such a way as to provide the challenge and
support deemed necessary by Glassberg (1977), Fuller (1970),
Loevinger (1976) and others for the promotion of professional
and personal growth.

The time spent in the responding process varied, of
course, with the length and complexity of the journal
entries. On an average, the respondent spent sixteen
hours a week responding to the thirty-eight journals
written during the fall term (Groups I and III), and
twenty hours a week responding to the forty-one journals
written during the winter term (Groups I and II).

The types of responses followed the structure

suggested by Glassberg. She saw the reflective process

in this way:

86

increased understanding

of self
Su port
supervisor's reinforcing
comments
Reflection--Journal
becoming more self-aware
and self-analytic

Challenge
supe visor's questions

(Glassberg, 1977)

An analysis of a random sample (12) of the completed
journals showed that 63% of the responses were supportive.
That is, they were reinforcing comments. These comments
were in the Listening and Affective Modes suggested by
Kagan and Burke (1976) and/or were "I-messages" as
recommended by Gordon (1974).

The remaining 37% of the sample responses were
challenging questions. Thus they were in Kagan and Burke's
Exploratory and Honest Labeling Modes. An additional
element of challenge was supplied by the weekly topics
which followed the autObiographical, contemporary and
speculative themes suggested by Benham (1977). (A complete
list of these weekly questions may be found in the

Appendix.)

87

Journal Entries

The third section of this chapter presents some
journal entries. While perhaps not technically considered
data, the daily and weekly journal entries of the partici-
pants were also an important part of the study. The
entries varied in length from half a page to many pages
per day. The following are exerpts from a sample of the
journals which represent various Teacher Concerns,
Conceptual Levels, stages of Ego Development.

Teacher Concerns

 

As may be expected, few journal writers expressed
what Fuller (1969, 1970) has called Phase I Concerns,
Concerns about Self. However, they did appear occasionally.
One teacher expressed such a Phase I Concern when she wrote,

"Inservice was fantastic! I received good
ideas! But one thing upset me. We had to
make three warm fuzzies and give them away.

50 people attended--all got at least one warm
ffizzie (some five!) And I got none! I always
thought I got along well with other teachers,
but now I wonder. I do do things alone quite
often. (This never used to be.) I am quite
outgoing. What is it about me? I am depressed,
embarrassed and lonely. I can't think any
more---gotta sign off."

Phase II Concerns, those concerning self as teacher,
were more common. A journal entry written early in the
year expressed such a concern,

"This is the second week of my combination
classroom. I enjoy working with the children,
but I have never worked with two levels at one
time. The children have not been very coop-
erative today. .And trying to keep two groups
busy seems to be a problem."

88

Another teacher wrote,

"Boy--I really was tired today. I came home
and took a two-hour nap...probab1y won't get
much homework done tonight either...just seems
you barely catch up then all of a sudden, it
piles up again."

A concern about adequacy, a Phase II concern, was
expressed by this teacher in a daily entry,

"I didn't accomplish much this afternoon but

my classroom was pretty organized and very

quiet and relaxed. My kids must realize

report cards and conferences are next week.

Every time that comes around I wonder if I've
really done enough or what more I could have done."

Another Phase II concern, dealing with concern about
where one stands in the position of teacher, was expressed
by this experienced teacher.

"My principal called me in today. The person

in charge...convinced the high school principal
that I was not qualified or capable of teaching
(deleted) to 8th graders in our building.
Strange, but my students have been very success-
ful at the high school. I requested the grades
of current 9th graders and have just begun to
look the list over, but most of last year's
students have done well. Therefore, I could
not have contaminated them. My evaluation has
always been positive, so I do not know what the
high school person is basing his evaluation on,
except I do not have a Master's in teaching .
Frankly, a Master's in teaching does not
guarantee a person who can teach kids. Only a
person that can teach and that's not
necessarily the same thing."

 

Many teachers expressed Phase III Concerns, concerns
about pupils and the impact of their teaching. One wrote
this about a student,

"I have to make a decision about a boy in

the spelling group. He is working way below

the others in the group. He was obviously
placed in the wrong level, not because he

89

doesn't have the capability, but he's not
motivated or he doesn't have the study habits
required. I've talked to him about what he
thinks he can do. He thinks he's in the
right level, but his grades are failing...
I'll try having him learn 15 words instead

of 20."

Later she wrote about the same boy,

"The boy in spelling I was concerned about
did a much better job on his spelling test.
I decided I will check his test first and
ask him to spell misspelled words orally
because he has a handwriting problem."

Another teacher wrote the following,

"I had some excitement today. A child I had
last year, who was deathly afraid of the
balance beam went on the beam today, with

very few problems. I think I was more excited
about it than he was. Last year he cried and
carried on so I couldn't get him near it for
about two weeks. Then I would take him every
morning from 9:00-9:20 for two weeks and finally
he would get on, but would cling to me as if
it were a life-death situation. Well now, a
year later, he's on the balance beam! Still
not all by himself, but what a great improve-
ment. This type of thing makes teaching all
worthwhile. The child and the teacher both
have a sense of accomplishment."

A third teacher expressed a Phase III Concern when
she wrote,

"I feel good about my teaching-self most of
the time but I think I will always feel the
need to make changes in myself because I see
this as a form of self-growth. I don't see
that I will ever be completely satisfied with
my teaching-self because each child brings a
new need and I often must change myself to
meet those needs. It's the teacher who can't
take a self look and meet new needs that has
stopped growing. I know I have many areas to
work on but this knowledge should help me grow."

90

Conceptual Systems

According to Harvey, Hunt and Schroeder (1961),
Abstract persons are information-seeking, have high task
orientation, display exploratory behavior, and are risk-
taking and independent. They do things for intrinsic
rather than extrinsic rewards.

The following journal entry, written by an Abstract
teacher, demonstrates this risk-taking and independent
nature of these persons:

"This week I started a new project with the
students. If they complete all of their
assignments and are on time and on task I

pay them $20.00 per week. This was time-
consuming for me because I made Checkbooks,
savings account books for each student and

an account slip for my own purposes. In
return the students pay me for my services.
The class was excited. We did a lesson on
how to write checks and I explained to them
how they need math skills to keep their check-
ing accounts in balance. This made it easier
for my one student to see how learning to add,
substract, multiply, etc. is important and

is something he'll use as an adult.

To be honest with you this was more fun and
important to me and the kids than the garbage
I'm told I must cover.

It's amazing how something this important isn't
demanded by administrators. This is relevant
and should be taught. I really don't think
most of the things we teach are relevant, but
I'm trying to find a way to hit all the so-
called mandatory subject areas and still do my
own thing in teaching relevant, important
material children will need later in life.

I'm not just interested in doing what is covered
in our grade, but what I've done to help that
child to survive later on in life when he's an
adult."

91

Another illustration of the classroom behavior of
an Abstract teacher is provided by a journal writer as
she described one of her peers who also participated
in the study.

"The thing that impresses me about K. is her
individualizing of materials for students...
she has 4 math groups, 2 spelling groups and
reading entirely individualized. K.'s rapport
with her students is excellent. I don't think
I've ever heard her raise her voice. She
insists they speak politely and kindly to one
another. The affective climate is also helped
by her 'Student Person of the Day.‘ All jobs
and privileges belong to that person. She
usually greets her students near her door in
the morning and is very observant and mentions
new clothes, haircut, etc.--just something that
gives the child individual attention for the
moment. Her handling of discipline is one of
reasoning with the student rather than scolding.

K. has been asked to take some 'administrative
responsibilities' (mostly because of her interest
there). She's grade level chairman plus the

head of 2 or 3 committees. I feel she's done

an excellent job on all of these. She's well
liked by staff members and so has no trouble
delegating responsibilities. Because of her

good rapport with us, I don't detect any
hostility or bad 'vibes' about her having the
authority role among the other teachers.

I have felt very comfortable this year working
with her on grade level projects and materials.
Because of her thoughtfulness and willingness to
share her materials, 'short-cut tips' or 'tricks
of the trade', I find myself being more thoughtful
and saying, 'I wonder if K. would like to use

this (ditto, filmstrip, etc.) with her class?‘

I can't see her having difficulty with parent

rapport. She is in contact with parents often
through notes and phone calls about the needs

of or concerns about her students.

K. stresses values and responsibility with her
students. For all these reasons I just can't
see K. leaving education. It would be such a

92

great loss to our staff, her future students

and the profession!"

An arbitrary decision was made not to include
vertabim quotes from those teachers who were identified
as Concrete for fear of embarrassing them. In general,
their entries dealt with objective statements of their
activities for the particular day. Seldom did they deal

with feelings or important educational issues.

Stages of Ego Development

 

By far the greatest number of the participants were
rated at the 3/4 Level on the Loevinger Sentence Completion
Test. This is not surprising inasmuch as this is the
modal level for adults in our society (Loevinger and
Wessler, 1970). These persons are in a transition from
the Conformist to the Conscientious Stage. They exhibit
an increase in self-awareness, often being self-conscious
or self-confident. They appreciate that there are
alternatives in situations, although these may be expressed
in stereotypic terms.

The following are journal entries written by Level
3/4 (Self-Aware) teachers.

"My P.M. class gives me a super feeling, but

always the awful feeling of my A.M. class

creeps up on me. I just feel I could do

better with them. I keep blaming myself--

but I don't know what I can do to improve

situations."

One goal I have to achieve is for my A.M.

class to enjoy school better than they are
now. I feel they hate me and school because

to

93

I'm always reprimanding them. It drives me
and them up the wall."

A second 3/4 Level teacher wrote early in the year,

"Two things are concerning me today. First

is the age-old problem of how to get through
to the slower child without losing the faster.
In my classroom...they can always use review--
but there is a point where all but one gets
it. I felt no matter how differently I
explained it each time--he still wouldn't

have understood it.

Second, I feel that because our students are
'spoon-fed' not only by the teacher but by
parents also--they have a false sense of
reality...I feel pressured to let them know
what will really be happening when they are
on their own---there won't always be Mom and
Dad or the teacher to fight their battles...."

A third Level 3/4 teacher wrote this in response
speculative weekly tOpic.

"Education year 2000. If families continue
to break like they are today, a teacher will
have to have more classes and experiences in
dealing with emotional and psychological
problems. Education is already far from the
teaching of the three R's. A teacher must
deal with many, many emotional problems and

I can only see this as a growing thing. The
breakdown of the family can only result in
further breakdown of school control...A child
without security becomes a liability to both
school and community. Children need the
security of a family and far too many of them
are not getting this relationship. The
schools are becoming a dumping ground for
these children and education is the loser.
How can we help these families? We must
start by helping the parents so they can

help their children. Is there hope?"

Several of the teachers were found to be at the

I-4 or Conscientious Stage. Persons at this stage have

long-term, self-evaluated goals. They are self-critical

94

and have a strong sense of responsibility. They are
better able to see others' viewpoints and there is a
mutuality in interpersonal relationships.

A Level 4 teacher wrote this about the weekly tOpic
which dealt with classroom management,

"I feel that good classroom management enables
the student to learn at his or her own pace.
Good management also allows the teacher to spend
a good share of her time instructing students

1 to 1 or 1 to small groups. It goes without
saying that each classroom is filled with a wide
array of personality types and learning types.
It is up to the teacher to increase her effect-
iveness by focusing in on the individual learn-
ing types...If a teacher can accomplish this
task, all will benefit. A special relationship
can grow between all students and the teacher.
It is a special, warm and loving relationship.
This relationship lets the student feel their
own self-worth. A student who has a good sense
of self-worth will have a good attitude toward
learning and toward school in general."

Another Level 4 teacher had this to say about

evaluation,

"I think one of the crucial factors in evaluation
is input Of a child's ability and the output of
his efforts. Some of the less gifted children
really give it all they've got.

Evaluations tell me how far the student progressed,
the skills learned, his ability to communicate,

did he attain the goals l had set for him, etc.

It also tells me what he hasn't learned...then I
must reteach the skills needed."

One of the weekly topics asked the teachers to rate
themselves on a scale from 1 (low) to 10 (high). A

Level 4 teacher wrote this,

95

"I am very critical when it comes to my teaching.
Even though I have my bad days and good days--I
feel I must rate myself 9%. I haven't reached
perfection but I'm trying like h---. I try to
stay two steps ahead of my kids at all times.

I believe in creativity, freedom, freedom of
choice, placing responsibility where it belongs,
and yet be structured.

I must be organized--I'd be lost otherwise. I
have everything in place and right at my finger-
tips.

I try to plan ahead so that what I'm teaching
is reinforced in other subject areas also.

There are days when I feel like I'm fighting
a losing battle but I won't give up--I can't--
I'm not a quitter."

The next highest level, the Individualistic or I-4/5
Level, is marked by a greater sense of individuality and
tolerance for self and others. Several of the participants
in the study were rated at this level.

One of them wrote,

"In one of my classes I have a boy who is incapable
of the course material. He was placed in my class
by mistake so I've decided to make a separate lesson
plan for him on a basic level. For a moment I'm a
little upset that I should have this imposition.
Then I look at the boy and realize he doesn't have
too many friends and has probably been rejected by
enough people. I should make more of an effort to
get to know him. I will make it a point to say
hello to him whenever I see him in the hallway."

Another Level 4/5 teacher expressed herself this way,

"Correcting exams can be both an upper and a downer
--an upper if the tests belong to first hour, a
downer if the tests belong to sixth hour...

I want so much for my student to do well it
hurts. I can feel the tenseness build as I

correct poor test after poor test. I wish

I had enough time to go over on a one to one
basis each test, but numbers prohibit it.

96

So much for the downer, now the upper. My
third year students really did well on their
exam...it's exciting to see them succeed."

Summary
The first section of Chapter 4 dealt with the

presentation, analysis and discussion of data obtained
from the three formal measures used in this study, the
Teacher Concerns Checklist (TCCL), the Conceptual Systems
Test (CST) and the Loevinger Sentence Completion Test (LSC).
Also included in this section was an analysis and discussion
of the results of the informal Feedback Questionnaire.

Of the five factors included in the TCCL, Concerns
about being Liked (L), Concerns about Adequacy (A),
Concerns about Teaching (T), Concerns about Role (R),
and Concerns about Pupil Needs (N), only the Liked Factor
was shown to be statistically different between the groups.
Thus, it seems on the basis of these results that the
intervention of structured reflective writing had little
effect on the professional develOpment of teachers.

Similar results were obtained from the tests chosen
to measure changes in personal develOpment: the CST and
LSC. For these two formal measures there was no significant.
difference between the scores of those who wrote journals
and those who did not.

Analysis of the informal Feedback Questionnaire
indicated that the participants generally found journal-

writing to be a meaningful experience. They especially

97

appreciated the supportive comments and also reacted
positively to the element of challenge provided.

The second section dealt with the feedback given
to the journal writers. An analysis of a random sample
of journals showed that 63% of them were supportive in
nature while 37% were challenging.

The third section presented journal entries chosen
to illustrate various Teacher Concerns, Conceptual Levels
and Stages of Ego Development. While these journal
exerpts may not technically be called data, it was felt
that their inclusion would add to the body of knowledge
being developed in each of these areas.

An overall summary of the study; a consideration of
its limitations; some subjective reactions; and some

suggestions for future research follow in Chapter V.

CHAPTER V

 

SUMMARY AND CONCLUSIONS

 

Chapter V presents a summary of the rationale, the
design and methodology, and the results of the study.
The limitations; the subjective reactions of the journal
writers and the researcher; the conclusions and implica-
tions are discussed; and suggestions for future research

are outlined.

Summary

This study was made to determine the effects of the
intervention of structured reflective writing, followed
by supportive and challenging feedback, on the professional
and personal development of inservice teachers.

It was designed to test whether or not the professional
develOpment of teachers, as perceived by Fuller (1969,
1970), was effected by this intervention. In addition,
the effect of the intervention upon the closely related
personal develOpment of the participants was tested.

This aspect of the study was based upon the work of the
conceptual systems developmentalists (Harvey, Hunt and
Schroeder, 1961), (Harvey, 1967), and that of Loevinger
in the area of ego develOpment (Loevinger and Wessler,

1970), (Loevinger, 1977).

98

99

Rationale

 

Many writers feel that such professional and personal
development of inservice teachers is the key to the overall
improvement of schools in this country (Sergiovanni, 1978),
(Sizer, 1973), (Hersh, 1978). Hersh wrote, "New energy
sources and competence for effective teaching have to be
found within existing personnel and hence staff development
has taken on new importance."

The purpose of this study, then, was to determine
if the use of the intervention of structured reflective
writing is an effective way to bring about such growth.
Specifically, the author wanted to find out if inservice
teachers who participated in weekly journal-writing
assignments showed greater professional growth, a positive
movement through Fuller's Phases of Teacher Concerns,
than did non-participating teachers. Further, the study
was designed to show whether the intervention would
facilitate the conceptual and ego develOpment of the
participants, as measured by instruments develOped by
Harvey and Loevinger, respectively.

Because such an intervention would pay attention
to what Sizer (1973) has called subtle matters, teachers'
"...identity, commitment, and motivation...", it was
hypothesized that it might be effective in bringing
about the hoped for changes in professional and personal

development. If this were so, it would be an intervention

100

which could be used to advantage by professional develop-
mental specialists, university educators and public school

personnel.

Design and Methodology

 

The study designed to investigate the efficacy of
this intervention was carried out with four groups of
inservice teachers in Southwest Michigan during the
school year of 1978-1979. Two of the groups were made
up of teachers enrolled in the Master of Arts in Classroom
Teaching (MACT) program. This class which deals with an
analysis of teachers' classroom behaviors was thus
part of the treatment for these two groups. The other
two groups were made up of regular teachers from the area.

The design employed was an adaptation of the Non-
equivalent Control Group Design, suggested by Campbell
and Stanley (1963). This design is recommended for use
with groups, like those in this study, which are naturally
occurring collectives of people. Members of each of the
four groups took a series of pretests. The Teacher
Concerns Checklist, Form B, was used as an indicator
of a teacher's professional development. The Conceptual
Systems Test and Loevinger's Sentence Completion Test
were used as indicators of personal develOpment.

Three of the groups, Groups I, II and III, then
participated in the journal-writing project for varying

lengths of time. The journal-writing was structured to

101

provide the support and challenge deemed necessary for
professional and personal development to occur (Fuller,
1973; Harvey, Hunt and Schroeder, 1961; Loevinger, 1977;
Glassberg, 1977). Weekly tOpics were assigned to the
writers, which used the format of Autobiographical,
Contemporary and Speculative themes developed by Benham
(1978). Responses to the journals were made using the
empathetic and acceptant language suggested by Kagan
and Burke (1976) and by Gordon (1974). The control group,
Group IV, did not participate in the journal-writing
phase of the study.

Upon completion of the journal-writing exercise,
posttests, using the same instruments, were given to all
four groups. In addition to these formal measures, a
Feedback Questionnaire was given to the journal writers

for their completion.

Results
Analysis of the data collected from the administrations
of the formal instruments was made using one-way analysis
of covariance, thus allowing for initial differences.
The .05 alpha rate was accepted for all tests of significance.
Analysis of the results of the test chosen to measure
growth in teachers' professional development, Fuller's
Teacher Concerns Checklist (TCCL), Form B, showed that a
significant difference existed in only one of the five

factors, Concern about being Liked. Thus, it seems that

102

on the basis of these results, the intervention of
structured reflective writing had little effect on the
professional development of these teachers.

Similar results were obtained from the tests chosen
to measure changes in personal develOpment: the Conceptual
Systems Test, which determined the degree of concreteness-
abstractness, and the Loevinger Sentence Completion Test,
which measured ego level. For these two formal measures
there was no significant difference between the scores
of those who wrote journals and those who did not.

However, analysis of the informal Feedback Question-
naire indicated that the participants generally found
journal-writing to be a meaningful experience. They
especially appreciated, on the basis of the data, the
support given to them. They also reacted positively to
the element of challenge provided.

Additional results of the study were journal entries
that were illustrative of the various Teacher Concerns,
Conceptual Levels and Stages of Ego Development. It is
hOped that these will add to the body of knowledge being

developed in each of these areas.

Limitations of the Study

 

There were several limitations to the study. The
primary one centered around the length of time involved
in the study. The maximum amount of time any journal

writer spent in the writing phase was eighteen weeks.

103

Benham (1978) contends that it takes months, even years,
for significant change to occur. Loevinger, too, feels
that it takes a long time for any positive alterations
in the fairly stable personal develOpmental level of
individuals (Loevinger, 1977).

While for statistical purposes the N involved in the
study was small, from the standpoint of the researcher,
the sheer number of participants was a problem. During
the fall term, there were thirty-eight journals to which
responses had to be made on a weekly basis. During the
winter term, there were forty-one.

Another limitation was the apparent inability of the
selected measures to adequately detect changes in the
professional and personal development of individuals.

The large residual, or error term in the analyses of
covariance indicates there is some unexplained variation.
All three measures, the TCCL, CST and LSC are rudimentary
and experimental. Longitudinal data are currently being
collected on them. Hence, the validity is largely con-
current or construct and not predictive.

Another limitation of the formal measures was that
the same forms of the tests had to be used both as
pretest and posttest measures which leads to a question
of validity.

Still another limitation was the non-uniform setting

in which the measures were administered. Groups I and II

104

took the measures during the MACT class sessions. There
is a question in the mind of the researcher as to how
seriously they took this experience. The measures were
sent via class members to teachers in Group III, and the
researcher delivered those to Group IV at their school.
These measures were then completed at varying times and

under varying conditions.

Subjective Reactions

These limitations involving the formal measures make
the input from the Feedback Questionnaire even more
valuable in assessing the impact of the journal-writing
experience. In addition to the over-all favorable
reactions from the questionnaire, the writers often made
other comments regarding their perceptions and feelings
during the year. One young teacher wrote,

"Looking over my journals the first recurring
theme that stuck out like a sore thumb was com-
plaining. If I let a lot of little things bother
me so much why am I in the profession? However,
I do have two possible reasons (excuses?) for

it all--l) This is only my 3rd year of teaching
and I'm still learning short-cuts (sometimes the
hard way), and ways of COping with little things.
2) My journals were an immediate sounding-board,
and once those feelings were expressed I felt
better after 'getting it off my chest'."

Another young teacher who experienced many problems
during the year wrote,

"This journal is allowing me to write down my
thoughts and will allow me to check the frequency
at which I strongly feel various problems and
concerns. Also saves me from bending colleagues'

ears so frequently."

105

An Older person who finished her education and began
teaching after her children were in school wrote,

"I want to answer your comment about the journal
helping me pinpoint problems--I really think the
thing that made me pinpoint them was having you
comment on the problems. Sharing the journal has
.been helpful but just to write it for myself--no."

An experienced secondary teacher had this to say,

"In looking over my journal, I realize it has
been good for me to write down problems, comments,
observations, etc. Some things worked themselves
out; other things need more work. If anything,
the experience has made me more aware of some

of my 'teacher' thoughts and ideas. It also
reminds me of things on which I want to work,

but which unfortunately, if not for the journal,
I'm afraid would have been left on the wayside
due to other matters cropping up. Sometimes I
dreaded writing down my thoughts only because

I felt I could not really adequately express my
thoughts. Emotions are hard to transmit."

Finally, a young elementary teacher made important
use Of the journal as documented by this note written
after the study was completed:

"As the final 'follow up' overview of my journal-
writing experience, I'd like to share the follow-
ing thoughts.

The main concern in some of my early journal
entries dealt with C. As you remember, she was
my gal that vomitted because, according to her,
she was 'too hot', 'too cold', etc. There were
other details that I cited: a new baby, grandpa's
divorce, grandpa's remarriage, etc. Glancing
back, I checked with MOm (Oct.) about the problem
and she assured me C. had been to the pediatrician
and was a 'nervous stomach' case.

Thinking I had gone as far as I could, I
dropped the worry (it was) and tried to comfort
the child. There seemed to be no advanced warn-
ing of vomitting. I did continue to record
occurrences, however.

106

Since the time I wrote you, C. exhibited

some other strange behaviors just prior to

vomitting. These I also documented and after

noticing it the 3rd time, again had a conference,
first with the school nurse and then with Mom.
Outcome: C. had a return visit to the

doctor for observations, and he referred her

to a specialist. C. had an EEG and a brain

scan. She has since been on 3 different medicines

to try to control the spells...and is going for

another brain scan next Tuesday.
C. has petit mal seizures.
Well, Mary, what all this has to do with us

is #1 I had good time reference material when

asked for particulars. #2 You've been a listening

ear. #3 I document I'm not a writer but some-
times it proves the same results!"

The researcher, too, felt that the journal-writing
experience was a beneficial one. It allowed her to get
to know a great many peOple quickly. Within two or three
weeks after the beginning of the experience, many of the
Group I teachers were identifying with the researcher as
much as with the instructor. They turned to her with
questions and concerns in a natural manner, even though
she had merely been formally introduced to the class as
a whole. The journal writers evidently felt so close
to her, through the medium of the journals, that they
could interact freely and Openly. Thus, journal-writing
seemed to be a method of establishing a meaningful
relationship with a large group at one time. Time and

distance would have precluded this from happening in any

other way.

107

It was interesting to note the reactions of the
Group II teachers, those who did not write journals
during fall term. During the preclass sessions, they
seemed to feel left out of things. They did not interact
with the researcher nor with each other as much as did
the Group I teachers. It almost seemed as if one half
of the class had an "Esprit de Corps" while the other
half did not.

When the Group II teachers began writing journals
during winter term, the class was not meeting. So it
was more difficult to gauge the immediate impact of
journal-writing on the relationship between the researcher
and the teachers. However, when the class reconvened
in the spring, it was evident that a good relationship
had been established. They now interacted freely with
the researcher and with the other members of the class.

On those occasions when the researcher encountered
members of Group III, those who were not in the MACT
class, it was almost as if they were old friends. Several
have had their interest picqued to the point that they
have become enrollees in the MACT program themselves.

In general, the journal-writing experience established
a rapport with these teachers that exists to the present
day. A recent incident illustrates this. At the beginning
of school in the fall of 1979, a large meeting of teachers
from several school districts was held in a central

location. Teachers from one of the localities represented

108

came to the meeting in school buses. Following the
meeting, the researcher walked past a bus containing
several of the "Group". When she was noticed, much
waving and shouting ensued. This would seem to indicate
that strong feelings of trust and empathy have been
created and have endured.

Early indications of this trust and empathy were
noticeable in the kinds of concerns and successes that
were shared with the researcher almost from the beginning.
These ranged from "Shall I set up learning centers?",

"A parent really upset me today.", "My teammate is
impossible!", "I'm so worried about Johnny!" to even
"Shall I have a baby?" The researcher felt that she

was fulfilling a need in the lives of many for someone

to ”talk" to. She felt that she was making the profession
of teaching less lonely for them.

This was borne out when the journals were returned
to the Group I writers in class during the fall. They
usually Opened them immediately and read the responses
before doing anything else. The results of the Feedback
Questionnaire reinforced the belief that these comments
made a great deal of difference to them. This particular
item on the questionnaire rated 4.5 out of a possible 5.0.

The rapport established has made the lines of
communication more open as the researcher continues to

work with these teachers in another capacity. And for

109

this reason, she feels that journal-writing is a useful
tool for those working with both preservice and inservice

teachers in a developmental capacity.

Conclusions and Implications

In light of the results of the formal measures, it
would seem that the principal impact of the intervention
of structured reflective writing followed by supportive
and challenging feedback was in increasing the journal
writers' concern for being liked by their pupils. These
teachers, by implications, are moving in the direction of
becoming more caring about their students, more thoughtful,
concerned and empathetic.

Impressions gleaned from the results of the Feedback
Questionnaire and the subjective Observations of the
writers and of the researcher indicate that the inter-
vention did serve an important need. The writers appreci-
ated having someone with whom to interact on a professional
and personal level. The researcher found the intervention
to be an effective way to establish a trusting relationship
with many pe0ple in a short length of time.

That it is possible to establish this kind of
relationship through such a time-efficient method seems
to be the major finding of the study. Many writers have
indicated that before positive changes can be made in
professional or personal develOpment a supportive environ-

ment must be created (Fuller, Bown, Peck, 1970; Rubin, 1978;

110

Combs, 1972; Glassberg, 1977; Rutherford, 1977). Thus,
even though changes in teachers' development did not
occur on a large scale as the result of the intervention,
the stage has been set for such develOpment to occur in
the future by the creation of a favorable environment.
Since supportive, challenging environments are
essential for development in both the professional and
personal aspects of an individual, a major implication
of the study seems to be that those responsible for
staff development, teacher education, and supervisory
functions must be trained in ways of establishing these
environments. Manolakes (1978) has urged that these
persons see their role as that of an advisor whose job
is to serve as a "...seed planter, extender, expediter,
informant and personal support system for teachers."
The implications of this large responsibility are
twofold. First, it is important that these educational
leaders become aware of the developmental processes as
they apply both to the professional and to the personal
development of teachers. It is only by becoming familiar
with the works of Fuller, Harvey, Loevinger and other
develOpmentalists that these leaders can effectively
plan for environments which will meet the needs of
individuals at the varying stages of develOpment.
Second, it is important that these educational
leaders become skilled in the areas of interpersonal

relations and communication. Hall (1978) has written

111

this for persons in charge of the implementation of

educational innovations,

"Individual consultation, hand-holding, cajoling,

answering the same questions over and over while

keeping in mind where it is all supposed to be
going is a hard and highly skilled job."

Hall contends that change facilitators must attend
to persons as well as to the technology of innovations.
For, as he says, if the concerns of individuals are not
attended to, the individuals are not apt to be able to
resolve their concerns and move on to the effective
implementation of any planned innovations.

Rutherford (1977) concurs on this point of educational
leaders being trained to recognize and accommodate teacher
concerns. He wrote that professional development and
supervisory personnel must "...focus on individuals, not
groups, and must respond to the concerns of individuals."

Just what this training would be would depend upon
the prior educational, experiential and developmental
background of the leader. For many, the works of Kagan
and Burke, and those of Gordon would be beneficial. The
Human Resources approach to supervision, as delineated
by Sergiovanni (1979) would also be of help to many

wanting to become more skilled in the creation of climates

condusive to positive change.

112

Suggestions for Future Research

Based on the findings of this study, the following
suggestions for further research are recommended.

1. Follow-up research is needed to determine the
possible long-term effects of the intervention of structured
reflective writing.

2. Further refinement is needed on the instruments
designed to determine persons' conceptual systems and
ego levels.

3. There is a need to develop an instrument which
will measure the effects of reflection on the professional
and personal develOpment of teachers.

4. There is a need to further examine the effects
of teachers of various concern levels, conceptual systems
and ego levels on students of differing levels.

5. There is a need to replicate the study in order
to validate the findings of the present study.

6. Further research is needed to develop specific
interventions which will raise teachers' concern levels,
conceptual systems and ego levels.

7. There is a need for intensive classroom analysis
of teachers who are at the various levels and stages of
professional and personal development. An ethnographic
approach is suggested.

8. Research is needed which will lead to the develop-

ment of training programs for supervisors, professional

113

development Specialists, and teacher educators. These

programs should provide these persons with the knowledge
and skills necessary for the establishment of supportive
climates in which the continued professional and personal

development of teachers can take place.

Conclusion

 

It is the hOpe of the writer that this study has
made a contribution to the fields of professional and
personal development of teachers. It is further hOped
that it will serve as a stimulus to others who are
interested in working on programs and procedures which
focus on the needs and concerns of those key people in

American schools---the classroom teachers.

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APPENDICES

122

APPENDIX A

M A C T

Journals -- Adapted from S. Glassberg

 

What is the Journal?

 

The journal is not a diary (i.e., a continuous intimate spontaneous
outpouring of important events) or a log (i.e., an account or record of
events). Rather, it might be called a typical autobiography - a short
discontinuous personal document which represents experiences from your
life relating to your teaching.

Journal Writipg

 

The major purpose of the journal is to encourage you to reflect
upon and make meaning out of your teaching experiences. At the same
time it provides a way for me to get to know you on a more personal
level. It will also provide for you a means of connecting the
knowledge, concepts and ideas which you have acquired during the
MACT program to your:

. classroom teaching

. books or articles read
. discussions in classes
. thoughts

. self-reflections

. lesson planning

O‘U'I-l-‘LQNH

You are asked to write at least one journal entry each day. The
length of entries will vary -- 2 paragraphs to a few pages.~ At certain
times throughout the year you will be assigned specific journal
questions to respond to. These will be designed to encourage you
to think about and expand upon ideas discussed in class.

The journal will also provide a means for the two of us to dialogue
with one another. At times I may have you further expand upon or
clarify specific issues you have raised in the journal. It also
provides the opportunity for you to ask me for further clarification
or analysis of specific points I have made.

I see the journal as a most valuable experience and feel that it
requires considerable thought, time and effort on both our parts in
order for it to be a significant learning experience.

123

APPENDIX B

WEEKLY JOURNAL TOPICS

 

Autobiographical Topics

 

1) During the coming week, I'd like you to think back to your
own high school or junior high school. What kind of place was it?

What kind of a person were you then? Write as much as you can remember
about a teacher you liked and/or admired. What did he or she do to
earn your admiration?

2) Describe a time when you were really upset about something
that happened to you as a student. What happened? Who was involved?
How was the event handled? Would you, as a teacher, handle this event
the same way? If not, what would you do differently?

3) Looking back over this school year, which student has caused
you the most concern? What is it about him/her that is troublesome?
Suggest some possible approaches you can use to solve the problem.

Who can you turn to for help?

4) I'd like you to think back a few years to the time you decided
to become a teacher. Consider such things as: Why did you decide to
teach? How old were you when you made this decision? Were there other
persons involved in your decision---parents, counselor, teachers, friends,
spouse? How was the most influential, and why? Are you glad you became
a teacher? Why or why not?

5) This term, I'm working with 11 student teachers from MSU and
trying to help them make the transition from the role of student to

that of teacher. I'd like you all to think back a few years to the

124

time when you were in this position. Where did you do your student
teaching? What was the school like? Describe your cooperating teacher.
What kind of person was he/she? What were some of the things he/she
did to help you make this transition? Tell me something about your
college coordinator. Was he/she helpful to you? In general, was your
student teaching a pleasant, profitable experience? How could it have
been made better?

6) Why did you decide to enroll in the MACT program? Were you
encouraged to do so by your colleagues or administrators? What were
the features of the program that influenced your decision? Has the
program met your needs and expectations?

Contempgrapy Topics

 

1) This week, I'd like you to do some thinking and responding
on a contemporary topic---styles of classroom management. Describe
the classroom procedures and practices of what you think of as a
"traditional" teacher. How are these procedures and practices like
your own? If you could establish the "ideal" classroom management
system, what would it be like? What do you see as the forces which
prevent you from adopting your "ideal"?

2) The topic: evaluation. (Most of you have just finished a
marking period, so this should be fresh in your mind!) How do you
evaluate students? What uses do you make of the evaluations? How do
you communicate evaluations to students and parents? If you could
make any changes in the way your school evaluates kids, what would

they be?

125

3) Think about the administrators of your school. What do you
see to be their duties and responsibilities? Are these being carried
out to your satisfaction? What changes would you make if you could?
W0uld these changes help you to be more effective as you work with
kids? How?

4) I'd like you to think about your teaching colleagues. Are
there any you consider to be outstanding teachers? Describe one
for me. Include such things as the level of student achievement;
the affective climate of his/her room; his/her relationships with
kids, fellow teachers, administrators and parents; and any other
information which will complete the picture of this teacher. By
doing this, I hOpe we can get some clues as to what makes a tep-
notch teacher.

5) I'd like each of you to think of your "best" student. Describe
him/her as best you can—--abilities, work habits, personality, attitude,
etc. How do you plan for this kind of student? Any ideas as to how
you can make school an even more pleasant, challenging place for him/her?

6) How are you feeling about your teaching self right now? Using
a scale from 1 (low) to 10 (high), rate yourself. If you're feeling
pretty good about things (8-10), what are some of the factors contributing
to this high rating? If you're feeling sort of down (1-4), what do you
see as the causes for your dissatisfaction? Those of you in the middle
(5-7), how can you go about creating greater self-satisfaction? For
all of you, decide on one or two specific goals in this area that you'd
like to achieve by the end of the year. How will you go about achieving

these?

126

Speculative Topics

 

1) This week, I'd like you to project yourself into the future.
Here's the situation: Within the next few days, a student will come
to you and say, "Bob doesn't like me. He picked on me again today
and I've just about had it with him!" Which of these responses, if
any, would you use, and why?

1) "Don't worry. I'll speak to him about what
he's doing to you."

2) ”I'll bet you did something to make him mad,
didn't you?"

3) "It sounds like you're really having problems.
Would you like me to ask Bob to sit down with
the two of us and talk things over?"

4) Other response?

2) This week's questions have to do with what lies ahead for you.
Specifically, what are your plans for the future? Do you have any
long-range hopes? What do you hope to be doing 5-10 years from now?

What are you doing now so that these hOpes may be realized?

3) Considering what the weather has been these last weeks, I'd
like you to consider an arrangement of the school calendar that has
been promoted by some as being the way to go. It's called the 45-15
Plan. School would be in session for.45 days, then out for 15, on a
year—around basis. I'd like each of you to think about such things as:
How would such a plan effect student learning? How would you, personally
and professionally, like such a plan? Do you think it would be a popular
one with parents? In general, do you think the 45-15 Plan has merit?

4) I'd like you to think about the year 2000. What do you think

our world will be like then? What kind of schools will be needed to

127

meet the needs and challenges of that day? How should we be training
teachers to be effective educational leaders for the future?

5) Suppose that your principal should come to you next week and
say, "You have been chosen to develop a model room for our system.
M0ney is no object. Between now and next fall, design what you see
as the ultimate in physical facilities, curriculum materials and
support personnel and they will be made available for you." What
would you do (besides faint)? Describe what you would ask for in each
of the above areas. Do you think having these facilities and materials
would increase your effectiveness as a teacher? W0u1d your students
achieve at a higher level? Is there any way you can obtain some of

these desired goals realistically?

Name 2353 Age

128

APPENDIX C

SENTENCE COMPLETION FOR WOMEN

 

 

 

Marital Status Education

 

 

Instructions: Complete the following sentences.

1o.
11.
' 12.
13.
14.
15.
16.
17.
18.

19.

Raising a family is a unique experience.

Most men think that women are stupid.

 

When they avoided me ijust finished eatingygarlic bread.

 

If my mother needed me; I'd be there.

 

Being with other people is appleasure.

 

The thing I like about myself is my eyes.

My mother and I have become best friends.

 

What gets me into trouble is my mouth.

Education is important.

 

When people are helpless I feel bad.

 

Women are lucky because they are really the stropger sex.

 

My father lives far away.

 

A pregnant woman is in her glory.

 

When my mother spanked me, I cried.

A wife should work along with her husband.

 

I feel sorry for those less fortunate than I.

 

When I am nervous, I eat.

A woman's body should be kept in shape.

 

When a child won't join in group activities I show him the fun
he's missing.

 

 

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

129

Men are lucky because they have women.

 

When they talked about sex, I blush.

At times she worried about my happiness.

 

I am pleased with myself.

 

A woman feels good when she is with the ones she loves.

 

My main problem is worrying too much.

 

Whenever she was with her mother, she glowed with_joy.

 

The worst thing about being a woman is her monthly.

 

A good mother takes care of her children.

 

Sometimes she wished that I wasn't around.

 

When I am with a man I feel good.

 

 

When she thought of her mother, she thogght of me.

If I can't get what I want I find another way.

 

Usually she felt that sex was normal.

 

For a woman a career is important.
My conscience bothers me if I lie.

A woman should always carry herself in a womanly way.

 

10.

11.

12.

13.

14.

15.

16.

17.

18.

130

APPENDIX D

ITEM RATINGS AND TPR

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Protocal # 2353
Date 7/16
Rater(s) M.K.
Item Ratings

1-314. 2 19. 1—4

A/3. 1 20. I-3, 2

I-3L ll 21. I—3, 5

1-3/4. 1 22. 1—4

I—3L l 23. I-3L4, l

AL3. 1 24. 1:374, 2

I-4L5, 3 25. I-3, 14

1-3L l 26. I—4

I-3, 1 27. I-3L 3

I-3, 5 28. I-3L 3

I-3, 13 29. I-3, 9

I-3 30. I—3y_l

114L 3 31. I-3, ll

I-3ypl 32. I-4y78

I—3, 9 33. I-3ypl

1-3/4, 1 34. I-3, 4

1-3, 1 35. I-3, l

I-3/4, 1 36. I-3/4,_1

 

 

DerivingiTPR

 

2 A A/3 3 3/4 4 4/5 5 6

131

Appendix D (cont'd.)

Distribution: 2 21 7 5 l

Ogive: 2 23 3O 35 36

TPR: 3

 

132

APPENDIX E

SENTENCE COMPLETION FOR MEN

 

Name 2213 Age

 

 

Marital Status Education

 

 

Instructions: Complete the following sentences.

l.

10.

ll.

12.

13.

14.

15.

l6.

17.

18.

Raising a family is a joy.

Most women think that men don't care.

 

When they avoided me I try to figure out what I have done.

 

If my mother could see me now.

 

Being with other people is enjoyable.

 

The thing I like about myself is my willingness to try.

 

A man's job is never finished.

 

If I can't get what I want I reassess pg wants and means thenpproceed.

 

I am embarrassed when I fail my_goals.

 

Education is half of life.

 

When people are helpless they need direction.

 

Women are lucky because thgy are allowed to enjoy life by feeling,
caring and lovingyother pepple more than men are in our society.

 

 

What gets me into trouble is my mouth and obsession for truth.

 

A good father loves and does all the time no matter the situation.

 

If I were king I would be the sameL maybe a little fatter!

 

A wife should care enough for her family to be her own person.

 

I feel sorry forypeople who are afraid to try.

 

When a child won't join in group activities then thgy must be
afraid of peer pressure or know the joy of doing ityyourself.

 

 

19.

20.

21.
22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

1133

When I am nervous, I work myybest.

He felt proud that he did what he could to the best of his
ability.

 

Men are lucky because they have women to love.

 

When they talked about sex, I listen then forggt.

 

At times he worried about getting caught in "how he is getting
somewhere" and loosing sight of "where" he is going.

 

I am happy.

A man feels good when people care about him.

 

My main problem is tpying too hard.

 

When his wife asked him to help with the housework he did.

When I am criticized I get a second opinion and act on decision.

 

Sometimes he wished that he had more time and chances to do
something important.

 

 

When I am with a woman I shine.
When he thought of his mother he smiled.

The worst thing about being a man not knowing how a woman feels.

 

Usually he felt that sex was the most wholesome and worthwhile
activity.

 

I just can't stand people who want to "be somebody" without
earning it.

 

 

My conscience bothers me if I don't follow it.

 

Crime and delinquency could be halted if people realized they do
have much control over their lives.

 

 

134

APPENDIX F

ITEM RATINGS AND TPR

 

Protocal # 2213

 

 

 

10.

11.

12.

l3.

14.

15.

l6.

17.

18.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date 7/16
Rater(s) M.K.
Item Ratings
3, l 19. 4,,3
3/4 20. 4
314L 7 21. 314, 2
4, l 22. 3/4, U.C.
3, 1 23. 5, 1
4, 6 24. 3, 3
3L_§ 25. 3/4, 1
5L 1 26. 3/4L l7
4 27. 3
4, 12 28. 4
3L 3 29. 4/5,§2
5 30. 3/4L_4
4, 3 31. 3, l
4 32. 4/5
4 33. 44,1
5, 2 34. 4
3/4, 10 35. 3, U.C
4/5, 2 36. 4/5

 

DerivingTPR

 

 

2 A A/3 3 3/4 4 4/5 5 6

135

Appendix F (cont'd.)

Distribution: 8 9 12 3 4
Ogive: 8 17 29 32 36

TPR: 5

 

136

APPENDIX G

IDENTIFICATION INFORMATION

 

Name Last four digits of Social Security #

 

Sex ( ) Female ( ) Male

The grade level you are teaching Number of years at this level,
presently: not counting the current year:
( ) nursery school ( ) 0 years

( ) kindergarten ( ) 1 year

( ) elementary (grades 1-3) ( ) 2 years

( ) elementary (grades 4-6) ( ) 3 years

( ) junior high or middle school ( ) 5 years

( ) senior high school ( ) more than 5 years

INSTRUCTIONS

The purpose of this form is to discover what teachers are concerned
about at different points in their careers. With this information,
teachers can be given the kind of help they need when they need it.

On the following pages you will find some statements about concerns
teachers have. Read each statement. Then ask yourself, WHEN I THINK
ABOUT MY TEACHING, AM I CONCERNED ABOUT THIS?

IF you are not concerned about that now, check the space marked
NOT CONCERNED AT ALL.

IF you are concerned, but only slightly, check the space marked
SLIGHTLY CONCERNED.

IF you are more than slightly concerned, but not extremely
concerned, check the space marked MODERATELY CONCERNED.

IF you are very concerned, check the space marked VERY CONCERNED.

IF you are extremely concerned (more than very concerned),
check the space marked EXTREMELY CONCERNED.

137

You may feel you OUGHT to be concerned about certain statements.

You may feel that you ought not to be concerned about other state-
ments. CHOOSE THE CONCERN YOU HAVE, NOT THE ONE YOU OUGHT TO HAVE.
Understanding teachers' concerns is possible only if you say frankly
what you personally ARE concerned about, not what you think you
ought to be concerned about.

When you have finished, check your responses to be sure you have
checked every item.

138

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140

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141.

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142

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143

APPENDIX H

FEEDBACK QUESTIONNAIRE
for Journal Writers

Please take a few minutes to answer the following questions as
candidly as you can. we need your feedback. Thanks!

Ratings: 1 = not at all; 2 = a little; 3 = sometimes more than

1)

2)

3)

4)

5)

6)

7)

others; 4 = pretty much so; 5 = Yes, indeed!

Was the journal-writing experience meaningful for you? (Did
you gain new insights into yourself and your teaching?)

 

1 . 2 3 4 5

Was the feedback provided challenging? (Did it stretch your
thinking?)

 

l 2 3 4 5

Was the feedback provided supportive? (Did it make you feel
good, that someone cared?)

 

l 2 3 4 5

Were the weekly Blurb topics stimulating? (Were they thought-
provoking?)

 

l 2 3 4 5

Would you recommend the journal-writing experience to other
teachers?

 

1 _ 2 3 4 5

Would it be of help to you to have someone with whom to interact
in this manner on a long-term basis?

No Yes

 

 

If your answer was yes, check the length of time you think
would be Optimum:

10 weeks; 20 weeks; 50 weeks; longer

We'd appreciate you adding any comments of your own below:

144

APPENDIX I

RESPONSES TO FEEDBACK QUESTIONNAIRE

 

Group 1 Responses

1.

"Time is a critical factor. Verbal communication would be a
much more valuable source of feedback for me."

"Writing the journals tended to become a burden after ten
weeks--and the newness wore off. The journals provided
me a catharsis. It was a way to cement my thoughts."

"Time to write--a great problem."

"I found that making myself write about the day's happenings
gave me insight but it was hard to keep it up. It was like

a New Year's Resolution--it wore off! I'd like to do some-
thing like it on my own so I'd remember more about particular
students' problems and be able to recall them when talking

to parents."

"I felt like it was another thing to do...this form of writing
is not for me. The talk between two people (you and a partner)
would have been as beneficial to me."

"Sometimes I found it difficult to write about some situations
because it seemed like I could not give enough background info
to make the situation understandable."

"During the fall semester I kept up with my journal-writing and
it kept my interest. After Christmas break it seemed so
repetitive I lost interest and it was hard to get back in the
daily habit of writing. I could have gotten into maybe a
weekly journal rather than a daily. It wouldn't have been

so repetitive."

"Even though I believe it was valuable--and would do it again-—
it does require self-discipline to set a time to write."

"It was a fantastic experience--one I'll always remember."

"Journalizing was most exciting once I got into it. I gave
high ratings to all areas except 6 because all people would
not gain because they wouldn't want to commit to carrying out
the task. However, if they received the genuine feedback I
received you might get them interested. This experience was
helpful to me as a veteran teacher (12 years) to relate to.
The beginning teacher may have much difficulty because they
are still experimenting with processing the daily. However,

ll.

12.

l3.

14.

Group II

1.

145

this may let some of them see their impact sooner—-so it ,
wouldn't hurt to try. By 10 weeks 'I had the picture' of
who I was and some of why and how I do things with my kids.
Yet, the 20 weeks was exciting to record and reflect even
more. There was so much reinforcement for me on general
trends or specific things I stress (they just stood right
out). I enjoyed seeing them and also if I 'plugged in
something new' I could tell if it was valuable or not by
going through it as a journal reader."

"I really enjoyed the experience. It was very helpful

to have someone to tell my problems to or share my good
experiences with. It was also good to have someone who
could really understand what was going on."

"The journals helped me to put a lot of ideas down on
paper. Helped me to write out a lot of my thoughts."

"I hope to use my journal toward my independent study.
Although writing it alone was helpful."

"Thank you for the great interaction. The journal
provided me with some new ideas and helped me gain con-
fidence and understanding. The journal gave me the drive
to become a better and more aware teacher."

Responses

"It got extremely hard at times to keep up on my journals.

I was almost never able to do them during the actual school
day. It was more like I wrote it later that night. I really
enjoy doing them--1O weeks is really a long time! But I did
appreciate all the feedback."

"I really looked forward to the feedback."

"I appreciated the suggestions and support."

"I enjoyed it and plan to continue to the end of the year."
"Journal writing would be more meaningful if I was not taking
other classes. I felt pinched for time, but I do feel it is
worthwhile."

"Journal writing was not needed daily--maybe once or twice a

week when something important came up the writer wants to share.

"I don't think it was necessary every day--some days you don't
feel like writing and other days you don't have anything to
write. All in all, I loved getting it back and it made me feel
good about myself and my teaching."

10.

11.

Group II

1.

146

"At the time of journal writing, I felt it to be a slight
pain but after I have reread my papers I really have to
eat my previous words."

"I feel that I don't need to write my experiences. I have
close relationships with several of the other staff members
which makes this type of interaction possible and feedback

is immediate. Further, the relationships make their feedback
valuable. Big concerns and small concerns are shared daily
with my husband who I consider my best friend."

"I did not object to writing a journal, found it was helpful
but time consuming when I was also coaching."

"Journals revealed a lot of strengths and weaknesses of program
after I put it together. I was very disappointed with the way
my new job had turned out--I felt with journal writing I was
communicating with someone who was familiar with knowledge

in stating educational concerns."

Responses

"I tend to think the journal-writing experience might have
been more meaningful if I had been in the class and had
the benefit of your weekly discussions and interaction."

"Many Blurb topics for me personally were repetitive from
previous classes that I had when I was working on my MA
program."

"Sometimes it was difficult to interact with a 'disembodied'
person. Not sure if the reader understood what (or who) I
was talking about."

"It was just too much to keep up with--your tOpics were so
neat that I wanted to spend 20 minutes or more to write on
them. I seldom found the 20 minutes between my school
life/family life time!"

147

APPENDIX J

MASTER OF ARTS FOR CLASSROOM TEACHING
PROGRAM DESCRIPTION & PLANNING GUIDE

College of Education - Michigan State University
Division of Student Teaching & Professional Development

RATIONALE

A master's program should enhance the unique competencies of
practicing teachers. Such a program needs to be flexible in the sense
that instructional Options are provided which are consistent with the
strengths, shortcomings, and interests of each teacher. But at the
same time, the program should have a specified general structure which
will ensure that the approved program of study for each candidate will
be comprehensive and meaningful. Finally, the program should capitalize
on the strengths and physical proximities of the university staff. This
instructional program is organized to provide for these conditions and
to be somewhat individualized for each candidate.

INSTRUCTIONAL PROGRAM

The instructional program, planned by each student with an advisor,
should be based on that student's existing status and declared interest
in each of the following areas:

1. Professional Development (12—l6 credit hours)
2. Professional Knowledge (18 credit hours)
3. Special Interests (12-18 credit hours)
TOTAL PROGRAM = 45 - 51 credit hours
A. Professional Development (12-l6 credit hours)

A primary purpose of the master's program in classroom teaching
(MACT) is to enhance a teacher's ability to engage in meaningful
self-analysis and to plan for continual professional growth.
Approximately one-third of each candidate's program will be devoted
to this goal. This portion of the Master's program will include a
course in classroom analysis, several instructional development
projects/studies, and a course in classroom synthesis. The sequence
of these courses is as follows:

(1)

(2)

(3)

148

ED 838A Classroom Analysis (3 cr - Numerical grading)

 

Classroom Analysis is the first of several courses in a
series which are required for satisfactory completion of
the degree.

Emphasis in the course is placed upon the identification
and utilization of basic analytical skills in assessing
teacher performance in classroom settings.

The assessment of teaching performance which is accomplished
in this course will then lead to meaningful guidance and a
more informed selection of subsequent courses and experiences
during the remainder of the candidate's program.

ED 8383 Instructional Development (2-4 cr - Maximum of 12 -

 

P/N grade)

Following satisfactory completion of Classroom Analysis,
candidates will enroll during subsequent terms for two,
three, or four credits of Instructional Development. A
minimum of eight credits are needed to fulfill the
requirements.

Projects (or a series of related projects) will be under-
taken by the candidate upon the approval of the professor-
supervisor. Successful implementation of this project

(or projects) will include a written evaluation of the
effectiveness of changes occurring in the candidate's
instructional program. Supervision of the projects may
include on—site visits to the candidate's classroom, small
group seminars among teachers engaged in similar projects,
and large group meetings in which evidence of a change in
classroom performance is presented by the candidate and
discussed with others in the program.

ED 838C Classroom Synthesis (3 cr - P/N grade)

This course is intended to serve as a culminating experience
and should be an integration of theory and practice. It
should be preceded by at least 36 term hours of course work
which is applicable toward fulfilling the requirements.

Candidates will be assisted in determining personal beliefs
and philoSOphies of education, and how these beliefs and
philosophies determine or effect attitudes and approaches

to classroom instruction. A final professional development
report is to be submitted which reflects the candidate's
personal beliefs and philosophies, as well as long and short
term goals for improving teaching effectiveness.

149

Professional Knowledge (18 credit hours)

In an effort to expand knowledge of educational theory and
practice, the candidate and advisor will select at least one
course from each of the following groups. In order to satisfy
the 18 credit hour minimum, an additional course must be
selected from one of the categories. Other related courses
from the multi—title listings may be substituted for some of
those indicated.

Social and Philosophical Foundations:
ED 800 - Crucial Issues in Education

ED 801A - Philosophy of Education
ED 804A - History and Comparative Education

Curriculum:
ED 820 - Principles of Curriculum Improvement
ED 861 - Elementary School Curriculum
ED 862 - Trends and Research in Elementary Education
ED 882 - Curriculum for the Middle School

ED 882 - Seminar in Curriculum Planning
ED 821D - Seminar in Middle School Curriculum

Psychological Foundations:

ED 410 - Instructional Design and Development
ED 411 - School Learning I
ED 464 - Standardized Tests and Testing Programs
ED 465 - Testing and Grading
ED 811 - School Learning II
ED 812 - Child Growth and DevelOpment
ED 813 - Social and Emotional Behavior
Reading:

ED 8300 - Elementary School Reading
ED 830D - Methods of Reading for the Secondary School

Methods:
ED 830 - Series - Advanced Methods and Materials in Social
Studies; Language Arts; or Children's Literature
ED 833 - Teaching Elementary School Mathematics
ED 836 - Elementary Education - School Mathematics Instruction
ED 846 - Specialized Methods and Materials for Teaching
Elementary and Middle School Science
ED 871 - The Secondary School
ED 827 - Improving Secondary Social Studies Instruction

Content area courses for secondary majors

C.

150

Special Interests (12 — 18 credit hours)

Maximum flexibility is assured by allocating approximately
one-third of the program to courses, seminars, workshops, or
independent studies which the candidate and advisor select on
the basis of special needs or interests. A candidate may
strengthen knowledge in a content area, add an endorsement to
the teaching credential, include coursework in methods of teaching,
interpersonal relations, specialized skills, or whatever other
areas are relevant to the candidate's special situation.

Possible courses include:

ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED
ED

882
484
882
882
882
482
482
484
882
882
482
882
882
882
881
882
882
884
884
823
824

School Law for Teachers
Interpersonal Relations
Children and Violence
Development of Self Concept
Individual Differences
Environmental Education
Evaluating Classroom Learning
Bilingual Education
Creativity in the Classroom
Educating the Gifted Child
Career Education Instruction
Futuristics in Education
Global Education
Instructional Media

Community Resources WorkshOp
Introduction to Schools without Failure
Strategies in Teaching
Discipline in the Classroom
Reducing Classroom Conflict
Instructional Simulation
Seminar in Instructional Development

837A - Supervision of Student Teachers

- Content area courses

151

Program Planning Guide

Name Date

 

 

MASTER OF ARTS PROGRAM FOR CLASSROOM TEACHING

Area A Professional Development (approx. 15 credits) - The Master of
Arts in Classroom Teaching is unique in its emphasis on projects
or activities which occur in a candidate's own classroom. The
program involves self-designed projects dealing with the diag-
nosed needs in classroom performance and instructional design.
Classroom visitations by the on-site advisor and special area
consultants augment classroom application projects.

 

 

Course Quarter
Number Course Title Cr. Grade Taken

 

 

 

 

 

 

 

 

 

Area B Professional Knowledge (approx. 15 credits) - Involves courses,
workshops or seminars to expand the candidate's knowledge of
educational theory and practice. Attention is given to social
and philosophical foundations, curriculum, psychological
foundations and advanced instructional techniques. The final
selection of offerings in this area is based on the diagnosed
needs of each candidate.

 

 

 

 

 

 

 

 

 

 

Area C Special Interests (approx. 15 credits) - Maximum flexibility is
assured by allocating approximately one-third of the program to
courses, seminars, workshops, or independent studies which the
candidate selects on the basis of special needs or interests.

A candidate may strengthen knowledge in a content area, special
methods, interpersonal relations, specialized skills, or whatever
other areas are relevant to his/her special situation.

 

 

 

 

 

 

 

 

 

 

Minimum credits for M.A. degree = 45; 30 credits normally earned in the
degree-granting program; maximum of 12 credits can be transferred from
other institutions.

Total Credits:

 

 

152

APPENDIX K

November 8, 1978

Dear J. W. (Journal Writers),

Most of you have evolved your own way of journal writing -— and
that's great! For those of you who are still not comfortable with
it, may I suggest the following:

1) Every day spend a few minutes writing down your feelings
and perceptions of the day. Try to avoid writing merely, "Things
went well today," or What a lousy day!" Be specific and enlarge

at least a little bit! O.K.?

2) Weekly, spend some time thinking and writing about the
specific topic presented in these blurbs.

Be sure to save your journal entries. We'll want to see the
entire collection when the experience is concluded. I think you'll
be interested in having this record of the 1978-79 school year, too!

This week's topic is autobiographical in nature. Describe a
time when you.were really upset about something that happened to
you as a student. What happened? Who was involved? How was the

event handled? W0u1d you, as a teacher, handle this event the same
way? If not, what would you do differently?

I really appreciate your comments!
Have a goOd week!

Sincerely,

Mary K. Kelly

MKK/dt

Home address: 16 North Third, Niles, MI 49120
Phone: 616/683-4507

Office address: 777 Riverview Dr., Bldg. B, Benton Harbor, MI 49022
Phone: 616/925-0692

 

153

November 15, 1978

Dear J. W.*,

Reprieve! Your journals will pop be due next Wednesday
(Thanksgiving break)! Don't let that keep you from making entries
each day you're in school, however. Bring journal entries for
November 15-28th with you to class on the 29th. Puh—leeze make an
extra effort to bring your buddy's with you too -- that really
helps me a lot.

I'd like you to think along two lines during the next two
weeks:

1) Look over what you've written in your journal so far.
See if you can pick out recurring concerns, or patterns of behaviors
and feelings. Give your over-all impressions of the experience.

2) A contemporary topic: evaluation. (Most of you have
just finished a marking period, so this should be fresh in your
mind!) How do you evaluate students? What uses do you make of
the evaluations? How do you communicate evaluations to students
and parents? If you could make any changes in the way your school
evaluates kids, what would they be?

 

Have a great Thanksgiving -- you turkeys!

Sincerely,

Mary K. Kelly
MKK/dt

*Journal Writers

 

154

November 29, 1978

Dear J. W.,

Countdown to Christmastime -- would you believe only 25 more
days? I know it will be a busy time for you, but I urge you to
continue to take a few minutes each day for your journal entries.

If you can't be in class next Wednesday, please mail or bring your
journals to me before Friday.

As the old year draws to a close, maybe it's a good time to
concentrate on the future. So, this week's questions have to do
with what lies ahead for you. Specifically, what are your plans
for the future? Do you have any long-range hopes? What do you hope
to be doing 5-10 years from now? What are you doing now so that
these hopes may be realized?

Have a good week -- I don't want to hear about any of you doing
a "Snow Dance" (you don't really want Snow Days, do you? Ha!).

Merrily yours,

M/dt
Home: 16 N. Third, Niles, MI 49120; tel. 616/683-4507

Office: 777 Riverview Dr., Bldg. B, Benton Harbor, MI 49022
tel: 616/925-0692

RQRIES

ESEB

MICHIGAN STATE UNIV. LIB
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