A PILOT STUDY CONCERNED WITH THE DESIGN OF AN EDUCATIONAL BELIEF INVENTORY INSTRUMENT Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY RICHARD C. FORCIER 1969- , IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII 3 129 00992 7454 LIBRARY Michigan State University This is to certifg that the thesis entitled A Pilot Study Concerned with the Design of an Educational Belief Inventory Instrument presented by Richard C. Forcier has been accepted towards fulfillment of the requirements for Ph. . D 1 degree in Educ at ion I x ‘ . . 92A Major professor Date '7 2513 " QQI 0-169 BINBIKG BY unAs & snu3' aunt mom INC. LIBRARY SINGERS 9!. menu! , MAR 0 6 2000 4 . (sf; “ . (1 .o I «a ELM” ”NEH“! ,v A PILOT STUDY CONCERNED WITH THE DESIGN OF AN EDUCATIONAL BELIEF INVENTORY INSTRUMENT By I ,v \“k S) Riehard CYGForcier AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1969 ABSTRACT A PILOT STUDY CONCERNED WITH THE DESIGN OF AN EDUCATIONAL BELIEF INVENTORY INSTRUMENT by Richard C. Forcier This study was initiated because of a lack of instru- mentation designed to bring one's own educational beliefs to the conscious level. The possibility of behavior being based on expediency rather than on beliefs would be exposed to the teacher, if he were made conscious of his beliefs. The instrument developed in this pilot study asks the respondent to view six video taped teaching episodes, make inferences concerning beliefs held by the teacher being observed, and then rank the episodes in terms of the most effective to least effective learning situation. In order to construct the role-played episodes, the experimenter compiled a list of twenty-five specific state- ments of beliefs based on two opposing categories of beliefs in the areas of learning, motivation, and importance of sub- ject matter. The individual teaching roles were determined by incorporating, at varying frequency, some characteristics from.both categories. were giv their as six role I beliefs, Six idem role, we: measure t E Michigan resgaonded Strictly 1 allows the behavior 3 Th education teaching r asked on t °f the mos' The the Conch15 sensitivity decisions, specific st. CIDsely to I QSIleighiné Richard C. Forcier The talent, selected from the Okemos Middle School, were given detailed instructions and allowed to rehearse their assigned roles. The experimenter then video taped the six role-played teaching episodes. Using as a framework the specific statements of beliefs, an inventory of twenty-five items was constructed. Six identical copies of the inventory, one copy for each role, were prepared. A five-point scale was incorporated to measure the respondent's agreement with each itemi Experts, selected from the College of Education at Michigan State University, viewed the six taped roles and responded to the inventory. Their function in the study was strictly to determine whether or not the instrument in fact allows the respondent the opportunity to identify specific behavior and then to infer beliefs exhibited by the behavior. The respondents, selected from a graduate class in education at Michigan State University, viewed the six taped teaching roles and responded to the inventory. They were asked on the final page, to rate the six roles on the basis of the most effective to least effective learning situation. The evidence found in the analysis of the data led to the conclusion that experts selected on the basis of their sensitivity to other persons' behavior and making independent decisions, agreed very closely with each other that the specific statements of belief found in the inventory relate closely to behavior exhibited on the video tape, thereby establishing the content validity of the instrument. It was ship exists be and those of ti Evidem the nepondent which they had their own beli that ineffect: effective bah The f 59911 98t8blis the experimet 33d that the “18888“ the his We bet: thereby, he: state 80m ‘ be used as Richard C. Forcier It was determined that a definite positive relation- ship exists between the responses of the experimental group and those of the experts. Evidence also revealed that in rating the six roles, the respondents were able to bridge the gap between inferences which they had made concerning the role-played situations and their own belief systems. It was also found, in most cases, that ineffective behavior was much easier to identify than effective behavior. The fact that content validity of the instrument has been established, that a positive relationship exists between the experimental group's responses and the experts' responses, and that the respondents were able to rate the six roles suggests that the instrument does aid the respondent to bring his own beliefs to the conscious level. The instrument may, thereby, help the respondent to formulate and to clearly state some of his educational beliefs. The instrument could be used as a diagnostic tool to explore the relationship between the respondent's beliefs and his practices. A PILOT STUDY CONCERNED WITH THE DESIGN OF AN EDUCATIONAL BELIEF INVENTORY INSTRUMENT By ‘\ Richard C. Forcier A THESIS Submitted to Midhigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1969 ACKNOWLEDGEMENTS In addition to helpful advice received from members of my doctoral committee, several persons contributed significantly to the study. The cooperation of the admin- istration, teachers, and students of the Okemos Middle School was invaluable in the preparation of the video tape. Faculty members of the College of Education lent their sup- port by serving as the experts involved in the validation of the instrument. An outstanding contribution was made by Dr. Dale Alam, my thesis director. Through his countless hours of patient advisement, he greatly facilitated this study. I To my parents, for their constant encouragement and support, I offer my heartfelt thanks. To my wife, Joanne, who provided so much help and understanding that without her this study would not have taken place, I appropriately dedicate this thesis. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . LISTOFTABLES.........'........ LIST OF APPENDICES . . . . . . . . . . . . . . . Chapter I II INTRODUCTION . . . . .'. . . . . . . . Statement of Problem . . Purpose of the Study . . Questions for Study . . . Assumptions of the Study Limitations of the Study Definition of Terms . . . Methods and Procedures Used Importance of the Study . . Organization of the Study . REVIEW OF RELATED LITERATURE . . . . . Introduction . . . . . . . . Definition of Belief . . . Relationship of Belief and Behavior Relationship of Perception to Experts' Judgment . . . . . Inferring Beliefs from Behavior . . Role of Perception in Inferring Beliefs . . . . . . . . . . Related Inventories . . . . . . Inventory Construction . . . . Summary . . . . . . . . . . . . iii vi H HCDO‘J-‘J-‘OJOONt—I H 12 Chapte; III IV V BIBLIOGRAPHY APPENDICES TABLE OF CONTENTS CON'T. PROCEDURES USED FOR DEVELOPMENT OF 1 NS TRIJMENT O O O O O ‘0 O O O I O O O 0 Introduction . . . . . . . . . Selection of Participants . . . . . . Construction of the Video Taped EpiSOdes o o e o o e 'o e o o 0 Construction of the Inventory . . . . Administration of Instrument and Collection of Data . . . . . . . . smry I O O O O O O O O I O O O 0 O PRESENTATION OF FINDINGS . . . . . . . . SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. Introduction . . . . . . . . Analysis of Experts Judgment . . Comparison of Expert and Experimental Group Responses . . . . . Analysis of Experimental Group's Rating of the Six Roles . . . . . . Smry e e e e o o o e o e o e o o 0 Summary . . . . . . . . . Development of the Instrument . . Administration of the Instrument Conclusions . . . . . . . . . . . Recommendations . . . . . . . . . iv 31 31 31 32 39 4O 42 43 43 43 44 52 55 57 57 58 59 59 60 65 72 Table LIST OF TABLES DISTRIBUTION OF CHARACTERISTICS ACCORDING TO ROLE . . . . . . . . . . . . 37 SUMMARY OF ROLE DISTRIBUTION BY CATEGORIES O O O O O O O O O O O O O O O 38 PERCENTAGE OF AGREEMENT BETWEEN EACH RESPONDENT AND THE EXPERTS . . . . . . . 46 PERCENTAGE OF AGREEMENT OF THE EXPERI- MENTAL GROUP WITH THE EXPERTS' JUDGMENT ON EACH ITEM . . . . . . . . . . 48 RANK-ORDERING OF THE SIX TEACHING EPISODES I I O O O O O O O O O O O O O O 53 DETERMINATION OF LEARNING EFFECTIVENESS . . 54 Agpendig COR INS EDU Appendix A B C LIST OF APPENDICES CORRESPONDENCE . . . . . . . . . . . INSTRUCTIONS TO PARTICIPATING TALENT EDUCATIONAL BELIEF INVENTORY . . . . vi For tl monly thought of personalit: which are eas: If evaluation as the basis a means for t” “med With f In mo CHAPTER I INTRODUCTION Statement of the Problem For the most part, teacher evaluation as it is com- monly thought of today, consists mainly of an examination of personality traits and characteristics, and attitudes which are easily identifiable by the teacher's overt behavior. If evaluation is to become more meaningful, if it is to serve as the basis for inservice experiences, if it is to provide a means for the teacher's self-improvement, it must be con- cerned with fundamental educational beliefs. In most cases it is difficult to formulate and to clearly state one's own educational beliefs. There seems to be two main reasons why this is true. First, many individuals are not conscious of their beliefs. Second, when questioned about their beliefs, a form of response bias often sets in, prompting the individuals to state what they feel is ex- pected of them. This study is not concerned with objective, factual observation on the part of the respondent, but rather, with the individual's subjective interpretation of what he has seen. By measuring the value of the inferred beliefs, the study attempts to aid the respondent to bring his own beliefs to the conscious level. This pilot study will provide a diagnostic tool which could be used to explore the rela- tionship between the respondent's beliefs and his practices. Pppppse of the Study The purpose of this pilot study is to develop a belief inventory instrument which will allow the experimenter to try outtechniques and procedures to be used with teachers in providing them the opportunity to identify specific behavior and then to infer beliefs exhibited by the behavior. The purpose of the instrument is to allow teachers responding to it to expose some of their beliefs in the areas of learning, motivation, and importance of subject matter. This is accomplished by the respondent viewing video taped teaching episodes, making inferences concerning beliefs held by the teacher being observed, and then ranking the episodes in terms of which one provided the most productive learning situation. The purpose served by the use of video taped roles is to allow the respondent to identify with someone else's performance. It is an attempt to overcome response bias which might be present in a simple paper and pencil inventory. Qpestipns for Study Attention should be focused on the consideration of two basic questions. First, how closely will the experts, making independent decisions, agree that specific state- ments of beliefs relate closely to behavior exhibited on the video tape? Second, when the inventory is administered to the experimental group, will there be a positive relationship between their responses and those of the experts? A§sumptions of the Study Beliefs and behavior are somewhat related. Beliefs are not always at the conscious level. It is difficult to accurately express one's beliefs. The experts selected are able to make accurate inferences concerning others beliefs. By asking the respondent to identify another person's behavior and beliefs, rather than his own, response bias is minimized. Inferring another person's beliefs from his observed behavior and assigning a value to these inferred beliefs is to some degree a reflection of one's own beliefs.1 1Jerome S. Bruner and R. Taguiri, "The Perception of People," Handb ok of Social Ps cholo , ed. Gardner Lindzey (Reading, Mass.: Addison-wesley Publishing Company, Inc., 1954), p. 646. 4 Limitations of the Study As set forth in the statement of purpose, this is in- tended to be a pilot study as defined on page S. The main purpose of the study is simply the design of an instrument which can be useful in getting teachers to look at others perform and to reflect on their beliefs. The experimenter will not attempt to standardize the instrument for any given nomm. Predictions applicable to any other population will not be made. The use of the instrument, as well as the conclusions of the study will be discussed in the final chapter. In considering the results which may grow out of this pilot study, it is important to note that one is dealing with inferences from empirical data. At this point, generaliza- tion is appropriate only when made to populations which it seems reasonable to believe are not significantly different from the small group employed in the study. Conclusions to be drawn are approximate, as are all inferences based on empirical data, which are by their very nature, to some de- gree unreliable.2 Definitipn pf Tepmg Pilot study: A preliminary study, conducted with a small group used to try out techniques, methods, and procedures, and an instrument.3 2David G. Ryans, Charapteristics of Teacherp (wash- ington, D.C.: American Council on Education, 1960 , p. 398. 3Carter V. Good (ed.), Dictionary of Educatipn (New York: McGrawaHill, 1959), p. 532. Belief: A systematic organization of perceptions and cogni- tions about some aspect of the individual's world.4 Educational beliefs: Beliefs concerning specific aspects of education, namely, learning, motivation, and importance of subject matter. Inventory: A list of items designed to relate to the behavior exhibited in the video taped teaching episodes. Instrument: The video tape and accompanying inventory. Talent: The teacher being observed in the video taped teach- ing episode. Expert: One of a group of professors selected from the College of Education on the basis of their sensitivity to other persons' behavior and of their background and knowledge in the broad area of curriculum and in- struction. Respondent: One of a group of teachers who responded to the in- strument . 4 D. Kretch and R. Crutchfield, Theor and Problems of Social Psychology (New York: McGraw-Hill, 19485. Stimulus-Response Conditioning: The presenting of stimuli which tend to produce cer- tain desired responses; and the subsequent reinforcing of the response. Organismic Approach: A method advanced by phenomenologists and by some cognitive psychologists, which has as its primary goal, the self-actualization of the student. Methods and Procedures Used Experts are professors selected from the College of Education at Michigan State University by some of their own colleagues. Talent was selected from the teaching staff at the Okemos middle school by the principal and the assistant principal. I The experimenter then determined the roles to be play- ed by the talent and assigned them. In determining the specific beliefs which would be exhibited in the role-played situations, the experimenter first established two categories of beliefs which are presented on page 33. Two roles were then determined, one incorporating characteristics found in Category A, the other in Category B. The remaining four roles incorporated at varying frequency some characteristics from both categories. The experimenter then constructed a list of more specific statements relating to the items identified in Categories A and B. The specific statements served two functions. First, they composed the framework of the inventory. Second, they served as guide- lines for writing a description of each role to be played. The instructions given to the talent explained the purpose and design of the study and listed some suggested behaviors for each role. The talent were given approximately one week to think about their assigned roles. During this period they explained the situation to their class and were able to practice certain behaviors and techniques with their class. The equipment, except for the taping of the science class, was set up in one room and each teacher brought his class into the room for the actual taping. The experimenter then video taped six role-played teaching episodes. Using as a framework the specific statements relating to the roles, an inventory of twenty-five items was developed. Six identical copies of the inventory, one copy for each of the taped roles, were prepared. A five point scale was used to measure the respondents' agreement with each item. The selected experts viewed the six taped teaching roles and responded to the inventory. Their function in the study was to determine whether or not the instrument in fact allows the respondent the opportunity to identify specific behavior and then to infer beliefs exhibited by the behavior. The experts' opinions then, would be the basis for establish- ing the validity of the instrument. ~E ,4 I er} NEE.“ A group of forty graduate students enrolled in a basic 800 level education course and with public school teaching experience was selected. The experimenter then showed the taped episodes and administered the inventory to the experimental group. Upon completion of the six inventories, they were asked to rate the six roles on the basis of the most effective to the least effective learning situation. The responses on the inventory served to reveal the beliefs which the respon— dent inferred from the role-played situations. The follow- up rating of these six roles by the respondent revealed which set of beliefs he valued most. The method of paired comparisons was used to check for transitivity of these ratings. In comparing the experimental group's responSes with those of the experts, deviations may be attributed to the respondents' personal beliefs. Impprtance of the Study The instrument could be a useful tool in in-service experiences. The possibility of behavior being based on expediency rather than on beliefs would be exposed to the teacher if he were made conscious of his beliefs. The in- strument would also help teachers to develop inference skills by asking them to infer beliefs from observed behavior. Practicing this would tend to make the teacher more sensitive to beliefs held by others, thereby hopefully making him a better participant in group interaction than he was before having taken the instrument. The changing role of the teacher in American educa- tion, especially in the areas of curriculum determination and facilities planning, makes the formulation and statement of educational beliefs highly significant. Teachers are being called upon to negotiate curricular concerns. They are often called upon to function as disseminators of inno- vations. They are meeting in study groups to assess educa- tional programs. Teachers are becoming involved in facili- ties planning in a very significant manner by meeting in groups to write educational specifications which determine the program to be carried on in proposed facilities. The key word again is involvement. Literature in curriculum points out the need for staff involvement in effective curriculum.development. Ring states that " . . the strongest support for the contention that teachers should initiate curriculum Change is that the classroom teacher has at his dis- posal a source of highly significant data avail- able to no one else: an unbroken, lengthy participation in the implementation of the cur- riculum at its point of culmination--the class- room." The belief inventory instrument could be very use- ful in the situation described by Verduin where he stresses 5J. W. Ring, "Can Teachers Initiate Curriculum Change?" Chip Schpplg, Vol. XLV, No. 7 (Oct.,1967), p. 21. )3le . L .Lflvhl.” 10 the importance of teacher involvement in order to foster behavioral change. "If a behavioral change is desired, a means for personal learning must be incorporated into the educational activities of the professional edu- cator. . . . Teacher involvement in curriculum study means more than just change in content, reaching out to include change in participants and ways of behaving." Campbell, et al., stress the importance of teacher participation in planning, organizing, and evaluating im- provement programs. It is their feeling that programs planned for the teachers, solely by administrators, are doomed to failure before they begin.7 Day in and day out, teachers are challenged with the task of performing in an extremely dynamic educational setting. The clear understanding of at least some of their educational beliefs would in turn provide an explanation for the value judgments they are called upon to make. In conclusion, the purpose of this study is simply to design an instrument which could be used to help teachers become aware of some of their beliefs by viewing and rating other teachers' performances. Bringing beliefs to the con; scious level would hopefully prompt the respondent to inves- tigate the way in which he implements his beliefs. 6 J. R. Verduin, Coo erative Curriculum Im. ovement (Englewood Cliffs, N.J.: Prentice-Hall, 19675, pp. 28 & 123. 7Roald Campbell, et al., Introdu t’on to Educati nal Adminiptration (Boston, Mass.: Allyn & Bacon, 19685, p. 209. 11 Organization of the Study Chapter I defined the purpose of the study: to develop a belief inventory instrument which could be help- ful in exploring a person's educational beliefs. This chapter also defined terminology and set forth the limita- tions of the study. It presented an overview of the pro- cedures and design of the study. Chapter II will review the professional literature in the areas of belief, perception, and inventory design. Chapter III will describe in detail the procedures employed in the development of the instrument. This chapter , will deal with the development of the teaching roles, the selection of talent, the production of the video tape, the selection of experts, and the preparation of the inventory. Chapter IV will present and analyse the data con- cerned with the content validity of the video tape and the correlation of responses between the experimental group and the experts. It will also analyse a summary of the ratings given the roles by the experimental group. Chapter V will present a summary and draw some con- clusions from this pilot study. Suggestions for possible further development and modification of the instrument are also included in this final chapter. CHAPTER II REVIEW OF LITERATURE AND RESEARCH Introdugtion The purpose of this chapter is to discuss selected research and literature concerned with belief and its rela- tionship to behavior; perception and its relationship to inference; and finally, related inventories and inventory construction. Definitipn of Belief Beliefs may be defined in countless ways. The ex- perimenter is not interested in comparing or contrasting the philosophical definition of belief and the one given by per- ceptual psychologists. It is not his intent to explore the semantic or etymological derivation of the word. What is essential is that belief be defined in a way which will be most meaningful in this study. The following are a few approaches to this definition. Kiesler equates beliefs and attitudes by saying that he refuses to drive a semantic wedge between them. As far as he is concerned, they are one and the same. He then states: 12 13 ”An attitude is a theoretical construct, a made-up something that is accepted because it seems to represent the real world so well. An attitude is an evaluation of something; it is positive or negative. Attitudes can vary in other dimensions as well. They are more or less complex, intense, central to 8 one's being, and related to other attitudes." According to Kiesler the word "belief" could be substituted where the word "attitude" appears in the above sentences. Kiesler's equation is not very widely accepted, however. Fishbein points out that: "Many social psychologists have seen fit to distinguish between 'belief' and 'attitude'. Generally, cognitive aspects have been attri- buted to 'beliefs' and affective or motiva- tional aspects have been attributed to 'attitudes' (Allport, 1945; Campbell, 1961; Katz and 9 Stotland, 1959; Krench and Crutchfield, 1948)." Proceding with this approach to beliefs and attitudes, Fishbein states: "In prior discussions, 'attitude' was often defined as including 'belief‘. For example, Krech and Crutchfield (1948) define belief as 'an enduring organization of perceptions and cognitions about some aspect of the individual's world,‘ and attitude as 'an enduring organiza- tion of motivational, emotional, perceptual and cognitive processes with respect to some aspect of the individual's world.'"10 8Charles A. Kiesler, "Applying Pressure and Changing Attitudes," NEA Jogpnal (Washington, D.C.: The Association, March, 1969), p. 66. 9M. Fishbein and B. Raven, "The AB Scales: An Opera- tional Definition of Belief and Attitude," Readings in Attitude Th 0 a d Measurement, ed. M. Fishbein (New York: Wiley, 1967;, p. 183. 1°1b;d., p. 187. 14 It is by using this statement of Krech and Crutchfield that the experimenter has chosen to define beliefs for the purpose of this study. To further emphasize the relationship of beliefs and attitudes, the research of Rosenberg (1956)1£ Zajonc (1954)12, Fishbein (1965)”, (1967a)14, (1967b)15, and others has demon- strated that an individual's attitude toward any object is a function of his beliefs about the object. Germans to a discussion of the definition of belief in the consideration of the verbalization of beliefs. Ferree points out that: "In his chapter on knowledge and belief in Cppditions of Knpwledge, Israel Scheffler very convincingly argues that verbal expres- sion of16belief s may not reveal genuine be- lief." 11M; J. Rosenberg, "Cognitive Structure and Attitu- dinal Affect," Jo al of Abnormal S c' 1 Ps holo , 1956, Vol. 53, pp. 367-372. 12R. B. Zajonc, Structure of the Cognitive Field. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, 1954. ' 13M. Fishbein, "A Consideration of Beliefs, Attitudes, and Their Relationships," Current Studies in Spcipl Psygholpgy, eds. I. D. Steiner and M. Fishbein New York: Holt, Rinehart and Winston, 1965), pp. 107-120. 14M; Fishbein, "A Consideration of Beliefs, and their Role in Attitude Measurement," Readings in Att;tude Theory end Meggugement, ed. M. Fishbein (New Yerk: John Wiley and Sons, 9 a . 15M; Fishbein, "A Behavior Theory Approach to the Rela- tions Between Beliefs About an Object and the Attitude Toward the Object," Readi s n Attitude Theor and Meas e nt, ed. M. Fishbein (New Yerk: John Wiley and Sons, 1967b . 16George Ferree, "Beliefs and Words," Educational Theppy (Vol. 11, No. 4, Oct., 1967), p. 325. 15 Scheffler says: "It may even well be that a person ma lack insight respecting his own beliefs." Ferree goes on to say that: "Scheffler rejects the kind of verbal theory of belief which construes belief as a propen- sity to overt verbal response and also the kind which construes belief. Repeatedly Scheffler points out that in typical circumstances we must search for evidence beyond verbal response altogether, if we are to ascertain what a per- son's beliefs really are." Once a person has defined his beliefs, whether or not he is able to verbalize them, he should understand them. Brown succinctly states: "we have a right to ask of others only that they understand their own beliefs and that they be logically consistent in their beliefs and practices. This means internal consis- tency, not external consistency." Rplatipnghip of Belief and Behavipr In predicting behavior, all three elements, beliefs (cognitive), attitudes (affective), and behavioral intentions (conative), must be taken into consideration according to Fishbein.20 The reverse can also be true. That is to say 17Israel Scheffler, Conditions of Knowled e (Chicago: Scott, Foresman and Co., 1965), p. 82. 18 Ferree, p. 326. 19Bob Burton Brown, The Experimental Mind in Education (New York: Harper & Row, Publishers, 1968 , p. 273. 20Martin Fishbein, "Attitude and the Prediction of Be- havior," Readings in Attitude Theory and Measppement, ed. M. Fishbein New York: Wiley, 1967 , p. 481. 16 that as a person views behavior, beliefs can be identified as one element upon which behavior is based. Without establish- ing a definite causal relationship, Fishbein states: "Thus, rather than viewing specific beliefs or classes of beliefs and specific behavioral in- tentions or types of behavioral intentions as part of attitude, these phenomena must be studied as variables in their own right, which, like attitudes, may or may not function as de- terminants of a specific behavior."21 Brown takes a more positive view: Wording "Another basic concept of perceptual psychology is that all behavior is caused. It is purpose— ful. It always has a reason. When the pur- poses or reasons are confused, vague, and un- certain the behavior is equally confused, vague, and uncertain. When the rationale is exefifmely clear and definite, so is the behavior." it simply, but strongly, Kiesler says: "Beliefs are important partly becauqze3 they insure the continuity of behavior." Brown ties behavior very closely to beliefs by saying: "Beliefs, like perceptions, may be defined as predispositions for action. Our beliefs are the bases on which we are ready and willing to act in a certain manner under appropriate con- siderationsl In this sense, believing and perceiving are synonymous--to the point that one might easily be used in place of the other. If we define beliefs as ‘evaluations of perceptions' we might modify the basic concept of the per- ceptual view and say that the behavior of a person is the result of (1) what he believes about himself, (2) what he believes about the situations in which he is involved, and (3) the interactions of these two. 21L2id., p. 483. ZZBrown, p. 14. 23Kiesler, p. 67. 17 How a person behaves in any particular situ- ation depends to a considerable extent upon how he perceives that situation. And how a person perceives any given situation involves his outlook. Coloring the perceptual lenses through which an individual sees the world around him are his beliefs. What is more, the beliefs which are most powerful in their influence on behavior are the person's funda- mental philosophic beliefs pertaining to the nature of man, reality, knowledge, values, ethics, and the like. In short, believing and behaving are closely related."2 He then explains inconsistency between beliefs and behavior by saying: "All teachers possess beliefs which enter into or affect choices made in the performance of their teaching tasks. However, teacher beliefs operating in particular choice-making situations may not always be consciously recognized or as- sociated with the practices chosen. Where this is so, we may expect inconsistency and conflict to creep into the method of classroom operation. In choices made on the basis of unconscious be- liefs, irrelevant and unwarranted assumptions may be pulling practices in the opposite direction to which the teacher says he wants them to go, 25 and, perhaps, honestly believes they are going." In exploring this relationship the words "theory" and "principles" become significant. Brown defines them thus: "Principles are the attitudes and beliefs that exercise directing influence on our lives and behavior; they are something from.which other things take their origin--the rudiments or seeds which impart a characteristic quality to everything we are or become. Principles, theories, frames of reference serve as guideposts and road maps which save us from becoming hopelessly lost in an utterly chaotic and incoherent mass of disconnected details."26 zaBrown, p. 26. 251b1d,, p. 11. 26M: P0 7- 18 In summation of this discussion reference is once more made to Bob Brown: "Every teaching practice is based on some theory, whether that theory is consciously recognized and explicitly stated or not. Teaching practice which is unconnected or unaware of its under- lying theory is usually dull, routine, and stupid. It doesn't know what it is doing or why. It lacks specifiable direction, purpose, and reason. To be intelligent, or imaginative and exciting, practice must be deliberately re- lated to theory. Failure to make this vital connection between theory and practice is a glaring weakness in American education."27 Relationship of Perceptipn to Experts' Judgment In an experimental study, whenever experts are employed rather than a randomly selected criterion group, a question concerning the accuracy of the experts' judgment is often raised. Regarding this pilot study, the experimenter felt that a reasonable degree of accuracy could be achieved by first, seeking close agreement among the experts, and second, devising a careful selection procedure. In selecting the ex- perts, the following factors were considered. Taft identified several variables related to empathic skill and concluded that: "...probably the most important area of all is that of motivatipn: if the judge is motivated to make accurate judgements about his subjects and if he himself feels free to be objective, then 21'18e has a good chance of achieving his aim 271219... p. 7. 28Ronald Taft, "The Ability to Judge People," Ppyphplpgigal Bulletin, LII (1965), p. 21. 19 On a theory of judgment, Bruner and Taguiri offer the following two conclusions: "Taken from.the point of a theory of judgment, relatively few firm conclusions can be drawn. Tentatively, the most reasonable seem to be these: (a) Accuracy is aided by similarity between judge and judged. To some extent this may be a function of 'resonance' between judge and judged; to some extent it may be a function of better acquaintance with people like oneself, with more intervening opportunities for observ- ing their behavior. To some extent it could be projection, which happens to be accurate when the other person is like one's self. (b) Accuracy depends upon having cues to work on. Traits with little behavioral mani- festation are poorly judged. Individuals whose expressiveness is damped are harder to judge. " 29 Taking these factors into consideration, the experts serving in this study were selected according to their empathic skills; were motivated to make accurate judgments; ' and were ascertained to be similar to the judged in so far as they all had teaching experience. Ipfepping Bgliefs from Behavior In discussing behavior from a perceptionist's point of view, Bills states: "The primary assumption of the perceptionist is that behavior is a function of perception. A person behaves in ways which are consistent with his view of his world. That is, as he 'sees' so does he behave. How he behaves is 29Bruner and Taguiri, p. 646. He then 20 consistent with how he sees things, and what he believes is truth for him."30 ties perception to beliefs and to behavior: "Most of the factors in perception may be classed as beliefs. Beliefs bear a high cor- respondence to the perceived experiences of a person and for him they constitute reality... What we believe to be true has much to do with how we behave. " 3 Brown relates values and beliefs and refers to their effect on perception: "A person's system of values are part of his belief-disbelief system, philosophy, or frame of mind. Values are those beliefs one holds about the relative worth, utility, or impor- tance of various goals and techinques... Once differentiated and established, values exert a selective effect on later perceptions and, consequently, on behavior. In other words, what we see and do is strongly in- fluenced by our values." He supports his views by the following: "'By your deeds you shall be known' is aqfamil- iar old saying. If there is any truth in this which can be applied to the problem at hand, then we should expect to learn some important characteristics of teachers' belief patterns from observations of their classroom deeds. Beliefs can be inferred from practices. Ac- cording to our theoretical framework, teachers who teach experimentally should also think or believe experimentally. And our data indicates that such is, indeed, the case."33 tion and Learning," Leapning More Abput Learning 30Robert E. Bills, "Believing and Behavin : Percep- (Washington, D.C.: Association for Supervision and Curriculum Development, 1959), p. 55. BllbiQI, p. 57. 32Brown, pp. 22-23. 33Ibid“ p. 175. 21 Rple of Perception in Inferring Beliefs The respondents in this study are asked to view be- havior exhibited on a video tape and make inferences con- cerning underlying beliefs. Deviations from the judgment of experts is attributable to the respondents' personal beliefs. This is supported by the following research. Postman reveals: "The importance of beliefs in determining per- ceptions may be demonstrated in many ways. What you believe to be true will have much to do with what you hear me say. Witness the testimony at a court trial or look at a demon- stration of magic. Adelbert Ames recognized this in creating his demonstrations in percep- tion. He built on people's beliefs and as a result developed some fascinating demonstrations. A rotating trapezoid, painted to look like a window, undergoes weird movements because the observer believes it is a window and not a trapezoid. values. A second order of perceptual deter- minants may be labeled values. For our use we may define a value as a belief about what is important. Ideas, people, material objects, a way of life, or other things may be valued. The requirement for a value is that it is some- thing that is important to a person. Values have their influence on our perce tions. Numerous studies support this statement." Shrauger expands this concept: "The development of an impression of another person involves among other things, selecting the cues or specific behaviors which are at- tended to; drawing inferences about more general traits implied by these cues; and drawing infer- ences about what additional traits a person 34L. Postman, et al., "Personal Values as Selective Factors in Perception,“ Journal of Abnormal and Sopial Psy- chol , 43 (1948), p. 58. 22 might possess given the presence of some traits."35 Heider relates perception to sensation and to be- liefs: "...not only the peripheral sensory organs are regarded as having something to do with per- ception, but also more psychological factors, such as motivation, beliefs, mental set, and judgment. The mother complains, 'He hears what he wants to.' The lover is chided for being blind."36 Perception is influenced by the projection of per- sonal beliefs, as related by Bruner. "Some sources of error in perception are expli- cable in terms of the tendency to project." Didato states succinctly that: "As value ego involvement inqfifases, so does a distortion in perception." Brown reiterates this point by saying: "A person believes what he perceives to be. And in return, what one perceives is strongly influenced by what one already be- lieves to be the case." 9 Brach sums up the role of beliefs in perception very nicely by saying: 35$id Shrauger, "Cognitive Differentiation and Impres- sion Information Process, Jo nal of Personal't , Vol. 35, No. 3 (Sept., 1967), p. 402. 36Fritz Heider, The P c l of Inte e 0 al Rela- pippp (New York: Wiley & Sons, Inc., 1958), p. 67. 37 38Salvatore Didato, "Perceptual and Motor Skills," Jppppal pf Pprsonality, Vol. 24, No. 1 (Jan., 1967), p. 330. 39Brown, p. 25. Bruner and Taguiri, p. 646. 23 "Perception being a synthesis of actual sen- sations and past sensations, requires a repertoire of experiences and a belief system within an individual.""'0 Related Inventorieg In order to facilitate the design of an inventory which would record the respondents beliefs, several exist- ing belief inventories were examined. The Rokeach Dogmatism Scale has subjects indicate agreement or disagreement on a seven point summated scale. Scoring is accomplished by adding four to each response and summing the responses. High scores on this scale indicate attitudes which are associated with closed belief systems. Conversely, low scores are associated with open belief systems. When one turns to the literature on psychological studies of value one finds the field dominated by the Allport- Vernon Studz of Values. This scale measures general value constellations, but it is not concerned with educational values. Also, it is not strictly a measure of values, but rather of "types". The Minnesota Teacher Attitude Inventopy was explored as an instrument for assessing the educational attitudes and values of teachers. According to Arnold, "the basic approach is sound."41 Cronbach feels that, "test development of 40Jacques Brach, C C a e (Paris: Librairie Marcel Riviere et Cie., 1957 , p. 52. 41L.D. Arnold, "MTAI Review," The F urth Mental Mppgppgmppp§_xppppppk, ed. Oscal K. Buros (Highland Park: N.J.: The Bryphon Press, 1953), pp. 797- 801. 24 42 When the exceptional quality lies behind this inventory." rationale of the MTAI was examined it was seen that the in- ventory has one major purpose, "to measure those attitudes of a teacher which will predict how well he will get along "43 However, with pupils in interpersonal relationships. the attitudes are defined in only the most general way. Cronbach states that, "The greatest deficiency of the MTAI is that the attitudes are not catalogued."44 One cannot say what attitudes are being measured, but only that a teacher with a good teacher-pupil relationship scores high on the inventory. The Kerlinger Education Scale VII4S is the most recent in a series of scales developed by the author to measure at- titudes and beliefs in education. Examination of the instru- ment reveals that it measures two broad bi-polar areas of attitudes and belief systems which are defined by Kerlinger as "Educational Progressivism" and "Educational Traditionalism." 42Lee J. Cronbach, "MTAI Review," Fourth Mental Me surement Yearbo k, ed. Oscar K. Buros (Highland Park, N.J.: The Gryphon Press, 1953), pp. 801-802. 43Walter W. Cook, Carroll H. Leeds, and Robert Callis, Minnesota Teacher Attitudes Inventor Manual (New York: The Psydhological Corporation, 1951), p. 3. 44Cronbach, p. 801. 45Fred M. Kerlinger and Elazor J. Pedhazur, Attitudes and Per e tions of Desirable Traits and Behavior of Teacher (united States Department of Health, Education, and Welfare, 1967). 25 The main difference between the above-mentioned in- ventories and the one to be used in this pilot study is that the experimenter, in this study, is concerned with each individual response and not in a summated rating of them. Inventory Construction The Likert Scale served as a starting point in the experimenter's construction of a scale suitable to the in- ventory follows: in this study. An explanation of Likert's Scale "Likert's (1932) scaling technique requires a large number of monotone items, i.e., items having the characteristic that the more favor- able the individual's attitude toward the attitude object, the higher his expected score for the item. These items are then given to a sample of the target population, and respon- dents indicate their reaction to the items by means of a five-category rating system: strongly approve, approve, undecided, disapprove, and strongly disapprove. Categories are scored by assigning values of 5,4,3,2, and 1, respec- tively. This scoring is reversed for negatively worded items. Item scores are then correlated with total score (the sum of item scores), and items that correlate highly with the total score are selected for the final scale. (Another widely used index of item discrimin- ability is the critical ratio based upon the means and variances of the upper and lower 25 percent (or 27 percent) of the distribution of total scores.) The intercorrelations of the items are assumed to be due to a single common factor to which all the items are mutually related (Breen, 1954). The item score is assumed to be the weighted sum of this common factor and a factor specific to the item. The common factor, of course, is the general attitude variable that we are trying to measure, and the item factor is considered error. Since the linear correlation of the total 26 score with the general attitude factor approaches unity as the number of items increases, there is some justification for the scoring procedure. In practice, then, the respondent uses the five- point rating scale to respond to the items in the final scale, and his score is com uted as the sum of his individual item scores." The main objection which the experimenter had to using this scale in the pilot study is that it employs the method of summated ratings. The decision was made, however,to indicate the degree of the respondent's agreement with each item in the inventory. Each item is considered a separate entity. methods Shaw and Wright, in discussing the implementation of of scale construction, say: "The first step in the construction of a scale is a decision concerning the technique to be used. This decision will often hinge upon the purposes of the investigator, but in many cases it will be merely a result of personal pre- ference... The second step in the formulation of items. This is often a critical step, since the success or failure of the attempt to develop a scale may depend upon the collection of items with which one begins. Numerous authors have detailed the general considerations involved in item writing (Edwards, 1957; Likert, 1932; Thurstone and Chave, 1929; Wang, 1932). Briefly, items should be stated in as simple and clear language as possible, should contain a single idea, and should be unambiguous. One should avoid the use of items that are factual, irrelevant to the attitude object or non-dis- criminatory (i.e., items that are likely to be answered the same way by persons havingiboth favorable and unfavorable attitudes)." '7 ment of 46M.E. Shaw and J.M.'Wright, Scales for the Measure- Attitude (New York: McGraw-Hill, 1959 , p. 24. 471bid., pp. 566-567. 27 Concerning the formulation of items for an inventory, Thurstone offers the following as important criteria: "1. The statements should be as brief as pos- sible so as not to fatigue the subjects who are asked to read the whole list. 2. The statements should be such that they can be indorsed or rejected in accordance with their agreement or disagreement with the at- titude of the reader. Some statements in a random sample will be so phrased that the reader can express no definite indorsement or rejection of them. 3. Every statement should be such that accep- tance or rejection of the statement does indi- cate something regarding the reader's attitude about the issue in question." One of the real concerns in constructing the inventory was the problem of response bias. Frenkel-Brunswick49 examined tendencies to self-deception in rating oneself, finding the temptation to slant or falsify to be stronger in some cases than in others. Guilford states: "We must constantly remember that the response of a subject may not represent exactly what the question implies in its most obvious mean- ing for they respond as they think they are or would like others to think them to be." 5, Olsen-51 and Spencer52 studied the effects of anonymity as a 48L.L. Thurstone, "Attitudes Can be Measured," Read- ings in Attitude Theory and Measurement, ed. M; Fishbein New York: John Wiley & Sons, 1967 , p. 84. 49F. Frenkel-Brunswik, "Mechanisms of Self-Deception," Jpppppl pf Social Ppychology, Vol. 10 (1930), pp. 409-420. 50J.P. Guilford and R.D. Guilford, "Personality Factors S, E, and M and Their Measurement," Journal of P hol , Vol. 2 (1936), p. 118. 51W.C. Olsen, "The Waiver of Signatures in Personal Reports," J urn l of A lied Ps cholo , Vol. 20 (1936), pp. 442-450. 52D. Spencer "Frankness of Subjects on Person litg Measures " Journal of Educational Ps cholo , Vol. 29 193 ), pp. 26-3 . [1:11. .34.: I... 28 means of overcoming the social desirability factor and the re- lated problem of faking and found that signing one's name has a definite effect on scores. In this pilot study, responding to another person's behavior and being asked to infer another person's beliefs removes the pressure of social desirability and helps to nullify the distortion of self-deception because the respon- dent, evaluating someone else, tends to project into the test- ing situation the same beliefs he projects in the classroom. Selltiz, Jahoda, Deutsch, and Cook in their work, Research Methodp in Social Relations sum up the problem of self-deception quite well: "Techniques that rely on the individual's own report of his behavior, beliefs, feelings, etc., presuppose, as has already been pointed out, that the person is willing and able to give such information about himself. But this is not al- ways true. People may be unwilling to discuss controversial topics or to reveal intimate in- formation about themselves. They may be reluc- tant to express their true attitudes if they believe that such attitudes are generally dis- approved. Or they may be unable to give the desired information, either because they can- not easily put their feelings into words or because they are unaware of their feelings about the matter in question. To get around these limitations, techniques have been devised that are largely independent of the subject's self-insight and of his will- ingness to reveal himself. These indirect techniques may be grouped in two broad classes, differing in their degree of structure. The less structured ones are commonly referred to as projective methods; among the more struc- tured techniques we may identify disguised methods and substitute measures." 53 Selltiz, et al., Resea ch Methods in S cial Relations (New York: Holt, Rinehart & Winston, 1962), p. 280. 29 Another means of detecting deliberate biasing of re- sults was the development and use of a Fake Spale. The disguising of the instrument so that it does not appear to involve self-rating is perhaps the most popular method of all. This method can eliminate response bias most effectively of all methods reviewed. Summary Beliefs though they may not always be revealed by verbal expression, are organized perceptions and cognitions about some facet of an individual's world. They constitute one of the elements upon which behavior is based. In order to promote accuracy on the part of the experts in this study, they were selected according to their empathic skills; were motivated to make accurate judgments; and were ascertained to be similar to the role-playing talent in so far as they all had teaching experience. According to perceptual psychologists, behavior is a function of perception and most of the factors in percep- tion may be classed as beliefs. Beliefs exert a selective effect on perceptions and, consequently, on behavior. Beliefs can be inferred from.behavior. Perception is influenced, however, by the projection of personal beliefs. Several existing belief inventories were examined. All were designed to produce summated ratings. None were concerned with perception or inference. Lw 30 Literature in the areas of scale construction and in- ventory design was reviewed in order to lay the groundwork for the development of an inventory to be used in this study. CHAPTER III PROCEDURES USED FOR DEVELOPMENT OF THE INSTRUMENT Intppductipn This chapter will describe in detail the procedures employed in the development of the instrument. It will also deal with the development of the teaching roles, the selection of the talent, the production of the video tape, the selection of experts, and the preparation of the inven- tory. Selection of Partigippntg Experts are professors selected from the College of Education at Michigan State University. Members of the Department of Administration and the Department of Curriculum were contacted by letter, a copy of which can be found in Appendix A, and asked to nominate two of their colleagues in the College whom they feel are particularly well suited by their sensitivity to other persons' behavior to serve as experts in this study. The two professors nominated most often were asked to serve. A copy of this letter can also be found in Appendix A. 31 32 Talent was selected from.the teaching staff at the Okemos Middle School. They were selected on the basis of their demonstrated or assumed acting ability in an effort to insure their credibility in the role-played situation. The selection of talent on this criterion was made by the principal, Mr. Edward Kiley and by the assistant principal, Mr. Robert walborn. Construction of the Video Taped Episodes The experimenter then determined the roles to be played by the talent and assigned them. In determining the specific beliefs which would be exhibited in the role-played situations,the experimenter first established two categories of beliefs. The construction of these categroies was based on information from several sources.54’55’56’57’58 Category B is intended to reflect the opposite of Category A. 54Thomas 0. Maguire, "Value Components of Teachers' Judgments of Educational Objectives," AV Communication Review, Vol. 16, No. 1 (Spring, 1968). 55Nolan C. Kearney, Elementar School Ob’ectives New York: Russel Sage Foundation, 1953), pp. 164, 165. 56Jack R. Frymier, "Motivating Students to Learn," NEA Jopppal, Vol. 57, No. 2 (Feb., 1968), p. 39. 1 57Da1e v. Alam, Class notes in ED 820, College of Edu- cation, Michigan State University (Winter, 1969). 58William.H. Burton, "Basic Principles in a Good Teaching-Learning Situation," Phi Delta Ka an, Vol. XXXIX (March, 1968), p. 242. 33 This determination is based upon some of the characteristics of learning, motivation, and subject matter. It takes into account that the S-R approach to teaching and the Organismic approach are two clearly distinct explanations of learning, as indicated by Burton58; that a high degree of motivation may be either intake or output, approach or avoidance, or internal or external in nature 56, , and that subject matter may be either a goal in itself or that it may simply be a vehicle for the learning process. 57 Categories A and B are presented below. CONCEPTS RELATING TO EDUCATIONAL BELIEFS Category A LEARNING S-R Approach Learners as a Group Failure Important Ability is Hereditary High Anxiety Imposed Goals MOTIVATION External Passive Negative Self-Concept Authoritarian Mgt. Intake Avoidance Teacher Centered Categpry B Organismic Approach Learners as Individuals Success Important Ability is Dynamic Low Anxiety Accepted Goals Internal Inquisitive Positive Self-Concept Democratic Process Output Approach Learner Centered 34 Categppy A Cptegppy B SUBJECT MATTER Critical Vehicle for Learning Meaningless Meaningful Content Oriented Process Oriented Rigid Limits Integrative Memorization of Facts Development of Concepts The following list presents the twenty-five items, specific statement of beliefs in the areas of learning, motivation, and subject matter, which the experimenter de- veloped. These statements relate directly to the categories of beliefs. Each statement is written in a positive fashion from the experimenter's point of view. Spppific Statements of Belief Lamas 1. Sequence is important in skill development. 2. Inquiry method is highly effective. 3. Practice is an essential element in learning. 4. Learning is most effective if stimuli are presented which call for reinforceable responses. . All learners are different. Learning should be represented by attainable goals. Children learn best through success experiences. The learner's capacity to learn is hereditary. \OQVOUI . Learning is increased by knowledge of results. 10. Learning is most effective when the learner has a share in structuring the learning experience. 35 Motivation 11. 12. 13. 14. 15. 16. 17. 18. Learning occurs when a desire to learn is developed by the learner . Learners are innately inquisitive. The learner's self-concept can be modified by the teaching-learning environment. ' The teacher's self-concept is important in developing the learner's self-concept. Learning is most effective when the learner is actively engaged in the process. Some learners are more highly motivated when they are involved in producing ideas rather than consuming them. Not all positively motivated students move toward teacher or peer group approval. Metivation is more important than control. Subject Matter 19. 20. 21. 22. 23. Men's accumulation of knowledge is expanding at an ex- ponential rate, so man cannot learn all there is to know. Learning takes place when it is perceived as meaningful by the learner. Knowledge of the learning process is more important than knowledge of subject matter. Subject matter lines are not essential. Learners need to know how to find answers. 36 24. Content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 25. Sequence is not important in skill application concept formation, or critical thinking. ,The twenty-five specific statements served two func- tions. First, they served as guidelines for writing a des- cription of each role to be played. Second, they were used to compose the inventory itself. Two roles were initially determined, one incorporat- ing characteristics found in Category A, the other in Category B. The remaining four roles incorporated at vary- ing frequency some characteristics from both categories. The role assignment of these characteristics is presented in the following table. 37 TABLE 1 DISTRIBUTION OF CHARACTERISTICS ACCORDING TO ROLE ““8535: ”DI-"E1 2 p 7'; B A {rip A 6 Specific 1 Beliefs 2 x 3 4 x 5 x x x x x 6 x 7 x x x 8 x 9 x x x 10 x x x x 11 x x x 12 x x x x x x 13 x x x x x 14 x x 15 x x x x x x 16 x x x x 17 x x x 18 x x x x 19 p x x x x x 20 x x x x x 21 x ' x x x 22 x x x x 23 x x x x 24 x x x 25 38 The following table presents a summary of the role assignment of the specific beliefs. TABLE 2 SUMMARY OF ROLE DISTRIBUTION BY CATEGORIES Categories 1 2 3 4 5 6 A -- 7 5 9 3 13 B 13 7 8 3 12 -- AB* -- 1 3 4 -- -- Total 13 15 16 16 15 13 * denotes conflicting beliefs The instructions given to the talent explained the purpose of the study and listed some suggested behaviors for each role. A copy of the six role descriptions given to the talent may be found in Appendix B. The code numbers contained in these role descriptions refer to the corresponding numbers of the specific statements of belief found in Table 1. The talent were given approximately one week to think about their assigned roles. During this period they explained the situation to their class and were able to practice cer- tain behaviors and techniques with their class. The experimenter constructed a schedule of exact times at which the video taping was done. The equipment used 39 was an Ampex 5100 video tape recorder; a Sylvania vidicon camera with Angenieux zoom lens; and a lavalier dynamic microphone. The tape used was a sixty minute reel of Scotch #357-1-3000. The equipment, except for the taping of the science class, was set up in one room and each teacher brought his class into the room for the actual taping. This eliminated some technical and logistics problems. It also eliminated an environmental variable which might have been introduced by using several different classrooms. To further emphasize this point, the respondents' directions in the inventory stipulate that limiting physical and environmental factors should be ignored and concern should be with the talent's performance. The experimenter then video taped six role-played teaching episodes. Due to technical considerations, each episode is five to ten minutes in length. The total running tape time is forty-three minutes. Cppgtppction of the Inventory The construction of the inventory itself was in fact a simple matter, since it was based on the work which pre- ceded it in the design of the video taped roles. Using each of the twenty-five specific statements of beliefs found in Table 1, the experimenter then began each inventory item by stating, "The teacher believes that ...." This was done in 40 an effort to get the respondent to concentrate on the observed teacher's behavior. Employing this procedure, an inventory of twenty-five items was developed. Six identical copies of the inventory, one copy for each of the taped roles, was pre- pared. A five point scale is used to measure the respondents' agreement with each item. The final page of the inventory consists of a rating of the six roles from.most to least effective. A copy of the original inventory may be found in Appendix C. Agginistration of the Instrument and Collection of Data The selected experts viewed the six taped teaching roles and responded to the inventory. Their function in the study is to determine whether or not the instrument in fact allows the respondent the opportunity to identify specific behavior and then to infer beliefs exhibited by the behavior. The experts' opinions then, would be the basis for establish- ing the validity of the instrument. A group of 40 graduate students enrolled in a basic 800 level education course and with public school teaching experience was selected. It is currently standard procedure for most school boards to require their teachers to take a certain number of credits during a given period of time. The investigator feels that this fact would tend to prevent the development of an education level bias in the experi- mental group. .uflnu. Plain I i ii» 41 The experimenter then showed the taped episodes and administered the inventory to the experimental group. Upon completion of the six inventories, they were asked to rate the six roles on the basis of the most effective to least effective learning situation. The responses on the inventory served to reveal the beliefs which the respondent inferred from.the role-played situations. The follow-up rating of these six roles by the respondent revealed which set of beliefs he valued most. The method of paired comparisons was used to Check for transitivity of these ratings. In comparing the experimental groups'responses with those of the experts, deviations were attributed to subjec- tive interpretations, or perceptions, based on personal beliefs held by the respondents. The responses were kept anonymous to encourage honesty of responding. The procedure used was to have the respon- dents pick a card at random.with a number on it. They wrote the number on their response sheets. As a precaution, the respondents were also asked to write their birth dates on their answer sheets. After the response sheets had been turned in and the experimenter had collected the necessary data, he intended to return them to the respondents, along with a copy of the experts responses. Unfortunately, the term ended before this could be done. 42 Summary Talent was selected to role-play six teaching episodes. They were given specific instructions concerning the behavior which was to be exhibited in each role. This determination, made by the experimenter, was based on specific categories of educational beliefs. The six role-played episodes were video taped. Construction of the twenty-five item inventory fol- lowed a procedure similar to that employed in the development of the video taped roles. The entire inventory consists of a title page containing instructions to the respondent, six identical copies of the twenty-five item list, and a final page on which the respondent is asked to rate the six taped episodes in terms of the most effective to least effective learning situation. Experts were selected from the College of Education. Their purpose in the study is to determine the existence of specific belief related behaviors. The instrument was administered to the experimental group. Their responses on the inventory served to reveal the beliefs which they inferred from the role-played situa- tions. The follow-up rating of the six roles revealed which set of beliefs the respondents valued most. CHAPTER IV PRESENTATION OF FINDINGS Intppductipn This chapter will present and analyse the data con- cerned with the content validity of the video tape and will compare the responses of the experimental group and those of the experts on the inventory. It will also present and analyse a summary of the ratings, most effective to least effective learning situation, given the roles by the exper- imental group. Anaiygis of Expprts Judgment The method of inter-subjective agreement was used to establish content validity of the video taped roles. The experts judgment was used to establish what was, in fact, on the video tape. They viewed the video tape and then responded to the inventory in its original form. Close agreement was being sought, therefore, any item on the in- ventory, about which the experts did not agree within one point on the scale, was discarded. The remaining items, then, were considered to be directly related to specific beliefs which could be inferred from.the behavior exhibited on the 43 44 video tape. The inventory, from this point on, is defined as that list of items about which there was expert agreement. The experts held opposing views on eight items in the original inventory. These were discarded. Also, the experts agreed that one item, repeated once in each of the six roles, could not be determined by the exhibited behavior. These items were also discarded. A total of fourteen items were eliminated from the inventory in its original form. ' At this point the experimenter realized that, the experts being allowed a deviation of one point on the scale, i.e., 1-2 or 4-5, because of the inability to make a finite determination between two responses, one point apart, he had actually condensed the scale into a three point scale measur- ing agreement, indetermination, and disagreement. It is in this light that the comparison of expert and experimental group responses will be presented and analysed. Cpmparispp of Expert and Expprimental Group Responses The comparison of expert and experimental group responses will be done in two different ways. First, an in- ternal analysis will be performed by scoring the respondents answers, using the experts' responses as the criterion. Percentages of disagreement, indetermination, and agreement are then calculated. Responses opposite to those of the experts are taken to be indications of subjective interpre- tations, or perceptions, based on personal beliefs held by 45 the respondents. When the experts determined that a par- ticular belief could be identified by the exhibited behavior, and yet, the respondent was not able to make either a posi- tive or negative determination, the experimenter has attri- buted this to a lower degree of inference skill on the part of the respondent when compared to the experts. The follow- ing table then, on page 46, reveals two things. First, it reveals the degree to which personal beliefs influenced the respondents' perception. Second, it reveals the degree of inference skill possessed by the respondent. An examination of the results of this comparison shows that a large segment (42.5%) of the experimental group dis- agreed with the experts judgment on legs than 25% pf the itemp. A large majority (82.5%) disagreed with the experts on iesg thap 33% pf the itemp. The experimenter suggests that a person who was able to make a determination in 90% of the cases or better might be judged to possess a high degree of inference skill. One who succeeded in doing this in 75% - 90% might be judged to possess mederate, or average, if you will, inference skills. On this basis, 22.5% of the respondents could be judged as possessing a high degree of inference skill and 60% could be judged as possessing a moderate degree of inference skill. The data employed to make these determinations is presented in Table 3, on the following page. 46 TABLE 3 PERCENTAGE OF AGREEMENT BETWEEN EACH RESPONDENT AND THE EXPERTS Respondent Disagreement Indetermination Agreement 1 10.3 33.1 56.6 2 11.7 39.0 49.3 3 12.5 29.4 58.1 4 12.5 41.2 46.3 5 13.3 21.3 65.4 6 13.9 41.2 44.9 7 16.2 11.0 72.8 8 16.2 14.7 69.1 9 20.5 9.6 69.9 10 22.1 30.1 47.8 11 22.7 7.4 69.9 12 23.5 14.7 61.8 13 23.5 22.1 54.4 14 23.5 25.0 51.5 15 24.3 16.9 58.8 16 24.3 16.9 58.8 17 24.3 18.4 57.3 18 27.2 14.7 58.1 19 27.2 22.1 50.7 20 27.9 0 72.1 21 27.9 3.7 68.4 22 27.9 22.8 49.3 23 28.0 21.3 50.7 24 28.0 27.9 44.1 25 29.4 16.9 53. 7 26 29.5 5.1 65. 4 27 29.5 13.1 57.4 28 30.1 14.0 55.9 29 30.1 14.0 55.9 30 30.2 6.6 63.2 31 30.2 15.4 54.4 32 30.9 16.9 52. 2 33 32. 4 17.6 50.0 34 34. 4 2.2 63. 4 35 35.3 12.5 52.2 36 35.3 16.2 48.5 37 35. 3 17.6 47.1 38 36.0 12.5 51.5 39 39. 0 5.1 55.9 40 44.1 2.2 53. 7 47 The second comparison of expert and experimental group responses, a more useful one in a practical situation, con- sists of an item analysis of the experimental group's responses and a comparison of this data to the criterion responses as indicated by the experts' judgment. Table 4, on page 48, con- tains the information necessary to put the inventory into use, with teachers. Examination of this table reveals those items on the inventory which are most apt to elicit responses based on the respondent's belief-based perception of the talent's behavior. The twenty-seven items in the 25% - 50% range in subjective interpretation are particularly interesting in this respect. The experimenter will later refer to the data presented in this table in a discussion in chapter five which deals with using this data to affect a revision of the inventory. 48 TABLE 4 PERCENTAGE OF AGREEMENT OF THE EXPERIMENTAL GROUP WITH THE EXPERTS' JUDGMENT ON EACH ITEM Agree Not Determined Disagree Legend: A ND Responses Expressed in Percentages Subjective Item Criterion A ND D Interpretation 1 ND 9 20 71 80 2 A 80 8 12 12 3 ND 38 32 3O 68 4 D 22 27 51 22 5 A 90 8 2 2 6 A 54 21 25 25 7 A 44 46 10 10 3 D 4 71 25 4 9 A 49 39 . 12 12 10 A 78 13 9 9 11 A 80 8 12 12 12 A 86 12 2 2 13 A 29 61 10 10 14 OMIT 15 A 100 0 0 0 16 OMIT 17 ND 35 63 2 37 18 A 86 5 9 9 19 A 27 73 .0 0 20 ND 73 15 12 85 21 ND 64 17 19 83 22 ND 66 22 12 78 23 A 78 8 14 14 24 A 39 25 36 36 25 ND 69 17 14 83 26 A 49 7 44 44 27 D 4 0 96 4 28 A 39 20 41 41 29 A 61 7 32 32 30 D 27 2 71 27 31 ND 30 33 37 67 32 D 16 10 74 16 33 ND 29 62 9 38 34 ND 44 34 22 66 35 D 12 0 88 12 49 TABLE 4 CON'T. Responses Expressed in Percentages Subjective Item Criterion A ND 1) Interpretation 36 D 12 10 78 12 37 D 12 15 73 12 38 ND 20 41 39 59 39 OMIT 40 D 31 6 63 31 41 D 15 17 68 15 42 D 5 56 39 5 43 D 10 10 80 10 44 D 17 47 36 17 45 D 10 16 74 10 46 D 2 3 95 2 47 D 5 9 86 5 48 D 34 5 61 34 49 ND 56 7 37 93 50 D 27 14 59 27 51 ND 56 29 15 71 52 D 56 12 32 56 53 ND 34 49 17 51 54 OMIT 55 D 24 37 39 24 56 D 41 45 14 41 57 D 17 56 27 17 58 A 2 .79 19 19 59 ND 43 45 12 55 60 D 54 16 30 54 61 OMIT 62 D 64 17 19 64 63 ND 46 39 15 61 64 OMIT 65 D 76 7 17 76 66 OMIT 67 ND 13 65 22 13 68 D 34 19 47 34 69 D 53 30 17 53 70 D 68 10 22 68 71 D 27 37 36 27 72 D 24 25 51 24 73 A 66 19 15 15 74 ND 66 24 10 76 75 D 29 25 44 29 76 A 76 17 7 7 77 D 22 10 68 22 78 A 85 10 5 5 79 OMIT 50 TABLE 4 CON'T. Responses Expressed in Percentages Subjective Item Criterion A ND I) Interpretation 80 D 17 39 44 17 81 D 59 24 17 59 82 D 47 24 29 47 83 A 9 74 17 17 84 OMIT 85 D 20 14 66 20 86 D 27 19 54 27 87 D 7 27 66 7 88 D 41 37 22 41 89 OMIT 90 D 59 9 32 59 91 D 17 29 54 17 92 D' 22 46 32 22 93 D 17 29 54 17 94 ND 14 47 39 53 95 D 29 7 54 29 96 D 2 11 87 2 97 D 2 28 70 2 98 D 26 20 54 26 99 A 66 15 19 19 100 D 19 17 64 19 101 D 12 24 63 12 102 A 88 10 2 2 103 ND 57 11 32 89 104 D 44 22 34 44 105 A 75 15 10 10 106 A 78 17 5 5 107 OMIT . 108 D 2 66 32 2 109 ND 56 37 7 63 110 A 93 0 7 7 111 A 95 5 0 0 112 A 80 18 2 2 113 A 69 26 5 5 114 OMIT 115 A 98 0 2 2 116 A 93 5 2 2 117 A 41 49 10 10 118 A 93 2 5 5 119 A 29 69 2 2 120 A 92 6 2 2 121 A 83 15 2 2 122 A. 59 29 12 12 51 TABLE 4 CON'T. Responses Expressed in Percentages Subjective Item Criterion A ND I) Interpretation 123 A 75 18 7 7 124 ND 32 26 42 74 125 A 69 21 10 10 126 A 56 20 24 24 127 D 4 0 96 4 128 A 93 0 7 7 129 A 54 10 36 36 130 OMIT 131 D 32 17 51 32 132 D 20 7 73 20 133 A 32 56 12 12 134 A 44 24 32 32 135 D 2 0 98 2 136 D 7 0 93 7 137 D 9 10 81 9 138 D 37 19 44 37 139 OMIT 140 D 25 4 71 25 141 D 12 10 78 12 142 D 25 40 35 25 143 D 5 4 91 5 144 D 10 51 39 10 145 D 5 0 95 5 146 D 2 3 95 2 147 D 7 15 78 7 148 D 22 5 73 22 149 D 49 2 49 49 150 D 17 20 17 52 Analysis of the Experimental Group'g Rating pf the Six Roles ‘ Upon completion of the inventory, the experimental group was asked to rate the six roles in terms of the degree to which learning could effectively take place. The rating from.most effective to least effective learning situation, as assigned by the experimental group was as follows: #1, #5, #3, #4, #2, #6. Table 5 on the following page presents the data concerning this rating, as it was gathered from the ex— perimental group responses. In examining the ratings of most effective to least effective learning situation given to the six roles by the experimental group, it is interesting to note that most people (32 out of 40 or 80%) found it very easy to identify role #6 as representing the least effective learning situation. Seven people (17.5%) chose role #2 as least effective, giving role #6 a 62.5% margin in the selection. Such was not the case with the other extreme, the mpg; effpctive learning situation. Eighteen people (45%) favored role #1 as the most effective, while thirteen people (32%) chose role #5 as most effective, giving role #1 only a 13% margin. As was expected, roles #2 - #5 which combined, at vary- ing frequency, characteristics of both role #1 and role #6 were more difficult to distinguish between and to rate. The rating of second most effective learning situation was given to role #5 over role #3 by a margin of 12.5%. Learning Effectiveness Rating lst 2nd 3rd 4th 5th 6th 53 TABLE 5 RANK-ORDERING OF THE SIX TEACHING EPISODES ROLES #1 #2 #3 #4 #5 #6 18 7 2 13 8 2 10 5 15 8 5 13 7 6 1 5 7 9 17 2 1 19 1 9 3 . 7 7 1 32 54 The rating of third most effective learning situation was given to role #3 over role #1 by a margin of 12%. The rating of fourth most effective learning situa- tion was given to role #4 over role #3 by a margin of 20%. The rating of fifth most effective learning situation was given to role #2 over role #4 by a margin of 25%. This is summarized in the following table. TABLE 6 DETERMINATION OF LEARNING EFFECTIVENESS Rapipg Bpip_#_ Margin of Selection 1 1 13% 2 5 12.5% 3 3 12% 4 4 20% 5 2 25% 6 6 62.5% Examination of this table reveals three things. First, identification of the least effective learning situation proved to be the easiest task, as far as the experimental group was concerned. Second, discrimination becomes a more difficult task as one progresses toward the mean of the role distribution. Third, the experimental group found it much easier to select the three lepst pffective learning situations than they did to select the three mpst effective learning situations. 55 This fact might lead one to speculate that it is much easier to identify ineffective behavior than it is to recognize effec- tive behavior on the part of the classroom teacher. One should, however, view the divergence within the experimental group's responses as an indication that many of the individuals in the group saw little agreement with the three least effective roles and their own beliefs. The three most effective roles presented a much greater challenge. It is the experimenter's contention that this provides a starting point in helping the individual respondent to bring his own beliefs to the conscious level. Summapy The method of inter-subjective agreement was used to establish content validity of the video taped roles. The experts held opposing views on only eight items in the original 150 item inventory. They also agreed that one item, repeated in each role, simply could not be determined. These fourteen items were eliminated from the inventory. Examining the analysis of the data reveals that a large majority (82.5%) of the experimental group disagreed with the experts on less than 33% of the items. An item analysis of the experimental group's responses and a comparison of this data to the criterion was also performed. This second treatment would be the more useful one in a practical situation since 56 the experimenter would necessarily be concerned with individual item responses . The experimental group found it much easier to select the three least effective learning situations than they did to select the three most effective learning situations, lead- ing one to speculate that it is easier to identify ineffective behavior than it is to recognize effective behavior in the classroom. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary This study was initiated because of a lack of instru- mentation designed to bring one's own educational beliefs to the conscious level. The study has attempted to provide a diagnostic tool which could be used to explore the relation- ship between the respondent's beliefs and his practices. The possibility of behavior being based on expediency rather than on beliefs would be exposed to the teacher, if he were made conscious of his beliefs. The instrument developed in this pilot study asks the respondent to view six video taped teaching episodes, make inferences concerning beliefs held by the teachers being observed, and then rank.the episodes in terms of the most effective to least effective learning situation. The method of inter-subjective agreement among the experts was used to establish content validity of the video taped roles. The responses on the inventory were subjected to an item analysis in order to determine percentage of disagreement with the experts and to estimate the level of the respondent's skill in making inferences. The input data was from an IBM 1230 optical scanner and the output data was from an IBM 360 computer. 57 58 Deveippment of Ipstpppent Experts were selected from the College of Education at Michigan State University. Talent was selected from.the Okemos Middle School. Respondents, who composed the experi- mental group, were selected from a graduate class in education at Michigan State University. In order to construct the teaching roles, the experi- menter compiled a list of twenty-five specific statements of beliefs based on two opposing categories of beliefs in the areas of learning, motivation, and importance of subject matter. The individual teaching roles were determined by incorporating at varying frequency some characteristics from both categories. A The talent were given detailed instructions and allowed to rehearse their assigned roles. The experimenter than video taped the six role-played episodes. Using as a framework the specific statements of beliefs, an inventory of twenty-five items was constructed. Six identical copies of the inventory, one copy for each role, were prepared. A five-point scale was incorporated to measure the respondents' agreement with each item. A final page was devised to allow the respondents to rank order the six roles in terms of learning effectiveness. 59 Administration of the Instrument The selected experts viewed the six taped teaching roles and responded to the inventory. They were not asked to complete the final page which deals with the rating of the six roles, since the experimenter was not interested in their value judgments. Their function in the study was strictly to determine whether or not the instrument in fact allows the respondent the opportunity to identify specific behavior and then to infer beliefs exhibited by the behavior. The selected respondents viewed the six taped teaching roles and responded to the inventory. They were asked, on the final page, to rate the six roles on the basis of the most effective to least effective learning situation. Conclusions The evidence found in the analysis of the data led to the conclusion that experts selected on the basis of their sensitivity to other persons' behavior and making independent decisions, agreed very closely with each other that the specific statements of belief found in the inventory relate closely to behavior exhibited on the video tape, thereby establishing the content validity of the instrument. It was determined that a definite positive relation- ship exists between the responses of the experimental group and those of the experts. As was hoped for, it was found that the deletion of a number of specific items in the inventory would contribute to the improvement of the instrument. 60 Evidence also revealed that in rating the six roles, the respondents were able to bridge the gap between the in- ferences which they had made concerning the role-played situa- tions and their own belief systems. It was also found, in most cases, that ineffective behavior was much easier to iden- tify than effective behavior, probably because of the more obvious conflict with some of the respondent's educational beliefs. The fact that content validity of the instrument has been established, that d‘positive relationship exists between the experimental group's responses and the experts' responses, and that the respondents were able to rate the six roles suggests that the instrument does aid the respondent to bring his own beliefs to the conscious level. The instrument may, thereby, help the respondent to formulate and to more clearly state some of his educational beliefs. The instrument could be used as a diagnostic tool to eXplore the relationship between the respondent's beliefs and his practices. Performing in today's demanding educational situation, the teachers' understanding of at least some of their educa- tional beliefs would provide an explanation for the value judgments they are called upon to make. Recommendptions The following recommended modifications would make the inventory more effective. 61 1. Create a forced-choice situation. Since the in- strument's primary purpose is the revelation of some of the respondent's educational beliefs and this is accomplished by identifying his belief-based perceptions, remove the "Cannot be Determined" option. Force the respondent to com- mit himself to making a choice, either "Agree" or "Disagree". _ In order to do this, all items scored "Cannot Be Determined" E by the experts would have to be eliminated from.the inventory. The twenty-two items to be discarded according to this cri- terion are: #1, 3, 17, 20, 21, 22, 25, 31, 33, 34, 38, 49, 51, 53, 59, 63, 67, 74, 94, 103, 109, and 124. Using the forced- choice method would also eliminate the scale now found follow- ing each item. Provision could be made for the respondent to record his answers in the margin. Many more items could then be placed on one page allowing for a much more compact inven- tory. 2. Immediate feedback is highly desirable for the purposes of this instrument. If the responses were recorded in the margin, it would be a simple task to construct a key. Made of oak tag or other suitable material, the key could have holes punched in such a fashion as to allow the correct response to be seen. One key, properly arranged, could serve for the entire inventory. One could be included in each copy of the inventory. 62 3. Two items on the inventory should be changed be- cause of some apparent confusion due to their wording. The item which now reads: "The teacher believes that all learners are basically different" should be changed to read: "The teacher believes that all learners have different and unique char- acteristics." The other item to be changed now reads: "The Ex“ teacher believes that the learner's capacity to learn is hereditary." It should be changed to read: "The teacher be- lieves that the learner's capacity to learn is fixed." 4. Further shorten the inventory by removing all items which the analysis of data has shown to be meaningless. This would include three items having "0" subjective inter- pretation in Table 4: # 15, 19, 111. It would include eight items having a subjective interpretation score of greater than 50%: # 52, 60, 62, 65, 69, 70, 81, 90. It would also include one item having a 49% (Agree) - 49% (Disagree) split: # 149. From 150 items this would reduce the inventory to 102 items, making it less fatiguing for the respondent. 5. Do not reveal that the video taped teaching situa- tions were role-played until the end of the inventory. This would tend to eliminate the possibility of the respondent trying to out-guess the experimenter and would further reduce response bias. 6. In order to minimize the development of a response set, two steps should be taken. First, the items related to each individual role should be written on cards and then one 63 half of them should be randomly selected and rewritten as negative statements, being careful to avoid double negatives, of course. Second, the order of appearance of the items related to each individual role should be randomly determined. 7. It was found, when administering the instrument to the experimental group, that when asked to rate the six dif- ferent roles, they had trouble recalling what each role was. As an aid to recall a brief description of each role might be provided on the final page of the inventory. Care must be exercised that the role description does not become a biasing factor. The experimenter suggests the following example as a possible model: Role #1 Science - Male teacher with glasses Role #2 Math (graphs) - Bearded male teacher 8. The page on which the respondents were asked to rate the six roles was quite laborious in the opinion of the experimental group. The technique used was necessary to check for transitivity of the ratings. The experimenter now recom- mends replacing this final page with one which would consist of the following ten items: 1. When I first taught, I was most like the teacher in role . 2. The best teacher I had was most like the one in role . 3. Students prefer the classroom situation portrayed in role . 4. Parents prefer the classroom situation portrayed in role . 5. I would like my own children to be in a situation such as the one portrayed in role(s) . (In order of pre- ference.)—' "is..- 7, -1 6. 64 I would not like my own children to be in a situation such as the one por- trayed in role(s) . (In order of aversion.)' My supervisors prefer the classroom situation portrayed in role . I am most like the teacher in role . The worst teacher I had was most like the one in role . Rank the six roles in descending order 4 from.most effective to least effective a learning situation. I BIBLIOGRAPHY 65 7 BIBLIOGRAPHY Arnold, L.D. "MTAI Review," The Fpurth Mental Measurements Ypapbpgk. Edited by Oscar K. Buros. Highland Park: N.J.: The Gryphon Press, 1953. Bills, Robert E. "Believing and Behaving: Perception and Learning," Learnipg Mpre Abput Learnipg. Washington, D.C.: Association for Supervision and Curriculum Development, 1959. Brach, Jacques. Conscienpe et Connaipanpe. Paris: Librairie Marcel Riviere et Cie., 1957. Brown, Bob Burton. The Expprimental Mipd in Edpgatipn. New York: Harper & Row, Publishers, 1968. 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APPENDICES 72 APPENDIX A 73 74 311 Erickson Hall Michigan State University May 21, 1969 I would like your help in selecting two of your col- leagues in the College of Education whom you feel are particu- . larly well qualified by their sensitivity to other persons' ' behavior to serve as experts in a pilot study which I am con- . ducting under the direction of Dr. Dale Alam. 3 The purpose of the study is to develop a belief in- ventory instrument which will allow the experimenter to try out techniques and procedures to be used with teachers in pro- . f viding them the opportunity to identify specific behavior and in} then to infer beliefs exhibited by the behavior. ‘ Assuming that it is difficult to formulate and to clearly state one's own educational beliefs, the purpose of the instrument is to allow teachers responding to it to expose some of their beliefs in the areas of learning, motivation, and importance of subject matter. This would be accomplished by the respondent viewing video taped teaching episodes, mak- ing inferences concerning beliefs held by the teacher being observed, and then ranking the taped episodes in terms of which one provided the most productive learning situation. The selected experts would view the six taped teach- ing roles and respond to the inventory. Their function in the study is to determine whether or not the instrument in fact allows the respondent the opportunity to identify behavior which the experimenter intends to be reflections of specific educational beliefs. c Please fill out the enclosed form and return it to me, 1b Dr. Dale Alam, 311 Erickson Hall, as soon as possible. Thank you for your cooperation. Very truly yours, Richard C. Forcier 75 Please return to: Richard C. Forcier 3b Dr. Dale Alam 311 Erickson Hall I would like to suggest and to serve as experts in a pilot study concerned with the de- sign of an educational belief inventory instrument. 76 311 Erickson Hall Michigan State University June 6, 1969 Dear Dr. In a letter sent on May let to twenty professors in the departments of Administration and Curriculum, I asked for help in selecting experts to serve in a pilot study which I am conducting under the direction of Dr. Dale Almm. You were nominated by your colleagues as being particularly well qualified, by your sensitivity to other persons' behavior, to serve in this capacity. The purpose of the study is to develop a belief inventory in- strument which will allow the experimenter to try out tech- niques and procedures to be used with teachers in providing finem the opportunity to identify specific behavior and then to infer beliefs exhibited by the behavior. You, as an expert, would view the 43 minute video tape of the six teaching roles and respond to the inventory. Your func- tion in the study is to determine whether or not the instru- ment in fact allows the respondent the opportunity to identify behaviors which the experimenter intends to be reflections of specific educational beliefs. If you are willing to serve in this capacity, I will see you personally to arrange for a convenient time. Please check one of the boxes below and return this letter to me c/o Dr. Dale Alam, by Wednesday, June 11, 1969. Thank you for your consideration. Very truly yours, Richard C. Forcier I , I would be happy to serve as an expert in the study. , 1 Sorry, I will be unable to serve. APPENDIX B 77 78 INSTRUCTIONS TO PARTICIPATING TALENT The purpose of this pilot study is to develop a belief inventory instrument which will allow the experi- :h menter to try out techniques and procedures to be used with teachers in providing them the opportunity to 1 identify specific behavior and then to infer beliefs ex- hibited by the behavior. The purpose of the instrument is to allow teachers responding to it to expose some of their beliefs in the areas of learning, motivation, and importance of sub- ject matter. This is accomplished by the respondent view- ing video taped teaching episodes, making inferences con- cerning beliefs held by the teacher being observed, and then ranking the episodes in terms of which one provided the most productive learning situation. ROLE 79 1 Instructions concerning role to be played. The situation in which we would like you to par- ticipate is one in which the teacher would exhibit the following beliefs: dee 15 5-18 14 19-21 5-15 18-20 7-9-13 21 22-23 Instructions Manage your class in a democratic fashion. The learner is the all-important element of 1 education. Exhibit confidence in your own ability. Subject matter is merely a vehicle for learning. Approcah learning as a process not as a group of clearly defined subject areas. Your students are individual human beings who happen to be together at the same time. Capitalize on interests shown by individuals within your class. By your actions, stress the importance of the learner achieving personal goals. Find something good to say about someone's perfor- mance even if it is not up to your expectations. Correct an individual, but in a positive way. Stress importance of research skills and show how they might apply to subject areas other than your own. ROLE 80 Instructions concerning role to be played. The situation in which we would like you to par- ticipate is one in which the teacher would exhibit the following beliefs. Code 22 16 19-21 11 7-9-13 5-10-20 10-12 15-16 20-23 24 Instruction Make sure to stick to rigid subject matter lines. Bring your students back to the subject should they stray into other fields. Lecture to the students for a short period of time. By your actions, stress the importance of achiev- ing good grades. Criticize a student a bit sarcastically. Try to allow for individual interests. Encourage individuals to relate personal interests when called upon. Stress the importance of the learner achieving personal goals. Encourage outside group research projects. ROLE 81 Instructions concerning role to be played. The situation in which we would like you to par- ticipate is one in which the teacher would exhibit the following beliefs. 229$ 12 15418 22 7-9-13 11 11 13-17 14 19 10-12 15-16 20-23 24 Ingtructions Traditional classroom management. The students are to sit quietly in straight rows. They must raise their hands in order to talk. Make sure to stick to rigid subject matter lines. Bring your students back to the subject should they stray into other fields. Find something good to say about someone's perfor- mance even if it is not up to your expectations. Correct him in a positive way. Stress the importance of achieving good grades. Establish a hierarchy of performance. (A "Go to the Head of the Class" type of system.) Exhibit confidence in your own ability. Assign a memorization of factual information for homework. Encourage group research projects as desirable out- side activities. ROLE 82 4 Instructions concerning role to be played. The situation in which we would like you to par- ticipate is one in which the teacher would exhibit the following beliefs. Code 12 15-18 5-10 15-16 19-21 22 11 11 13-17 5-10 7-9-13 21-23 Instructions Traditional classroom management. The students are to sit quietly in straight rows. They must raise their hands in order to talk. In class, use the lecture method, complete with note-taking. Make sure to stick to rigid subject matter lines. Bring your students back to the subject should they stray into other fields. By your actions, stress the importance of achieving good grades. Establish a hierarchy of performance. (A "Go to the Head of the Class" system.) Try to allow for individual differences. Encourage students to relate personal interests when called upon. Find something good to say about someone's perfor- mance even if it is not up to your eXpectations. Correct him in a positive way. Emphasize inquiry skills outside of class as opposed to the memorizing of facts. :3 .‘ “L. . Li ROLE 83 5 Instructions concerning role to be played. The situation in which we would like you to par- ticipate is one in which the teacher would exhibit the £0 llowing beliefs: Code 19 21-11 5-15 18-20 7-9-13 10-12 15-16 20-23 24 Instructions Subject matter is merely a vehicle for learning. Approach learning as a process, not as a group of clearly defined subject areas. Capitalize on interests shown by individuals within your class. Criticize a student a bit sarcastically. Encourage group research projects as being desirable outside activities. f ‘3- J ROLE 84 6 Instructions concerning role to be played. The situation in which we would like you to par- ticipate is one in which the teacher would exhibit the following beliefs: - 21 7-9-13 12 5-8-13 11 13-17 19 Instruction F3.“- Hrha. 1 It is important that you tell what they should learn. Make sure to provide rewards if they learn it and maybe punishment if they don't. Student: Why do we have to learn this? Teacher: Someday, it will be important. -'._m-'1. . ._ It is important to memorize subject matter. Let a student know immediately when he makes an error, and in no uncertain terms. Don't allow students to speak out unless you first address them. Approach your class as if it were made up of definite homogeneous groups. Make sure the students know quite clearly to which they belong. Stress the importance of achieving good grades. (Maybe, read off a few high and low scores on a recent test.) Assign a memorization of facts for homework. APPENDIX C 85 EDUCATIONAL BELIEF INVENTORY Directions: You will be watching a video tape containing six role-played teaching episodes. In real life, the episodes are not intended to relate in any way to the teachers who acted out the roles for use in this instrument. The behavior exhibited in each role was designed to reveal certain educational beliefs in the areas of learning, motivation, and subject matter. Limiting physical and environmental factors should be ignored and concern should be with the teacher's performance in the role. The inventory to which you are being asked to respond is composed of twenty-five statements designed to relate to educational beliefs which may or may not be held by the observed teacher. Not all statements need apply to each role, in fact, some statements may not apply to any role. Please indicate your agreement or disagreement with each statement as it relates to the observed role by marking the correct number. On the machine-scored answer sheet, enter your code number on the line labeled "NAME". Do ppp enter any other information in the top part of the sheet. Using the pencil provided, please mark all responses on the answer sheet. Please do not mark this booklet! Example: 172. The teacher believes that physical punishment is the most effective motivational technique. 1 2 3 LL 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree If you felt that the teacher observed in the role, be- lieved that just the opposite is true, that is, that it is the least effective technique, then you should in- dicate strong disagreement by marking #5 on the answer sheet for item number 172. To acquaint yourself with the 25 item inventory, briefly read through the first copy. When you have finished, PLEASE CLOSE THE BOOKLET. ROLE # l The teacher believes that sequence is important in skill deve10pment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that the inquiry method is highly effective. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that practice is an essential element in learning. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning is most effective if stimuli are presented which call for reinforceable responses. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that all learners are basically different. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning should be represented by attainable goals. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 10. 11. 12. The teacher believes that children learn through success experiences. l 2 3 4 5 Strongly Agree cannot Disagree Strongly Agree Determine Disagree The teacher believes that the learner's capacity to learn is hereditary. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning is increased by knowledge of results. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning is most effective when the learner has a share in structuring the learning experience. L 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning occurs when a desire to learn is developed by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learners are innately inquisitive. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree l3. 14. 15. 16. 17. 18. The teacher believes that the learner's self-concept can be modified by the teaching-learning environment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that his self-concept is important in developing the learner's self-concept. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning is most effective when the learner is actively engaged in the process. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that some learners are more highly motivated when they are involved in producing ideas rather than consuming them. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that not all positively motivated students move toward teacher or peer group approval. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that motivation is more important than control. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 19. 20. 21. 22. 23. 24. The teacher believes that man's accumulation of knowledge is expanding at an exponential rate, so man cannot learn all there is to know. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning takes place when it is perceived as meaningful by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that knowledge of the learning process is more important than knowledge of subject matter. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that subject matter lines are not essential. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine ' Disagree The teacher believes that learners need to know how to find answers. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 25. The teacher believes that sequence is not important in skill application concept formation, or critical thinking. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree ROLE # 2 26.The teacher believes that sequence is important in skill development. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 27.The teacher believes that the inquiry.method is highly effective. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 28.The teacher believes that practice is an essential element in learning. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 29.The teacher believes that learning is most effective if stimuli are presented which call for reinforceable responses. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 3O.The teacher believes that all learners are basically different. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine . Disagree 31.The teacher believes that learning should be represented by attainable goals. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 1 i r Ill-ill. -d'“ . f ‘1'] lfm“ szrhe teacher believes that children learn through success experiences. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 33 .The teacher believes that the learner's capacity to learn is hereditary. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree Ihlmhe teacher believes that learning is increased by knowledge of results. 1 ' 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 35The teacher believes that learning is most effective when the learner has a share in structuring the learning experience. L 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 6The teacher believes that learning occurs when a desire to learn is developed by the learner. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 3 The teacher believes that learners are innately inquisitive. .___L_._.....- 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 38. U) U) o 40. 43. The teacher believes that the learner's self-concept can be modified by the teaching-learning environment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that his self-concept is important in developing the learner's self-concept. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning is most effective when the learner is actively engaged in the process. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that some learners are more highly motivated when they are involved in producing ideas rather than consuming them. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that not all positively motivated students move toward teacher or peer group approval. l 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that motivation is more important than control. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 44, 45. 46. 47. 48. 49. The teacher believes that man's accumulation of knowledge is expanding at an exponential rate, so man cannot learn all there is to know. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning takes place when it is perceived as meaningful by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that knowledge of the learning process is more important than knowledge of subject matter. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that subject matter lines are not essential. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learners need to know how to find answers. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 5o,The teacher believes that sequence is not important in skill application concept formation, or critical thinking. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree ROLE # 3 51-The teacher believes that sequence is important in skill development. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 52-The teacher believes that the inquiry method is highly effective. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 53-The teacher believes that practice is an essential element in learning. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 54-The teacher believes that learning is most effective if stimuli are presented which call for reinforceable responses. l 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 55.The teacher believes that all learners are basically different. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 55,The teacher believes that learning should be represented by attainable goals. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 57-The teacher believes that children learn through success experiences. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 58-The teacher believes that the learner's capacity to learn is hereditary. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 59-The teacher believes that learning is increased by knowledge of results. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 60'The teacher believes that learning is most effective when the learner has a share in structuring the learning experience. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 61.The teacher believes that learning occurs when a desire to learn is developed by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 62 The teacher believes that learners are innately inquisitive. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 1‘1: ‘ 63 The teacher believes that the learner's self-concept can be modified by the teaching-learning environment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 64The teacher believes that his self-concept is important in developing the learner's self-concept. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 65The teacher believes that learning is most effective when the learner is actively engaged in the process. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 66The teacher believes that some learners are more highly motivated when they are involved in producing ideas rather than consuming them. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 67The teacher believes that not all positively motivated students move toward teacher or peer group approval. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 68The teacher believes that motivation is more important than control. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree r4" ““fi“ 69.The teacher believes that man's accumulation of knowledge is expanding at an exponential rate, so man cannot learn all there is to know. l 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 70.The teacher believes that learning takes place when it is perceived as meaningful by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 71,The teacher believes that knowledge of the learning process is more important than knowledge of subject matter. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 72.The teacher believes that subject matter lines are not essential. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 73.The teacher believes that learners need to know how to find answers. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 74‘The teacher believes that content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 1 ‘ 2 3 4 s Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 75The teacher believes that sequence is not important in skill application concept formation, or critical thinking. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 76. 77. 78. 79. 80. 81. ROLE # 4 The teacher believes that sequence is important in skill development. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that the inquiry method is highly effective. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that practice is an essential element in learning. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning is most effective if stimuli are presented which call for reinforceable responses. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that all learners are basically different. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that learning should be represented by attainable goals. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree fa.- 82 . . The teacher believes that children learn through success experiences. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 3 The teacher believes that the learner's capacity to learn is hereditary. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 4 The teacher believes that learning is increased by knowledge of results. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 85 . . . . The teacher believes that learning is most effective when the learner has a share in structuring the learning experience. L 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 85mm teacher believes that learning occurs when a desire to learn is developed by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 871*he teacher believes that learners are innately inquisitive. l 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 88. The teacher believes that the learner's self-concept can be modified by the teaching-learning environment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 89. The teacher believes that his self-concept is important in developing the learner's self-concept. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 90. The teacher believes that learning is most effective when the learner is actively engaged in the process. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 91. The teacher believes that some learners are more highly motivated when they are involved in producing ideas rather than consuming them. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 92The teacher believes that not all positively motivated students move toward teacher or peer group approval. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 93The teacher believes that motivation is more important than control. l _»u 2 3 4 5 —-.-—-—¢— "-“‘”W—‘—U~ Strongly-O “Ag£eé Cannot Disagree Strongly Agree Determine Disagree 94. The teacher believes that man's accumulation of knowledge is expanding at an exponential rate, so man cannot learn all there is to know. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 95. The teacher believes that learning takes place when it is perceived as meaningful by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 96. The teacher believes that knowledge of the learning process is more important than knowledge of subject matter. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 97. The teacher believes that subject matter lines are not essential. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 98. The teacher believes that learners need to know how to find answers. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 99. The teacher believes that content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 100. The teacher believes that sequence is not important in skill application concept formation, or critical thinking. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree ROLE # 5 101. The teacher believes that sequence is important in skill development. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 102. The teacher believes that the inquiry method is highly effective. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 103. The teacher believes that practice is an essential element in learning. l 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 104. ’ The teacher believes that learning is most effective if stimuli are presented which call for reinforceable responses. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 105. The teacher believes that all learners are basically different. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 106. The teacher believes that learning should be represented by attainable goals. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 107. The teacher believes that children learn through success experiences. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 108. The teacher believes that the learner's capacity to learn is hereditary. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 109. The teacher believes that learning is increased by knowledge of results. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 110. The teacher believes that learning is most effective when the learner has a share in structuring the learning experience. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 111. The teacher believes that learning occurs when a desire to learn is develOped by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 112. The teacher believes that learners are innately inquisitive. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 113. The teacher believes that the learner's self-concept can be modified by the teaching-learning environment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 114. The teacher believes that his self-concept is important in developing the learner's self-concept. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine ' Disagree 115. The teacher believes that learning is most effective when the learner is actively engaged in the process. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 116. The teacher believes that some learners are more highly motivated when they are involved in producing ideas rather than consuming them. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 117. The teacher believes that not all positively motivated students move toward teacher or peer group approval. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 118. The teacher believes that motivation is more important than control. W... _- _ ___-.._ 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 5"“ v -. lighe teacher believes that man‘s accumulation of knowledge is expanding at an exponential rate, so man cannot learn all there is to know. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly 120Agree Determine Disagree The teacher believes that learning takes place when it is perceived as meaningful by the learner. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly 12 Agree Determine Disagree The teacher believes that knowledge of the learning process is more important than knowledge of subject matter. 1 2 3 4 5 12§trongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that subject matter lines are not essential. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 123. The teacher believes that learners need to know how to find answers. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 124. The teacher believes that content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 1 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 125. The teacher believes that sequence is not important in skill application concept formation, or critical thinking. 1 2 3 ' 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree _ P {r ROLE # 6 126. The teacher believes that sequence is important in skill development. 1 2 3 4 5 Strongly ' Agree Cannot Disagree Strongly. Agree Determine Disagree 127. The teacher believes that the inquiry method is highly effective. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 128. The teacher believes that practice is an essential element in learning. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 129. The teacher believes that learning is most effective if stimuli are presented which call for reinforceable responses. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree %%%'teacher believes that all learners are basically different. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 131. The teacher believes that learning should be represented by attainable goals. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 132. The teacher believes that children learn through success experiences. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 133. The teacher believes that the learner's capacity to learn is hereditary. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 134. The teacher believes that learning is increased by knowledge of results. £U2'.A_Io 1‘.” u l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 135. The teacher believes that learning is most effective when the learner has a share in structuring the learning experience. l 2 3 4 S Strongly Agree Cannot Disagree Strongly Agree Determine Disagree lggé teacher believes that learning occurs when a desire to learn is developed by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 137 Thé teacher believes that learners are innately inquisitive. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 138. The teacher believes that the learner's self-concept can be modified by the teaching-learning environment. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 139. The teacher believes that his self-concept is important in developing the learner's self-concept. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 140. The teacher believes that learning is most effective when the learner is actively engaged in the process. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 141. The teacher believes that some learners are more highly motivated when they are involved in producing ideas rather than consuming them. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree l4 . . . . Tfie teacher believes that not all pOSLtively motivated students move toward teacher or peer group approval. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 143. The teacher believes that motivation is more important than control. MM- _l___ __ -2- __,__. 3 . 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree _ {A 144. The teacher believes that man's accumulation of knowledge is expanding at an exponential rate, so man cannot learn all there is to know. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly 14§gree Determine Disagree The teacher believes that learning takes place when it is perceived as meaningful by the learner. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly 14égree Determine Disagree The teacher believes that knowledge of the learning process is more important than knowledge of subject matter. N-N 1-1.2... '1 J‘ _- ’- l 2 3 4 S lgirongly Agree Cannot Disagree Strongly Agree Determine Disagree The teacher believes that subject matter lines are not essential. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly l4ggree Determine Disagree The teacher believes that learners need to know how to find answers. l 2 3 4 5 Strongly Agree Cannot Disagree Strongly 1 Agree Determine Disagree 49. The teacher believes that content can be viewed by teachers as basic skills, facts, concepts, and critical thinking. 1 2 3 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 150. The teacher believes that sequence is not important in skill application concept formation, or critical thinking. l 2 3 _ 4 5 Strongly Agree Cannot Disagree Strongly Agree Determine Disagree 4.” J ~mfilJl a #- Please rate the six role-played teaching episodes in terms of the degree to which learning could effect- ively take place. EXAMPLE: :2 > 5 )would indicate that you felt that role #2 was a more effective learning situation than was role #5. Circle the item in each pair which you feel is true. 1:>2 2>3 3>l+ 1H>5 OI‘ OI‘ or or 2:>1 3:>2 4>3 5:>LL 5t>6 1>3 2>LP 3>5 or 01‘ or or 6>5 3z>1 1+:>2 5>3 LH>6 1>u 2:.5 3>6 OI‘ OI‘ or or 6>u u:>1 5>2 6:>3 1 > 5 2 > 6 1 > 6 or or or 5 p 1 6 > 2 6 > 1 HICHIGRN STRTE UNIV. LIBRRRIES 1Hll“WIHHIIHIINWIWWWWIIHINIHIIIHIHIHI 31293009927454