A 'EDESCRIPTIVE CASE :STUDY ELEMEN: .ARY EACHER EDUC‘ , a.” A j’.‘,“’ " This is to certify that the thesis entitled A DESCRIPTIVE CASE STUDY OF AN ELEMENTARY TEACHER EDUCATION PROGRAM OF SCIENCE, MATHEMATICS, AND READING FOR EXPERIENCED TEACHERS presented by Evan Alton Sweetser has been accepted towards fulfillment of the requirements for Eh . D. degree in Minn Date _ 0—169 ABSTRACT A DESCRIPTIVE CASE STUDY OF AN ELEMENTARY TEACHER EDUCATION PROGRAM OF SCIENCE, MATHEMATICS, AND READING FOR EXPERIENCED TEACHERS by Evan Alton Sweetser Problem This descriptive study was designed to identify and interpret the role of the twenty—three Experienced Teacher Fellowship Program (EXTFP) participants in the subjects of science, mathematics and reading when they returned to their school systems following the 1966—67 Experienced Teacher Fellowship Program an Michigan State University. In addition, the study sought the EXTFP par- ticipants' evaluation of the Program with reSpect to their roles in science, mathematics and reading. Specifically, the problem had two phases. Phase I investigated the EXTFP participants' perception of their own expected, desired and actual roles in science educa~l tion in their 1967-68 education position. Areas of in— volvement were: assisting in science in—service educa— tion, helping other teachers obtain and use science equip— ment and materials; providing leadership and acting as chal tea: of ' mat. in-. and thi and cow at COII pan er, ers vis tic Wer tha Equ Evan Alton Sweetser change agents in innovation of science curriculum and teaching techniques; continuing their professional growth. The second phase of the problem was a case study of the EXTFP participants' actual role in science, mathe- matics and reading in the above mentioned activities (e.g. in—service education, leadership and innovation, equipment and materials use, professional growth). In Phase II of this study the participants' roles in science, mathematics and reading, as seen by their administrative superiors and co-workers, were recorded. Interviews by the investigator at the EXTFP participants' schools with the above persons constituted the basis of the case studies. Findings Prior to the Program, twenty-two of the partici— pants were classroom teachers and one was a helping teach— er. Following the Program, fifteen were classroom teach— ers, and eight were non—teachers (principals or super— visors). All EXTFP participants acknowledged that promo— tions to their new positions, or their specific activities were the direct result of the EXTFP. They all indicated that they had helped fellow teachers informally and shared equipment and materials developed in the EXTFP. The EXTFP participants rated their expected role higher than their desired role which in turn was rated high: foun: pant: thei: tive succe skili Chang sion Class and a EXTF] Part: or a< ChaiJ to t1 full} Part; Chang migh, Evan Alton Sweetser higher than their actual role in science. In general they found their in-service activities limited. All partici— pants were pleased with the Program, which had changed their instruction from the didactic method to the induc- tive method of teaching. Conclusions and Implications The Experienced Teacher Fellowship Program was successful in meeting its goals of improving the teaching skills and knowledge of the participants and influencing change in the EXTFP participants‘ schools. This conclu— sion is based upon the fact that all who returned to be classroom teachers noted an improvement in their teaching and all EXTFP participants had shared their knowledge and EXTFP resources with fellow teachers. The Program had a major influence on the EXTFP participants' role because nineteen were promoted to new or additional educational positions which varied from chairman of the district mathematics or science committee to the position of principal. The schools‘ administrations were not utilizing fully the leadership and resource potential of the EXTFP participants. While the Program cannot be expected to change the total organizational climate of a school, it might influence the use of the EXTFP participants' roles in be: Evan Alton Sweetser in such a climate by providing additional communications between the Program and the schools' administrations. A DESCRIPTIVE CASE STUDY OF AN ELEMENTARY TEACHER EDUCATION PROGRAM OF SCIENCE, MATHEMATICS, AND READING FOR EXPERIENCED TEACHERS BY Evan Alton Sweetser A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1968 J1. 9673696 $367 ACKNOWLEDGEMENTS The investigator acknowledges with sincere appre— ciation the assistance provided by the members of the doc- toral committee. Dr. Wayne Taylor, Director of the Expe— rienced Teacher Fellowship Program, thesis director and chairman of this doctoral committee is recognized for his guidance and interest. To Dr. Julian R. Brandou, Director of the Science and Mathematics Teaching Center, and com— mittee member, gratitude is extended for contributions and understanding during the doctoral study. Dr. Charles Blackman and Dr. Clarence Nelson, doctoral committee mem— bers, are thanked for their counsel in preparing this thesis and for their assistance throughout the doctoral program. Dr. Glenn Berkheimer is also thanked for his appraisal of the proposal and interpretations of the role function of science supervisors. Dr. F. B. Button is ac— knowledged for his meaningful concern in this doctoral study. The twenty-three Experienced Teacher Fellowship Program Participants; their school administrators; and the, elementary teachers involved in the interviews are recog— nized for their contributions. This study could not have been made without the funds provided by the United States Office of Education in the program grant for The Experi— enced Teacher Fellowship Program. Finally, my Wife 18 ac— knowledged for her contributions, encouragement, and pa- tience throughout the doctoral study, research, and the writing of this thesis. ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . . . . . . . V LIST OF APPENDICES . . . . . . . . . . . . . . . . . Vi Chapter I. PROBLEM AND ORGANIZATION OF THE STUDY . . . 1 Statement of the Problem . . . . . . . . 1 Background of the Problem . . . . . . . . 2 Need for the Program . . . . . . . . . . 7 Need for the Study . . . . . . . . . . . 12 Definitions and Objectives . . . . . . . 14 Overview of Procedure . . . . . . . . . l6 Delimitations of the Study . . . . . . . l7 Assumptions and Limitations . . . . . . . 18 Organization of the Thesis . . . . . . . 19 II. REVIEW OF THE LITERATURE . . . . . . . . . . 21 Role Function . . . . . . . . . . . . . . 22 Teacher's Role . . . . . . . . . 26 Resource Teacher's Role Expected of the EXTFP Participant . . . . . . . 38 Related Studies . . . . . . . . . 43 Summary of Related Literature . . . . . . 53 III. PROCEDURE AND DESIGN . . . . . . . . . . . . 55 Design of the Study . . . . . . . . . 55 Selection of the Population . . . . . . 57 Development of Questionnaires and Interview Questions . . . . . . . 58 Procedures for Collection of Data . . . . 61 Procedures for Analysis of Data . . . . . 62 Summary . . . . . . . . . . . . . . . . . 64 Chapter Page IV. ANALYSIS OF DATA, CASE STUDIES, AND SUMMARY OF FINDINGS . . . . . . . . . 65 Personal Characteristics . . . . . . . 65 Expected- Desired— —Actual Role in Science Education . . . . . . . . . . 67 Calculation of Table 2 . . . . . . . . . 76 Interpretation of Table 2 — EXTFP Participants' Role . . . . . . . . . . 76 Program Evaluation by EXTFP Participants . . . . . . . . . . . 84 The EXTFP Participants' Evaluation of EXTFP Courses . . . . . . . . . . . 86 Case Studies . . . . . . . . . . . 87 Summary of Interview Findings . . . . . . 147 Summary . . . . . . . . . . . . . . . . . 154 V. SUMMARY AND CONCLUSIONS . . . . . . . . . . 158 Summary of Findings . . . . . . . . . . 159 Conclusions and Implications . . . . . . 165 Implication for Future Research . . . . . 169 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . l7l iv LIST OF TABLES Table Page 1. EXTFP Participants' Quarter Hours of Credit in Science, Mathematics, and Reading Prior to the Program . . . . . . . . . . . 66 2. Items Describing Expected Behavior of a Resource Teacher with Median Response of EXTFP Participants' to Their Perceived, Expected, Desired, and Actual Roles, N=20 o a o o o I I u n o o o I I o o o o 69 LIST OF APPENDICES Appendix Page A. QUESTIONNAIRES . . . . . . . . . . . . . . . 176 B. THE EXTFP PARTICIPANTS' RESPONSES TO THE ROLE QUESTIONNAIRE, N = 20 . . . . . . . 207 C. EXTFP PARTICIPANTS WHO WERE EITHER CLASSROOM TEACHERS OF SCIENCE OR NON-CLASSROOM TEACHERS WITH DUTIES IN SCIENCE -- A COMPARISON OF THEIR MEDIAN RESPONSES TO THE ACTUAL ROLE QUESTIONNAIRE . . . . . . . . . . 210 vi CHAPTER I PROBLEM AND ORGANIZATION OF THE STUDY Statement of the Problem This descriptive study was designed to identify and interpret the role of the Experienced Teacher Fellowship Program (EXTFP) participants in the subjects of science, mathematics and reading when they returned to their school systems following the 1966—67 Experienced Teacher Fellowship Program at Michigan State University.1 In addition, the study sought the EXTFP participants' evaluation of the Program with respect to their roles in science, mathematics and reading. Specifically, the problem had two phases. Phase I investigated the EXTFP participants' perception of their own expected, desired and actual roles in science education in their 1967—68 education position. Areas of involvement were: assisting in science in—service education; helping other teachers obtain and use science equipment and materials; providing leadership and acting 1The term EXTFP will be used throughout the study as an abbreviation for the Experienced Teacher Fellowship Program. as change agents in innovation of science curriculum and teaching techniques; continuing their professional growth. The second phase of the problem was a case study of the EXTFP participants‘ actual role in science, mathe— matics and reading in the above mentioned activities (e.g. in-service education, leadership and innovation, equipment and materials use, professional growth). In Phase II of this study the participants' roles in science, mathematics and reading, as seen by their administrative superiors and co—workers, were recorded. Background of the Problem Updating an experienced elementary teacher's knowledge and techniques is becoming increasingly necessary because of the changing elementary curriculum. The science and mathematics curriculum, which has changed extensively in the last few years, requires a well trained elementary teacher for effective implementation of the new programs. In the past such teachers have sought the renewal of content and techniques through local in—service workshops, and courses offered by colleges or universities. Most programs have been financed by teacher tuition, local school grants, or a grant from some foundation or federal agency. Programs have varied in length from the one week workshop to the intensive year-long institutes. One such year-long program has been the Experienced Teacher Fellowship Program (EXTFP) initiated in 1966 and funded by the United States Office of Education (USOE). If the purpose of such programs is to increase the competencies of the teacher and improve his instruction at the local school level, then one would expect a change in the teacher's role at the local level. This change might not only be in his own teaching, but might result also in his influence on other teachers and the school curriculum in the areas of his special training. Knowledge gains and certain techniques can be measured at the close of in- service programs. Most programs are directed towards a transition of the teacher's teaching behavior, the sub- sequent improvement of the instructional program, and an increased learning on the part of pupils. Through the study of these facets of the teacher's role, an in—service education program's impact can be evaluated. During the 1966-67 academic year, under a grant from the United States Office of Education, Michigan State University conducted an Experienced Teacher Fellowship Program with a program emphasis in science, mathematics and reading for upper-elementary school teachers. The follow—up study reported here was undertaken as part of the evaluation of the Michigan State University 1966-67 EXperienced Teacher Fellowship Program. The Experienced Teacher Fellowship Program is under Title V, Part C, of the Higher Education Act of 1965. Fifty programs were funded by the United State Office of Education during the 1966—67 academic year, enabling just over a thousand experienced teachers to spend a year in full—time graduate study. One of the fifty Programs was held at Michigan State University during the 1966—67 academic year in the subject areas of science, mathematics and reading. Twenty—five participants were selected. Twenty finished four terms of graduate study. The Program objectives were to provide the group of experienced elementary teachers with both increased subject matter competence and experience in instructional techniques representing the best educational thought and practice in the areas of science, mathematics and reading. Because the participant was expected to return to his original school system, a further objective was that the participant was expected to act as a master teacher, m resource teacher, and show leadership in the areas of :ience, mathematics and reading. Criteria for selection as given in the EXTFP iouncement were that a candidate must: 1. Have earned the Bachelor's Degree and be cur— rently employed as a certified elementary teacher grades 4-6, or as an elementary supervisor, and plan to return to teaching at the conclusion of the program. Have a minimum of three years of teaching experi- ence and at least five years teaching time prior to retirement. Provide a recommendation from the administration of the school where presently employed which gave evidence that the candidate is a competent teacher and include any evidence which may exist that the candidate may be used in a position of leadership upon return to the school system. 4. Give evidence of an aptitude for scholarship which would provide eligibility for admission to the graduate school of Michigan State University at the Master's Degree level. 5. Be available on the Michigan State University 2 campus between June 20, 1966 and August 30, 1967. Course term credits available for EXTFP partici— pants were: physical science, 16 hours; biological science, 12 hours; mathematics, 15 hours; reading, 9 hours; seminar, 8 hours; and intern teaching, 3 hours. The lead subject for the Program was science. The physical science experience consisted of integrated descriptive courses, with laboratories. Here participants investigated fundamental concepts of physics, chemistry, astronomy and earth science. A methods course in teaching physical science was an inte— rated part of the course sequence. The participants camined the nature of science and educational objectives addition to studying physical concepts common to a newer elementar school science ro rams. Y 2T. wayne Taylor, "Experienced Teacher Fellowship ram in the Areas of Science, Mathematics and Reading Report of Fourth, Fifth and sixth Grade Teachers: 'irector." Michigan State University, 1968, p. 14. ographed). The biological science courses placed emphasis on life processes and showed the nature of biological science in both its empirical and conceptual aspects. In the laboratory phase the participant examined animal and plant physiological processes and primary attention was given to important ecological concepts. Here, too, participants were given a methods course designed to enable them to teach biological concepts in the elementary school. Courses in reading included basic aspects of ability to read, desirable reading attitudes, habits and The participant worked in a clinic practice with skills. A seminar in reading individual remedial reading cases. provided culminating methodological experience for the participant. Integrated experiences for the EXTFP were provided in seminars and intern teaching. During seminars the >articipants examined the various current elementary cience and mathematics projects and developed ways of mlementing a selected curriculum project upon their turn to their local schools. The two week internship 'Vided the participants an opportunity to try out new arimental curriculum topics in local schools under the ction of local master teachers and members of the- ,gan State University Science and Mathematics Teaching r staff. The central theme of the science and mathematics portion of the EXTFP was learning about, and how to teach, inductive, discovery—inquiry science and mathematics in the elementary school. A basic tenet was that such an elementary program should involve active student investi- gation and individual or small group activities. Need for the Program The need for an Experienced Teacher Fellowship Program for elementary teachers in science, mathematics and reading is shown by examining curriculum trends and current training level of teachers. Blackwood, in a United States Office of Education survey indicates, "Science is taught most frequently, by far, by the class— room teacher with no help from a science specialist."3 Part of the reason may be that less than half of the public elementary schools have science consultants available.4 Approximately half of the schools indicated the lack of in—service opportunities as a barrier to effective science teaching.5 If most teachers do not have the help of consultants and there is a lack of in-service opportunities in science, then there is a need for a 3Paul E. Blackwood, "Science Teaching in the Ele- mentary School: A Survey of Practices," Journal of Re— search in Science Teaching, III (No. 3, 19655, p. 185. 41bid., p. 187. 51bid., p. 195. program such as the Experienced Teacher Fellowship Program which can develop a well trained master teacher or resource teacher who in turn can help other teachers within his school. The NASDTEC — AAAS Guidelines for elementary teachers urges fifth and sixth year programs of study in science and mathematics for teachers who have special responsibilities in a team teaching plan.6 The Guidelines further state that: For fuller realization of a program of science and mathematics in an elementary school, the use of a science and mathematics specialist should be consid- ered . . . a specialist may be a consultant, special teacher, resource person, supervisor or coordinator.7 If the study of Gallentine and Buell is typical of the science preparation of teachers, then they do need more science. In surveying the science and mathematics background of applicants to National Science Foundation (NSF) Institutes in Ohio they found, "the total number of hours in all sciences and mathematics ranges from 0 to 35 hours with a mean of 14.9"8 6National Association of State Directors of Teacher Education and Certification and the American Association for the Advancement of Science, Guidelines for Science and Mathematics Preparation Programs for Elementary Teachers (Washington, D. C.: The Assoc1ations, 1963), p. 14. 71bid. 8Jerry L. Gallentine and Robert R. Buell, "A Study of Science Preparation of Ohio Elementary School Teachers Applying for NSF Institutes," School Science and Mathemat— ics. va1 (June, 1966), p. 573. Teachers with limited backgrounds need additional in—service training. A program like the EXTFP could provide the training or could train individuals who would return to their schools and assist with in-service education. Elementary school mathematics also has undergone a transition since the nineteen-fifties, resulting in in— creased demands upon the teachers and teacher preparation institutions. The Committee on the Undergraduate Program in Mathematics (CUPM) has made certain recommendations for a minimal mathematics program. In a CUPM survey of colleges involved in teacher education, it was found that fifty per cent of the institutions, as of January 1966, ‘required five or more semester hours of mathematics of elementary education majors, whereas only thirty-one per cent required that much mathematics four years ago.9 Cer- tainly increased pre—service mathematics intensifies in— service teachers' need for special training so they can meet the same high standards. The science and mathematics curriculum revolution is evidenced by the twenty—four projects listed as experi— ental and under development in the United States in 9Committee on the Undergraduate Program in Mathemat— 'cs, "Preparation in Mathematics for Elementary School eachers," The Arithmetic Teacher, XIV (March, 1967L p. 99. 10 1966.lo Today's teachers will need additional education to adopt effectively these programs. Some writers predict curriculum trends and teach— ing activities expected in the future. In mathematics Kane predicts: Five years from now, most elementary school students ("most" meaning substantially all of them) will be using first generation "modern" mathematics textbooks; moreover, it is likely that a healthy 25 per cent or so of the students in these grades will be spending at least some of their time with what I call second- generation materials. Second-generation materials include those revisions of first—generation books that are beginning to occur now and will be occuring over the next few years. In the sciences, Jacobson makes a prediction ex- tending to 1980. Teaching demands, he indicates, will require that the elementary teacher will need to return for a full year of training every five years. This teacher of the future will use technological devices, participate in team teaching, and will have mastered a wide range of approaches to teaching so that he can lead children into learning science by inquiry.12 loJ. David Lockard, Report of the International Clearinghouse on Science and Mathematics Curricular Developments (College Park, Maryland: University of aryland, 1966), pp. xii—xiv. 11Robert B. Kane, "School Mathematics-—Where to 0w?“ The Arithmetic Teacher, XIV (February, 1967), p. 129. 12Willard J. Jacobson, "Teacher Education and Ele— entary School Science—-l980," Journal of Research in cience Teachin , V, No. 1, pp. 73—74. 11 Clearly there is, and will continue to be, a great need for specialized, year-long education of elementary teachers in both the content and methods of science and mathematics. Similar events and demands occur in reading. The curriculum demand of the Initial Teaching Alphabet (i.t.a.), for example, presents the teacher with a new method of teaching reading which requires learning a new alphabet.l3 The debate stirred by Chall in the phonics versus the basal reader method of reading, unquestionably will require more in—depth education for the elementary teacher if he is to act effectively as a curriculum leader for reading in his school.14 Today there is a need for an elementary science supervisor, resource teacher, or curriculum leader. Stotler illustrates this in the Fifty-ninth Yearbook of the National Society for the Study of Education. Elementary science is being increasingly introduced in many parts of the country, and the preparation of the elementary teachers to teach with confidence in that field is one of the primary aims of elementary educa- tion today. Since many school principals are not science specialists and many elementary teachers have l3John Downing, "What's Wrong With i.t.a.?" Phi Delta Kappan, XLVIII (February, 1967), pp. 262—265. l4Jean Chall, Learning to Read-—The Great Debate (New York: McGraw—Hill Book Company, Inc., 1967). 12 little or no background in science, the problem of adequate supervision becomes a formidable one.15 Science training, in increased amounts, is needed by principals, teachers, and supervisors. While the EXTFP at Michigan State University was aimed at the classroom teacher, it was hoped that such a teacher would become a resource teacher or master teacher in his school and provide in—service aid and leadership in science, mathemat— ics and reading. Need for the Study Since there are approximately one million elemen— tary school teachers in the United States, the training of one thousand elementary teachers through the national programs of the Experienced Teacher Fellowship Program (EXTFP) would have little impact on the national program unless these teachers returned to their schools and had an influence on other teachers.16 In other words, if these elementary teachers are to have a national influence on elementary school education, they should return to their schools and exhibit roles in leadership, curriculum and in- 15Donald Stotler, "The Supervision of the Science Program," Rethinking Science Education, Fifty—ninth Year- book of the National Society for the Study of Education, Part I (Chicago: The University of Chicago Press, 1960), p. 221. l6Alvin Renetzky, ed., Standard Education Almanac (Los Angeles: Academic Media, Inc., 1968), p. 162. 13 service education similar to that of a supervisor. The Michigan State University Experienced Teacher Fellowship Program was in science, mathematics and reading; therefore, the EXTFP participant's role would be in those areas. This study was conducted to ascertain how the EXTFP participant exhibited his role. The Experienced Teacher Fellowship Program nation— ally was evaluated by the Consortium of Professional Asso— ciations for the Study of Special Teacher Improvement (CONPASS) an organization funded by the U.S.O.E. This group evaluated the 1966—67 EXTFP, during the 1966—67 Academic Year, by submitting questionnaires to a select number of participants, instructors and directors.17 In addition, thirty-one of the Programs were visited during their Operation by a team of evaluators.l8 The CONPASS preliminary report on the EXTFP suggested that it will be important to examine, in the future, actual career pat- terns of the EXTFP participants. To this extent CONPASS proposes to study the 1967—68 EXTFP participants in three institutions as they return to their home school in 1968— 69.19 17Walter H. Crocket, Joseph C. Bentley, and James D. Laird, Report on the Experienced Teacher Fellowship Program, l966—67'(Worcester, MassaChusetts: by first author, Clark University, 1968), pp. 3—4. lBIbid. l9Ibid., p. 3. 14 Definitions and Objectives The following are definitions, statements, or assumptions as they are used in this dissertation. 3212 is defined by Good as those "Behavior pat— terns or functions expected of or carried out by an indi— vidual in a given societal context."20 Actual behaviors are those behaviors performed by the EXTFP participant in his educational position. Desired behaviors are those behaviors that the EXTFP participant would like to exhibit in his educational position. Expected behaviors are those behaviors that the EXTFP participant expected to be able to exhibit in his educational position. Leadership is defined by Good as "The ability and "21 readiness to inspire, guide, direct, or manage others. Professional growth is defined by Good as the "in- crease in subject matter knowledge, teaching skill and efficiency, and insight into educational problems, with a concomitant increase in success as a teacher."22 20Carter V. Good, Dictionary of Education (New York: McGraw-Hill Book Company, Inc., 1959), p. 471. 211bid., p. 313. 221bid., p. 258. 15 Innovation according to Rogers “is an idea per- ceived as new by the individual."23 Change agent is defined by Rogers as "a profession— al person who attempts to influence adoption decisions in "24 a direction that he feels is desirable. Objectives The purposes of this study were: 1. To identify and interpret how the EXTFP partici— pants' perceived, expected, desired and actual behaviors differed. 2. To identify and interpret the EXTFP participants' administrative superiors' perceptions of the benefits to the schools because of the Program. 3. To identify and interpret the EXTFP participants' fellow teachers' (or co—workers‘) perceptions of their and the schools' benefits due to the EXTFP participants. 4. To identify and interpret the EXTFP participants' perceptions of how they have helped their schools and their fellow teachers due to the Program. 5. To elicit the EXTFP participants' evaluations of the Program. 23Everett M. Rogers, Diffusion of Innovations (New York: The Free Press, 1962), p. 13. 24Ibid., p. 17. 16 Overview of Procedure This study was designed as a descriptive case study of the participants in the 1966—67 Michigan State University Experienced Teacher Fellowship Program (EXTFP). Responses to some parts of the Phase I questionnaires were marked on International Business Machine (IBM) response sheets. Data process cards were punched directly from the response sheets with mark sensing equipment, and the analyses were achieved through the use of the Control Data Corporation 3600 Computer. The Phase I Role Questionnaire was based, in part, upon the questionnaire developed by Berkheimer to study the science supervisor's role in the selection and use of 25 Questionnaire items were science curriculum materials. selected from the Berkheimer study which would depict the EXTFP participants' roles in: assisting in science in— service education; helping other teachers obtain and use science equipment and materials; providing leadership and acting as change agents in innovation of science curriculum and teaching techniques; continuing their professional growth. In the first form of the questionnaire of Phase I the EXTFP participants were asked to respond to two re- 25G1enn D. Berkheimer, "An Analysis of the Science Supervisors' Role in the Selection and Use of Science Curriculum Materials'(unpublished Ed. D. dissertation, Michigan State University, 1966), pp. 152—155. l7 ,sponses: the first indicated their expected behavior upon return to their educational positions; the second indi— cated their desired behavior. A second form of the ques- tionnaire was constructed using the same activity state— ments as indicated above. However, this second form had one response, that of actual behavior. All responses were made on a five—point scale. The first form of the ques— tionnaire was administered to the EXTFP participants at the close of the Program. The second form (actual role) was completed by the EXTFP participants during the winter term at their school. Phase I also included the administration of a questionnaire eliciting the EXTFP participants' evalua— tions and projected use of the content of the Program. During Phase II of the study, the investigator visited the EXTFP participants at their 1967-68 education— al positions and interviewed them, their administrative superiors, and one or two of their fellow teachers (or co— workers). A series of basic interview questions were asked with additional subquestions as appropriate. The inter— views were tape recorded and transcribed at a later date. These interviews and visits to the EXTFP participants' 1967—68 educational positions constituted the bases of the ass studies. Delimitations of the Study 1. This study was limited to the twenty-three partic- l8 ipants of the 1966—67 Michigan State University Experienced Teacher Fellowship Program. 2. The study did not attempt to assess the effective— ness of the Program in changing the characteris— tics of pupils taught by the EXTFP participants. 3. The study did not attempt to assess the science, reading, mathematics or educational content ac- quired by the EXTFP participants as a result of the Program. 4. This study did not attempt to measure or assess the rate or types of innovations. 5. This study did not attempt to present inferential statistical treatment but was limited to the de— scriptive reporting of questionnaire responses and the case studies from the interviews. Assumptions and Limitations In conducting this study it was assumed that: a rationale for an elementary resource teacher can be de- rived from the role functions of teachers, principals, and supervisors in the elementary school; the respondents answered the questionnaire and interview questions honest— 1y: the interviewer's perception of interviewees' roles in the oral interview was not distorted. Role Questionnaire items were selected from an in- strument developed by Berkheimer for Science supervision; l9 ever, there was an element of subjectivity in the judg— t of the investigator in determining the items includ— 26 This subjectivity is a limitation to the study. : investigator developed additional items based upon the le of a resource teacher. Further, the study is limited judgment of the investigator in selecting interview Lestions which he perceived to be similar to the role inction of a supervisor. It is recognized that the investigator may have >erformed a role similar to that of a change agent when he visited the schools to interview the EXTFP participants, their administrative superiors and co-workers. The in— teraction between interviewer and interviewees is a limitation of the study. The role behaviors of the EXTFP participants' were developed after the Program and therefore were not the specific focus of the Program. This Ex pggp £3939 delin— eation of the EXTFP participants' role functions is a limitation of the study due to the design of the Program. Organization of the Thesis Presented in this chapter was the statement of the problem, the background of the problem, definitions and objectives, overview of procedure, delimitations of the ZGIbid. 2O fly, and assumptions and limitations which underlie the dy. Chapter II contains: the review of the literature 1cerning role function, leadership role, the role of the acher as a resource or master teacher, and the similar 1e of the supervisor. From this was developed a ratio— 1le for Specially trained teachers in select subject teas, and the expected role functions of such specialists master teacher or resource teacher). The literature on :he role of the change agent in innovation in education is reviewed and subsequent rationale developed for the re— source or master teacher as being a change agent. Also reviewed are related studies on the role of the supervisor and related studies on the evaluation of in—service educa- tion and special training institutes. Procedure and design of the study described in Chapter III includes: the selection of questionnaire questions, the development of case study interview ques— tions, procedures for collection of data, population definition, and methods of reporting data. Chapter IV contains the personal characteristics of the EXTFP participants, questionnaire findings, EXTFP participants‘ case studies, and interview findings. Finally, in Chapter V, are the summary of the findings, the implications and conclusions, and recommen- dations for future research. CHAPTER II REVIEW OF THE LITERATURE The literature on the role of an educational specialist reveals that most authors agree on the broad, general functions of the elementary specialist, but differ on the specific activities, duties, or tasks to be used in carrying out these functions. In this chapter some of the various Views which reflect the specialist's role (the resource teacher, or supervisor) are examined. In this chapter are, in four major sections, the reviews of the literature that are related to the design of the study and construction of the questionnaire used in the study. In the first section, literature on role function was reviewed in relation to the recommended supervisor's or consultant's activities. As part of the first section, some basic leadership role literature was reviewed. Teacher's role is the second major section. In that section the professional opinions as to the general role and the change agent role of the teacher are examined. In addition, the role of the special resource teacher or the consultant was reviewed. The third section presents the expected activities of the EXTFP participant as an 21 22 educational specialist such as a resource teacher, or a master teacher. This list of expected activities is based upon the review of the literature in the preceding sec- tions. Within the fourth section is the review of the related studies on science supervision, follow-up studies on workshops and institutes, and the evaluation study of the 1966-67 Experienced Teacher Fellowship Program. Role Function To clarify the meaning of role as used in this study, it is helpful to consider briefly role theory. Sarbin indicates role behavior is related to the structure of society. He says that: In sum, all societies are organized around positions and the persons who occupy these positions perform specialized actions or roles. These roles are linked with the position and not with the person who is temporarily occupying the position. The relation of person to position in the school is illustrated by Berkheimer who states that: Role theory postulates that a school system is a miniature society with administrators, superVisors, teachers, and pupils representing positions or . offices within the system. Certain rights and duties are associated with each position, and actions appro- lTheodore R. Sarbin, "Role Theory,? in Handbook of Social Psychology, Vol. 1, ed. by Gordon Lindzey 2 vols. Rea ing, Massachusetts: Addison—Wesley Publishing Company, Inc., 1954), p. 224. 23 priate to the position are defined as roles.2 Role theory has been encumbered with at least three operationally quite separate meanings as indicated by Sweitzer. He notes them as "(a) organizational role demands . . . (b) personal role definitions . . . (c) actual role—behavior . "3 For the purpose of this study, the role definition according to Good is accepted. He defines role as those "behavior patterns or functions expected of or carried out by an individual in a given societal context."4 One would expect that the EXTFP participant's role would be affected by his behavior, by the expectations that others have for his behavior, and the social environ- ment in which he finds himself. The advantage of role theory is that one can determine the role function of the EXTFP participants as master teachers, or resource teachers, by determining the consensus on the expectations for their behavior. 2Glenn D. Berkheimer, "An Analysis of the Super- visors' Role in the Selection and Use of Science Curricu— lum Materials" (unpublished Ed.D. dissertation, Michigan State University, 1966), p. 18. 3Robert E. Sweitzer,gp al. Role Expectations and Perceptions of School Principals (Stillwater, Oklahoma: Oklahoma State University, 1963), p. 15. 4Carter V. Good, Dictionary of Education (New York: McGraw-Hill Book Company, Inc., 1959), p. 471. 24 One facet of his role is that of leadership. To better understand this role, it is necessary to examine leadership in general, prior to any specific leadership function that one might expect of the EXTFP participant in his role. The definition of leadership by Good is accepted for this study. He says leadership is "the ability and readiness to inspire, guide, direct or manage others."5 Leadership implies that there are those who follow. Gibbs has highlighted this when he said, “Whenever two or more persons interact in pursuit of a common goal, the relation of leadership and followship soon becomes evident."6 He contends that research has not shown any consistent pattern of traits of leaders but such traits vary in any particular situation.7 This lack of identi— fying criteria for leaders is also reinforced by Thurman's statement: At present there is no specific criterion supported by research which can be used to predict in advance wheth— er or not a person will be an effective supervisor.8 5Good, 9p. cit., p. 313. 6Cecil A. Gibb, "Leadership," in Handbook of Social Ps cholo , Vol. II, ed. by Gardner Lindzey (2 vols. Reading, Massachusetts: Addison—Wesley Publishing Company, Inc., 1954), p. 880. 7Ibid., p. 889. 8Robert S. Thurman, "Identifying Potential Leaders for Supervision and Curriculum Work," Educational Leader— shi , XXIII (April, 1966), p. 587. 25 Gibb points out that "there is abundant evidence that member personalities do make a difference to group performance, and . . . behavior to which leadership concept applies."9 Applying this to the leadership role of the EXTFP participant, it appears that the participant's role would vary depending upon the type of group of which he is a member. While organizational structure may affect the leadership role, the effect may differ, as Weber and Weber have indicated. They see leadership as either auto— cratic or democratic, varying with the situations.10 Etzioni, too, has shown in his book, Modern Organizations, the multiform leadership patterns in different organiza— tional structures. In the classical organizational structure the leadership authority is hierarchical and results in a pyramid of control.11 The normal structure of a school with a superintendent, principal and teachers would represent such a pyramid of control. In spite of, this there may be effective leadership at the lower levels, as illustrated by Weber and Weber. They state: In the schools of the nation actual leadership may come from a classroom teacher, from a parent, from a principal, from a supervisor, from a superintendent 9Gibb, loc. cit. 10C. A. Weber and Mary E. Weber, Fundamentals of ducational Leadership (New York: McGraw—Hill Book Ompany, Inc., 1955), pp. 61—65. llAmitai Etzioni, Modern Organizations (Englewood liffs, New Jersey: Prentice—Hall, Inc., 1964), pp. 20—25. 26 of schools, from a board member, or from a layman in the community. Administrators may or may not be responsible for the introductions of new ideas; in fact, in many situations the administrator's leader- ship role may be that of encouraging others to make contributions to the problem. 2 Here then there is indication that the teacher may not only be a leader for change, but that, under certain con— ditions, he should be encouraged to contribute to change. In the above mentioned roles, the teacher could be con— sidered as a change agent. What are other role functions of teachers? In the next section various teacher roles are examined. Teacher's Role Professional opinion varies on the role of the teacher. Some perceive the teacher's role as limited by a bureaucratic system. The role of teachers in most school systems may be viewed as that of a functionary in a bureaucratic system. As such, the role is meaningful in terms of the particular school system of which he is a part. This system is so organized as to set specific limi— tations on what the individual teacher may do if he is to fit in with the system. Miles, too, observes the teacher's role as limited: In the elementary school in particular, there appears to be little division of labor in carrying out work 12Weber and Weber, 9p. cit., p. 73. l3Sloan R. Wayland, "The Teacher as Decision— aker," in Curriculum Crossroads, ed, by A. Harry Passow (New York: Teachers College, Columbia University, 1962), p. 51. 27 operations: a teacher is a teacher is a teacher. Epward mobility4within the teacher role is relative- y infrequent. There are others who discern a change in the role of the teacher. One major trend is the differentiated teaching staff. In such a plan there is a hierarchy within the teaching staff. Yet the teachers still teach children in addition to special duties. The teacher on the top of the hierarchy is the teaching research-— curriculum associate who is the "self—renewal" unit of the organization.15 Such a person is responsible for translating research into instructional programs at the school level. He is also a part-time classroom teacher. Other members of the differentiated teaching staff are: the senior teacher, the staff teacher, the academic assistant, and the educational technician. "The senior teacher is an acknowledged master practitioner, a learning engineer, a skilled diagnostician of the learning process. He is the teacher's teacher."16 He would spend at least one—half of his day teaching pupils. The staff teacher 14Matthew B. Miles, "Some Properties of Schools as Social Systems," in Change in School Systems, ed. by Doro— thy Mial (Washington, D. C.: The National Training Labora— tory and the National Education Association, 1967), p. 9. 15M. John Rand and Fenwick English, "Towards a Differentiated Teaching Staff," Phi Delta Kappan, XLIX January, 1968), p. 265. 16Ibid. 28 would spend all of his time teaching pupils, with semi- professional and clerical duties being completed by the assistant.17 Denemark indicates that auxiliary personnel are needed so the teacher can teach more effectively. Denemark's illustration of differentiation in the teach— er's role is: A subject—matter specialty, long established in the secondary school, is now being viewed as useful in the elementary school as well. In some schools, elementary teachers with special interest and com— petence in science, language arts, social studies, or other curriculum areas are providing on—the—spot resource assistance for fellow teachers who wish to improve their effectiveness in those fields.18 A slightly different description of the resource teacher is given by Peters. He described a resource teacher as a generalist rather than a specialist in one subject area. These resource teachers' responsibilities would be to assist the classroom teacher. This assistance may be provided to classroom teachers individually or in groups. Areas of help include: classroom organization; short-term and long-term planning; demonstration teaching; effective use of pupil records and test results; selection and use of instructional materials and equipment; identification of needs of children and adoption of the curriculum to meet these needs; and stimulating an awareness of current research and curriculum developments. l7Ibid. 18George W. Denemark, "The Teacher and His Staff," NEA Journal, LV (December, 1966), p. 19. 29 A second responsibility is to aid principals in providing over-all leadership to the instructional program. . . . They also aid the principal in pro— viding in—service training programs. Finally, they participate in staff development activities related to the resource teaching program and assist the county, as needed, in writing curriculum guides.19 Another enumeration of the duties of the resource teacher is given in the NASDTEC-AAAS Guidelines: A specialist may be a consultant, special teacher, resource person, supervisor, or coordinator. The functions of mathematics and science specialists may include: preparing instructional materials and coordinating resources available from the immediate community; assisting in the selection of equipment, facilities and instructional materials; developing in—service programs, facilitating articulation of K—12 programs in science and mathematics; providing liaison with college, university and state department personnel in science and mathematics; interpreting new developments in research and teaching to admin— istrators and the public; teaching demonstration lessons; and, provide leadership for evaluation of science and mathematics programs. Gottlieb and Brookover portray the elementary teacher's role as being comprised of three role sectors, the "classroom role sector, organizational role sector, and professional role sector."21 Examples of the class- 19Thomas R. Peters, "A Resource Teacher Helps Im- prove Instruction," The Instructor, LXXVIII (December, 1966), p. 19. 20National Association of State Directors of Teach— er Education and Certification, and the American Associa— tion for the Advancement of Science, Guidelines for Science and Mathematics Preparation Programs for Elementary Teach— ggg (Washington, D. C.: The Association, 1963), p. 14. 21David Gottlieb and Wilbur B. Brookover, Accept- ance of New Educational Practices by Elementary School Teachers IEast Lansing, Michigan: College of Education, Michigan State University, 1966), pp. 23—24. 30 room role sector might be presenting material, or grading tests. The organizational role sector might include com— mittee work and teachers' meetings. In the professional role sector, professional meetings and professional office duties could be representative examples.22 Which duties dealing with the role of the super— visor are most prominent in the literature? The quoting of many authors dealing with supervisors would be repe— titious and unnecessary. A few representative examples will be sufficient to illustrate the recommended super— visory and consultant activities found in the literature. For the purpose of this study the emphasis is on the con— sultant resource activities because the EXTFP participants were not expected to return to their school systems to be supervisors, but were expected to return to be resource teachers or master teachers. The term supervisor connotes one who is hierarchically over and controls another individual. This is not the expected case on the part of the EXTFP participants. Wiles notes, "Supervision is not limited to any one person or individual. Any member of the school staff may assist teachers to provide a better learning environ— ment for pupils. Probably most supervision is provided 221bid., p. 24. 31 by teachers for other teachers."23 What is a supervisor? Wiles lists numerous activities such as: help establish communications, stimulate staff members to look at the extent to which new resources are being shared, listen to individuals discuss their problems and to recommend other resources, bring to individual teachers appropriate suggestions of materials, and provide expertness in group operations.24 "The supervisor's role has become supporting, sharing, and assisting."25 Lucio and McNeil portray the supervisor as having six kinds of duties: (1) planning, (2) administrative, (3) supervision, (4) curriculum development, (5) demonstration teaching, (6) research.26 Lucio and McNeil have noted certain limitations on the role of the supervisor. The position of a supervisor can be described in terms of the action expected of him and the action he expects of others. One can not enact the supervisory role if he lacks the necessary role expectations. These expectations are learned both through inten— tional instruction and through incidental means. The ability to learn a supervisory role is probably 23Kimball Wiles, Supervision for Better Schools 3rd edition (Englewood Cliffs, New Jersey: Prentice—Hall, Inc., 1967), p. 9. 24Ibid., p. 10. zslbid. 26William H. Lucio, and John D. McNeil, Supervision a Synthesis of Thought and Action (New York: MCGTEW:HITI—_ Book Company, Inc., 1962), pp. 25—26. 32 limited by a View of self as well as by previous experiences. Berkheimer summarized the current literature in the role of the general supervisor. He indicated that the super- visor's responsibilities are: . . . in the areas of curriculum, leadership, in- service programs, self-growth, public relations, selection and use of curriculum materials, evalua— tion, and research. One aspect of the specialist or resource teacher needs further explanation. The Webers indicated that a 29 Denemark teacher may give leadership in new ideas. stated that the subject matter specialist can provide ". . . on-the-spot resource for fellow teachers who wish to improve their effectiveness in those fields."30 And Peters says the resource teacher helps other teachers by ". . . stimulating an awareness of current research and curriculum developments."3l Each of these authors has described an aspect in the role of a change agent in innovation. According to Rogers, "a change agent is a professional person who attempts to influence adoption decisions in a direction 27l§£§°r p. 30. 28Berkheimer, pp. 913., p. 74. 29Weber and Weber, 193. gig. 30Denemark, 123. gig. 31Peters, loc. cit. :::1 3%-. 33 that he feels is desirable."32 So, prior to the develop- ment of the role functions of the resource or master teacher, it is necessary to examine facets of innovations in education and the functions of a change agent. Innovation and the Change Agent Innovation is defined by Rogers as "an idea perceived as new by the individual."33 The elements of diffusion or adoption of an innovation are: communica— tion, the social system, and time.34 The change agent is a channel of communicating new ideas to those who would adopt the ideas. Prior to examining this role it is necessary to clarify the adoption process. According to Rogers: Adoption is a decision to continue full use of an innovation. . . . The adoption process is the mental process through which an indiViduaI passes from first hearing about an innovation to final adoption. Five stages in the adoption process are: awareness, interest, evaluation, trial and adoption. The adop— tion process differs from the difquion process in that the adoption process deals With adoption of a new idea by one individual while the difquion . process deals with spread of new ideas in a soc1al system, or with the spread of innovations between social systems or societies. 32Everett M. Rogers, Diffusion of Innovations (New York: The Free Press, 1962), p. 17. 33Ibid., p. 13. 34Ibid., p. 12—18. 35Ibid., pp. 17-18. 34 The change agent functions as a member of society or as some segment of it. In the case of the elementary teacher this segment of society is the elementary school. Miles has observed that there is low interdependence in the elementary school and teachers are in relative iso— lation from each other.36 He states how this may affect the innovation process: It is important to note that a low degree of inter— dependence ordinarily makes a system much more difficult to alter, since if changes occur in one part (e.g. in one teacher's practices), there are no meaningful channels or linkages by which they can travel to other parts of the system. This state of affairs may lead to internal integration problems centering around teacher morale; feelings of isola— tion, depression, and non—confirmation of peers. The school is a social system. It has a hier— archical structure of superintendent, principal, consultants or supervisors, and teachers. This social system is the one in which the classroom teachers and the resource teachers must operate. In studying the organizational climate of schools, Halpin categorized six climates varying from openness to closeness.38 The cli— mate of school can affect the functioning of its members. The school climate consists of both the human and non- human environment. The human environment is the rela- 36Miles, 9p. cit., p. 12. 37Ibid. 38Andrew W. Halpin, Theory and Research in Admin— istration (New York: The MacMillan Company, 1966) pp. 174—181. 35 tionship between members of the school society. Chesler and Fox express this aspect in the relation to innovation: Research on change in educational systems, however, points to the importance of a series of interpersonal relationships in the educational process, starting with the pupil's peer groups and the teacher—pupil relationship and continuing through faculty relation— ships, teacher—principal relationships, school board— local school relationships, school board—local asso— ciation relationships, and school community relation- ships. They further note that research has demonstrated that teachers need to share ideas about change through both formal and informal association with colleagues.40 The non—human elements of the school are the phys— ical facilities which in turn are the result of tax sup— ported revenues. These facilities are not only the school building but include also instructional supplies and equip- ment. Rogers claims there is a high relationship between the financial resources of a school system and its innova— tiveness.41 For a greater understanding of innovation one needs to examine such questions as: What are innovators 39Mark Chesler and Robert Fox, "Teacher's Peer Relations and Educational Change," NEA Journal, LVI (May, 1967), p. 25. 401bid., p. 26. 41Everett M. Rogers, "What are Innovators Like," in Change Processes in the Public Schools, ed. by Richard O. Carlson (Eugene, Oregon: University of Oregon, 1965); P- 36 like? What are the inhibiting aspects of innovation? How can innovation be accelerated? Rogers characterizes innovators as: being young, having a high social status in terms of education and in— come, cosmopolite, exerting opinion leadership, and some— times being viewed as deviates by their peers.42 Carlson has stated several aspects to the barriers to change in the public school. These include lack of a change agent, a weak knowledge base, and the organizational 43 Miller lists simi- characteristic of the public schools. 1ar factors inhibiting educational change: rut of experi— ences, administrative reticence, educational bureaucracy, insufficient finances, community indifference and resist- ance, and inadequate teacher education programs.44 Corey says change can be facilitated by providing "resources -- material, services, consultation, and time .1145 -- that may be needed for change . Rogers indicates that communications in a formal organization may be distort— 42Rogers, "What are Innovators Like," pp. 58—59. 43Richard O. Carlson, "Barriers to Change in Public Schools," in Change Processes in the Public Schools, ed. by Richard O. Carlson (Eugene, Oregon: University of Oregon, 1965), Pp. 3-8. 44Richard I. Miller, "Overview of Educational Change," in Perspectives on Educational Change, ed. by Rich— ard I. Miller (New York: Appleton-Century-Crofts, 1967), pp. 10—18. 45Stephen M. Corey, Helping Other People Change (Co— lumbus, Ohio: Ohio State University Press, 1963), p. 44. 37 ed, filtered or lost.46 He proposed a strategy for plan— ned change which would consist of a hierarchy of: (1) re- searchers (the source of innovations); (2) liaison experts; 47 This schema (3) change agents; and (4) practitioners. for planned change represents a method of disseminating innovations from their source to the practitioner, the teacher. Rogers likens the liaison expert to the member of the extension agent in agriculture who communicates the innovation from the researcher to the county agent (the change agent). The county agent then communicates the idea to the practitioner, the farmer.48 In education there is a need for similar persons who would provide communications between the researchers and the teachers. How does the role of change agent compare to the expected function of the EXTFP participant upon his return to his school? To answer this it is necessary to examine the other roles that the EXTFP participant might exhibit. In the following section the resource teacher's role is summarized and projected as expected behavior of the EXTFP participant upon return to his school system. 46Everett M. Rogers, "Developing a Strategy for Planned Change," (paper presented at the Symposium on the Application of System Analysis and Management Techniques to Educational Planning in California, Orange, California, June 12-13, 1967), p. 5. 47Ibid., pp. 7-8. 481bid. IIIIllIl:::::444T——————__—____________—_____—_______________—_—_TT7‘"___—m7SSEEEEEI 38 Resource Teacher's Role Expected of the EXTFP Participant On the basis of role theory it is possible to de- rive role functions based upon determining the consensus of behavior for a given role function.49 The expected behavior of the EXTFP participant, therefore, can be de— scribed msbased upon the review of the literature in the preceding sections. A limiting parameter on the role function of a re— source teacher can be the organizational structure of the school.50 Additional limiting parameters can be imposed by the organizational climate of the school.51 For the purpose of classification of the role functions, the role sectors of classroom, organizations, and profession will be used.52 Classroom Role Sector Because a resource teacher or master teacher would be expected to be teaching pupils, he would have many of the duties associated with working with pupils.53 Among 49Berkheimer, pp. 252'! p. 19. 50$§£§., p. 18. 51Ha1pin, 9p. c_it_., pp. 174-181. 52Gottlieb and Brookover, gp. pip., pp. 23-24. 53Denemark, 9p. cit., p. 17. 39 those activities related to the classroom that one would expect to influence or help other teachers would be: 1. plan with students and fellow teachers.54 2. prepare instructional materials and coordinate re— sources available from the immediate community.55 56 3. teach demonstration lessons. 4. experiment with different content, methods, and materials and keep systematic records of such studies.57 5. conduct short-term and long-term planning.58 6. identify the needs of the pupils and recommend adaptation of the curriculum to meet these needs.59 7. provide effective use of pupil records and test results.60 Organizational Role Sector Organizational role sector includes those functions which result because of the organizational structure of the 54IPAQ- 55NASDTEC—AAAS, pp. 935., p. 14. 56;pgg. 57Denemark, pp. pip., p. 17. 58Peters, pp. gip., p. 19. 59£2ig_ 601bid. school. 40 In general they are required or influenced by ad— ministrative policy. Examples of organizational role sec- tor activities that may interrelate teacher's influence are: work with curriculum committees.61 orient and assist beginning teachers.62 provide on—the—spot resource assistance for fellow teachers who wish to improve their effectiveness in those fields.63 provide leadership for evaluation of science and mathematics programs.64 interpret new developments in research and teach— ing to administrators and the public.65 assist in the selection of equipment, facilities and instructional materials.66 facilitate articulation of K-12 programs in science and mathematics.67 introduce new ideas.68 61Denemark, 9p. pip., p. 17. 62%. 63I§ig., p. 19. 64NASDTEC-AAAS, pp. 913., p. 14. 65%. “£01- 67£§i§' 68Weber and Weber, 9p. gi3., p. 73. 41 9. stimulate an awareness of current research and curriculum developments.69 10. aid principal in providing in-service training programs.70 11. participate in staff development activities related to the resource teaching program.71 12. aid the principal in providing overall leadership to the instructional program.72 13. attend teachers' meetings.73 Professional Role Sector The professional role sector is focused on self- growth and the individual acting in a professional manner. The definition of professional growth given by Good is: "increase in subject-matter knowledge, teaching skill and efficiency, and insight into educational problems, with a concomitant increase in success as a teacher."74 Cogan contends that "there is, however, a widespread conviction that profession cannot exist apart from formal associa— 69Peters, pp. pip., p. 19. 70%_ 71%- nib—i9. 73Gottlieb and Brookover, pp. pip., p. 24. 74Good, pp. cit., p. 258. 42 tion."75 This would imply that part of the professional role would be membership and active leadership in a pro- fessional organization. Examples of professional activities or role func- tions one might expect of a resource teacher in the pro— fessional role sector are: 1. be a continuing student of the educational process and keep current with respect to innovations in teaching methods and materials.76 2. maintain membership and leadership participation in professional organizations.77 3. attend professional meetings.78 4. conduct professional office duties.79 5. participate in public relations.80 The preceding role functions listed under the three role sectors served as the basis for the development of the questionnaires described in Chapter Three of this study. The following section on related studies was also used in questionnaire development. 75Morris L. Cogan, "Toward a Definition of a Pro— fession," Harvard Educational Review, XXXIII (Winter, 1953), p. 42. 76Denemark, pp. pip., p. 17. 77£E£g° 78Gottlieb and Brookover, pp. pip., p. 24. 79EEEQ: 80Berkheimer, pp. cit., p. 74. 43 Related Studies The studies in the previous section dealt with the role of supervisors and change agents and were used as bases for developing the role functions of a resource teacher. This review of related studies is confined to the studies related to the role of the science supervisor and follow—up studies or evaluations of in-service work- shops and institutes. Berkheimer conducted a statistical study which de— termined and analyzed the role of the science supervisor in the selection and use of science curriculum materials as viewed by the science supervisor and teachers in— volved.81 He contrasted the implementation of the Nation- al Science Foundation (NSF) sponsored science project ma- terials with the implementation of commercial science cur- riculum materials. His problem consisted of two parts: first, he determined how the science supervisors' and teachers' views differed on the importance of certain characteristics of science curriculum materials; secondly, he determined how the two groups differed in their re- Sponses to actual and recommended behaviors of the science supervisor in implementing programs. He developed a questionnaire based upon the role of a science supervisor 81Berkheimer, pp. cit. 44 and the objectives of science education. His question— naire, structured to obtain a response on a five—point scale, was mailed to a national sample of 464 science su-- pervisors and 306 members of the Association for the Edu— cation of Teachers of Science.82 With a percentage of questionnaires returned greater than eighty—two per cent,he treated the data using Chi square, intra-class correlations, and Spearman rank correlation coefficients. Among the responses which he found to be significant were: the professional group using commercial materials placed greater importance on: teach— er demonstrations, science content units, qualitative ob— servations, and science facts and principles; the pro- fessionals who used NSF Sponsored materials placed greater importance on the individual laboratory approach to teach— ing and learning, the use of the laboratory experiences as a primary source of information, and the use of the quanti— tative approach to science education.83 The follow—up studies on in—service workshops or institutes have tended to focus on participating teachers' characteristics or the evaluation of the pupils taught by the participating teachers. 821bid., pp. 76—93. 83Ibid., pp. 94-124. 45 Heideman evaluated the 1956—59 Academic Year In— stitutes (A.Y.I.) at the University of Wisconsin. His principle evaluation instrument administered to 147 teach- ers who participated, consisted of a semi-structured ques- tionnaire. He sought information concerning: (1) the effects of the A.Y.I. as evidenced one to three years after the program; (2) certain characteristics of the science and mathematics teachers involved in the program; (3) the occupational potential and mobility of the partic- ipants; (4) whether the objectives of the A.Y.I. were achieved.84 He found that the participants had: greatly in! creased their ability to originate new ideas, developed favorable changes in attitude toward their profession, and increased the effectiveness of their laboratory techniques. The participants indicated the most favorable aspects of the program were that they: obtained a higher degree; up— graded their backgrounds in subject matter; and learned new techniques and concepts.85 Yon studied the changes in participants in an 84Robert G. Heideman, "National Science Foundation Academic Year Institutes for Secondary School Teachers of Science and Mathematics held at the University of Wiscon— sin 1956—57 through 1958—59 —— An Evaluation of the Back— ground, Training, Placement, and Occupational Mobility of garticipants," Dissertation Abstracts, XXIII (1963), p. 025. 851bid. 46 Academic Year Institute (A.Y.I.).86 He identified changes produced in the participating teachers and whether their objectives had been realized. He administered a series of questionnaires to members of the A.Y.I. at the beginning of the program, at the end of the program, and at the end of the following year in their classrooms. In addition, questionnaires were sent to their principals. Further in- formation was obtained by interview of one-third of the participants. Personal gains by the participants were: advance— ment in professional status, gain in prestige, improvement of mathematics and science background, and greater satis- faction with their teaching role. Benefits to the science and mathematics programs in the school which were identified as being promoted by the teachers were: organizing science and engineering clubs, fostering curriculum revision, explaining the re— sults of the Institute to fellow teachers, communicating to the public changes in science and mathematics curricu- 87 lum, and promoting science fairs. Bradberry also conducted a follow—up study of 86John F. Yon, "The Academic Year Institute for High School Teachers of Science and Mathematics at the PennsylVania State University during the 1957—58 Term," Dissertation Abstracts, XX (1959), p. 558. 87Ibid. 47 Academic Year Institutes.88 The main areas of the study were stated changes the teachers had made since attending the institute; value of the program as viewed by the participant and his principal; and recommendations for improvement of the: institute program. 9 She found the following results among the participating teachers: 71 per cent had revised their course content to include more up—to-date subject matter, 80 per cent were using more varied methods of presentation, 72 per cent were using more extensively the problem—solving approach, and 58 per cent were using more demonstrations. Since the Institute two—thirds of the teachers had been assigned non-teaching duties such as chairman of the department or curriculum coordinator.90 Irby conducted a follow-up study of Academic Year Institute (A.Y.I.) participants which related academic and professional status of the A.Y.I. participants before, 91 during, and after completing the Institute. His semi— 88Helon Styles Bradberry, "A Study of the Partici— pants in the 1959-60 and 1960-61 Academic Year Institute Sponsored by the National Science Foundation at Six South— eastern Universities," Dissertation Abstracts, XXVIII (1968), p. 2114—A. 89ibid. goIbid. 91Bobby Newell Irby, "A Follow—up Study of the Participants of the National Science Foundation Academic Year Institute for High School Teachers of Science and Mathematics Held at the University of Mississippi, 1961— 66," Dissertation Abstracts, XXVIII (1968), p. 2120—A. 48 structured questionnaire was administered to 151 partici— pants. From the data he concluded that: the increased knowledge of subject matter increased the effectiveness of the participant as a teacher, the professional attitude of the teacher was improved, Institute curriculum was suit- able for upgrading participants with inadequate or ineffi— cient academic training, and the degree emphasis placed on the Institute program tended to prevent achievement of the program's maximum potential.92 Fowler studied participants of a six—week insti— tute designed to train elementary school science resource teachers.93 The 45 participants consisted of 24 teachers, 16 principals, and 5 supervisors or consultants or helping teachers. Prior to the program the participants listed the professional societies, either educational or scien— tific, to which they belonged. The range was from 0 to 11 with a mean of 3.3. The mean number of journals they read was 3.9 and their mean-total science and mathematics courses was 29.9 semester hours of college credit. The objective of the Institute was to prepare persons to ac— cept the responsibilities of a "Science Resource Teacher" 92Ibid. 93H. Seymour Fowler, "Evaluation of an Institute for the Training of Elementary-School Science Resource Teachers," Journal of Educational Research, LIII (May, 1960). pp. 358-359. 49 94 Some of the expected activities in their home schools. of such a person were to: provide leadership in science curriculum planning; conduct in-service training; give aid to individual teachers of their systems; identify school needs in terms of equipment and materials; provide lead- 95 To evaluate ership in maintaining science materials. the instructional gains of the Institute, Fowler adminis— tered the Reed General Science Test form AM as a pretest and form BM as a posttest. By employing the "t" test he determined the participants had made significant gain in 96 One might question the achievement in general science. whether this gain could be attributed to the instruction of the program or whether there was a stimulation factor for the participant in being in the program. Karbal uses the term "key teacher" in his study on the effectiveness of a workshop.97 The two week workshop was designed to train participating elementary teachers to be "key teachers" in language arts in their schools. Data were collected on the thirty-seven participants during the program, a month after school started, mid—year and in 94£2£g. 9532;2- 96m. 97Harold T. Karbal, "The Effectiveness of a Work— Shop as a Means of In-service Education of Teachers," Dissertation Abstracts, XXV (1964), pp. 1771—1772. 50 June. Principals and co—workers of the participants also contributed to the evaluation of the program. Gains noted in the participants were: improved competence profession— ally, greater vocal participation in school committees, extended help to new teachers, and a broader View of the entire school program.98 The summary of the review of the literature by Brandou related to in—service programs for elementary teachers indicated that: elementary teachers can benefit from a variety of in-service programs in science such as workshops, college classes, institutes, and conventions; the pupils of the in—service participants are favorably affected; planning conferences for in-service programs should be in an informal atmosphere; and in-service pro— grams are mosteffective if they concern the classroom problems with which teachers are involved.99 Brandou studied the effectiveness of a pilot program of the Elemen- tary Science In-service Conference (ESISC). This was a four week conference of sixteen selected participants who were experienced high school science teachers.100 They 98Ibid. 99Julian R. Brandou, "A Study of an Experimental Program for the In—service Science Education of Elementary School Teachers" (unpublished Ph. D. dissertation, Mich— igan State University, 1963), pp. 23-24. lOOIbid., pp. 29-47. 51 had obtained permission from their superintendent of schools to return from the conference and conduct in- service programs in science for elementary teachers. The conference provided special units for the participants on elementary science. The participants prepared materials and Topic Guides as outlines for subsequent in-service programs for elementary teachers in their school systems.101 The major evaluation instruments used on the par- ticipants were: the Edwards Personal Preference Schedule, the Minnesota Teacher Attitude Inventopy, Conference eval— uation forms, and biweekly report forms.102 The elementary teachers, who participated in in—service education pro- grams conducted by the conference participants, completed an elementary teacher questionnaire developed by Brandou. He found that the more experienced secondary science teachers may be more effective in-service instructors than those with less experience.103 From the elementary in- service programs conducted by the sixteen secondary teach— ers, he concluded that such programs were most effective 104 for elementary teachers of grades three through six. Crockett, Bentley and Laird, under the auspices of lolibid. l021bid., pp. 24—25. 103Ibid., p. 135. 1°4Ibid. 52 CONPASS, directed the evaluation of all the 1966-67 Expe— rienced Teacher Fellowship Programs.105 In 1966—67 there were 50 Experienced Teacher Fellowship Programs supported by grants from the United States Office of Education at— tended by over one thousand elementary and secondary teachers of all subject areas. Most programs were a full academic year; many included an additional summer program. Questionnaires were administered to all participants in the fifty programs. In addition, a team of evaluators 106 These inves— visited thirty—one of the fifty programs. tigators found that: 82 per cent of the participants found the programs interesting and stimulating; there was a high degree of solidarity and morale among participants; the amount of work assigned was heavy, and inversely related to the effectiveness and satisfaction; programs that built upon the participant's background were more effective; there was effective interdepartment cooperation with the programs; the program's success relies in good part upon establishment of esprit de corps among partici— 105CONPASS is the abbreviation for the Consortium of Professional Associations for the Study of Special Teacher Improvement Programs and is supported by the U.S. Office of Education. 106Walter H. Crockett, Joseph C. Bentley, and James D. Laird, Report on the Experienced Teacher Fellow— ship Program, 1966-67 (Worcester, Massachusetts: by first author, Clark University, 1968), pp. 3—4. 53 pants.107 In this section related research studies on the supervisor's role and follow-up studies on in—service workshops or institutes have been reviewed. The summary of these studies and other related literature with an explanation of how they relate to this study is given in the next section. Summary of Related Literature In this chapter some of the current literature has been reviewed on: role function, leadership, resource teachers' and supervisors' roles, innovation, the role of the change agent, and related follow—up studies of work— shops and institutes. Based upon role theory, it was possible to examine the consensus of opinion on the role of a resource teacher and to derive a basic list of expected role functions. This derived list of a resource teacher's role was classi— fied into three sections: classroom role sector, organ— izational role sector, and professional role sector. Some of the major roles expected of a resource teacher are to: assist in in—service education; help other teachers obtain and use equipment and materials; act as a change agent in lO7Ibid.’ pp. 5—8. 54 innovation of curriculum and teaching techniques; communi— cate new science and mathematics programs to the public; continue professional growth through active participation in professional organizations, and be a continuing stu- dent of the educational process. A related study on the role of the science super— visor contained a questionnaire on the expected role function of a science supervisor. This questionnaire served as a basis for the questionnaire used in the pres— ent study; it is described in Chapter Three. Related studies on in-service institutes and work— shops have shown that participants: made significant aca- demic gains in the subjects taught; greatly increased their ability to originate new ideas; gained in profes— sional status and prestige; fostered curriculum revision; explained the results of the institute to fellow teachers- expected to have some non-teaching duties such as part— time supervision or resource teacher; and could conduct in—service workshops in their home school after such an institute. The above role functions of participants re— turning to their schools after an in—service workshop or institute provided the bases to develOp questionnaires and interview questions which are explained in Chapter Three. I CHAPTER III PROCEDURE AND DESIGN This chapter includes: (1) the design of the study, (2) the selection of the population, (3) the devel— opment of the questionnaires and interview questions, (4) the procedures for the collection of data, and (5) the procedures for the analyses of data. Design of the Study This study was designed to identify and interpret the role of the Experienced Teacher Fellowship Program (EXTFP) participants upon their return to their schools following the 1966-67 Experienced Teacher Fellowship Pro— gram at Michigan State University.1 Based upon the objec— tives of the Program and the review of the literature on the role of a resource teacher, the EXTFP participants were expected to exhibit the role of resource teachers in the subjects of science, mathematics and reading. It should be noted that delineation of the role of the EXTFP 1The term EXTFP is used throughout this study as an abbreviation for the Experienced Teacher Fellowship Program. 55 56 participants is ex BREE fagtg to the objectives of the Program. Some of the questions which this descriptive case study tried to answer were: How do the EXTFP participants perceive their expected, desired, and actual roles in sci— ence education by: assisting in science in-service educa- tion; helping other teachers obtain and use science equip— ment and materials; providing leadership and acting as change agents in innovation of science curriculum and teaching techniques; continuing their professional growth? Further questions investigated by this study were: How do the EXTFP participants, their principals (or adminis— trative superiors) and their fellow teachers (or co—work— ers) perceive the participants' role in the above mentioned role functions for the subjects of science, mathematics and reading? Other answers were sought from the partici— pants: How has the Experienced Teacher Fellowship Program helped your professional advancement; which parts of the Program were of most and least value to you and how could the Program be altered to provide more help? The study was designed as a descriptive case study with one phase concerned with the EXTFP participants' per— ceived roles as resource teachers in science education. The second phase was the case study interviews at the par— ticipants' schools which investigated the participants' actual roles as resource teachers in science, mathematics .\\ 57 and reading. The case study was selected as the most effective design to meet the objectives of the study. This study uses Good and Scates' definition as an operational defini— tion for a case study. The essential procedure of the case—study method is to take account of all pertinent aspects of one thing or situation, employing as a unit for study an individual, an institution, a community, or any group considered as a unit. The case consists of the data relating to some phase of the life history of the unit or relating to the entire life process, whether the unit is an in— dividual, a family, a social group, an institution, or a community. The complex situation and combination of factors involved in the given behavior are examined to determine the existing status and to identify the causal factors operating. Selection of the Population The population for this study was the twenty-three participants who finished three or four terms in the 1966— 67 Michigan State University Experienced Teacher Fellowship Program (EXTFP). This Program was one of fifty such pro— grams in the United States supported by a grant from the United States Office of Education under Title V, Part C. of the Higher Education Act of 1965. The Michigan State University EXTFP participants were fourth, fifth, or sixth grade teachers. The selected EXTFP participants' teaching 2Carter V. Good, and Douglas E. Scates, Methods of Research —- Educational, PsycholggicalJ Sociological (New York: Appleton—Century-Crofts, Inc., 1954), p. 726. 58 experience ranged from 3 to 22 years and their ages ranged from 26 to 51 years. There were 8 women and 15 men in the EXTFP group. Geographically, 15 EXTFP participants were from the state of Michigan and one each from the following states: Maryland, Massachusetts, New Jersey, Oregon, Pennsylvania, Virginia, Washington, and Wisconsin. Development of Questionnaires and Interview Questions Phase I The EXTFP participants responded to the Phase I four-part questionnaire during their final seminar at Michigan State University. The Expected—Desired Role Questionnaire (Part I of the Phase I questionnaire) elic- ited the EXTFP participants' science education role which they expected and desired upon return to their school sys— tems. To fifty structured behavioral statements of this role questionnaire, the EXTFP participants responded on a five-point scale (does not apply, almost never, infrequent- ly, frequently, very frequently). This part of the Phase I questionnaire was based almost exclusively on the ques— tionnaire developed by Berkheimer in his study of the role of science supervisors in implementing science curriculum materials.3 3Glenn D. Berkheimer, "An Analysis of the Science Supervisors' Role in the Selection and Use of Science Cur— riculum Materials" (unpublished Ed. D. dissertation, Mich- igan State University, 1966), pp. 152—155. 59 Part II of the Phase I questionnaire consisted of a series of structured questions pertaining to the partic— ipants': future position, evaluation of the Program's facilities, and the Program's operation in general. Part III of the Phase I questionnaire was an unstructured ques— tionnaire on which the EXTFP participants evaluated the Program and answered questions about their expected 1966— 67 educational positions. Part IV of the Phase I ques— tionnaire asked the EXTFP participants to evaluate the courses of the Program. Copies of the questionnaires of Phase I are presented in Appendix A. Except for the open response questions of Part III, all responses of the Phase I questionnaires were recorded on an International Busi— ness Machine (IBM) response sheet. Data process cards were punched directly from the response sheets with mark sensing equipment, thereby avoiding introduction of key- punch errors in the data transfer process. Phase II In Phase II of the study, during the Winter Term, 1967-68, EXTFP participants responded to the Actual Role Questionnaire and were interviewed at their school by the investigator. The EXTFP participants' principals (or ad— ministrative superiors) and one or two fellow teachers (Or co—workers) were also interviewed during the school visits. The Actual Role Questionnaire was basically the 60 same questionnaire as the Expected-Desired Role Question— naire, but for Phase II the response was changed to actual £913. A copy of the Actual Role Questionnaire is present- ed in Appendix A. The interview questions for Phase II of the study were open response. The questions were based upon the expected role function of a resource teacher as derived from the review of the literature. The questions categor— ized under Backstrom‘s classification were: fact ques— tions, opinion and attitude questions, and information questions.4 The questions explored the EXTFP participants' roles in: assisting in in—service education, helping other teachers obtain and use equipment and materials, acting as change agents in innovation of curriculum and teaching techniques, and continuing their professional growth. In May, following the interview visitations, the participants and their principals were sent one page questionnaires which sought additional information on the participants' activities, as outlined above, and asked the participants' assignments in the 1968—69 school year. Copies of these questionnaires are also presented in Ap— pendix A. 4Charles H. Backstrom and Gerald D. Hursh, Survey Research (Evanston: Northwest University Press, 1963), PP. 70—72. 61 Procedures for Collection of Data Phase I The twenty EXTFP participants who finished all four terms completed a four part Phase I questionnaire during their final term seminar in August, 1966, at Mich- igan State University. Three of the four parts were structured responses to which the participants replied on an International Business Machine (IBM) response sheet. Data process cards were punched directly from the response sheets thereby eliminating possible introduction of errors due to keypunching. Analysis was achieved through the use of the Control Data Corporation 3600 Computer. Phase II The twenty EXTFP participants who completed the Phase I questionnaire were mailed the Actual Role Ques— tionnaire and IBM response sheet during the 1967—68 Win— ter Term. The response sheet was collected by the inves— tigator during his visitation to their schools in Winter Term. \ During the 1967-68 Winter Term, the investigator visited all twenty—three of the EXTFP participants at their schools, which were located in nine states. The in— vestigator interviewed the participants, the participants' principals (or administrative superiors) and one or two of their fellow teachers (or co—workers). Interviews were 62 tape recorded, then transcribed at a later date. The bas- ic questions asked the interviewees are presented in Ap— pendix A. In May, 1968, one page follow—up questionnaires were mailed to the EXTFP participants and their principals (or administrative superiors). These questionnaires sought information on the participants' activities follow— ing the interview and their expected assignments for the 1968—69 school year. Copies of these questionnaires are also exhibited in Appendix A. Procedure for Analysis of Data By examining the EXTFP participants' application forms, it was possible to determine their prior background in science and mathematics, their years of teaching, and age range. The above data were summarized and are report- ed as means and medians in Chapter Four. The questionnaire responses reported by the EXTFP participants on IBM response sheets during Phase I and Phase II were processed directly to punch cards and ana— lyzed on the Control Data Corporation 3600 (CDC 3600). The Expected—Desired-Actual Role Instruments had a five reSponse scale. While the "does not apply“ ap— peared on the questionnaire as foil five, for analysis purposes this is mapped onto zero, therefore the reSponse scale for analytical purposes becomes: 0, does not apply; 1, almost never; 2, infrequently; 3, frequently; 4, very 63 frequently. This is an ordinal scale with an order of in— creasing importance of frequency from 0 to 4. The statis— tic most appropriate for describing the central tendency of the responses in an ordinal scale is the median.5 The procedures for calculating the median were those reported by Downie and Heath.6 By definition the median is the point where fifty per cent of the cases are below it and fifty per cent of the cases are above it. For the Role Questionnaires N = 20, therefore fifty per cent of the cases would be ten. The number of cases were counted in each foil from 0 to 4 until ten cases were found. If the number of cases in the foil, when added to the cases in the previous foil, exceeded ten, then that portion (fraction) of the foil was calculated to add to the previous foil to give a total of ten. For the purposes of this study, the expected, de— sired, and actual roles were compared using the median of the response to the behavioral statements in the Role Questionnaires. The open response questionnaires were reported as a summary of the noteworthy replies. 5Sidney Siegel, Nonparametric Statistics for the Behavioral Sciences (New York: McGraw—Hill Book Company, Inc., 1956), pp. 24-25. 6N. M. Downie and R. W. Heath, Basic Statistical Methods, 2nd ed. (New York: Harper and Row, 1965), pp. 8-20 I 64 Interviews with the participants, their principals (or administrative superiors) and one or two of their fel- low teachers (or co-workers) were reported as case studies for each of the twenty—three EXTFP participants. Interview findings were extracted from the case study interviews and reported under various categories such as: participants' accomplishments, participants' problems, participants‘ evaluation of the Program and recommendations for improvement, and participants' role activities. Summary Questionnaires were developed and administered to the EXTFP participants prior to their completion of the Program; additional questionnaires were completed by the participants while they were at their 1967-68 educational positions (all questionnaires are exhibited in Appendix AL The investigator visited all twenty—three EXTFP participants at their schools in 1967—68. During these school site visits, the investigator interviewed the EXTFP participants, their principals (or administrative super— iors), and one or two of their fellow teachers (or co- workers). Interviews were tape recorded and transcribed at a later date. Implication of the findings and suggest— ed future studies are presented in Chapter Five. CHAPTER IV ANALYSIS OF DATA, CASE STUDIES, AND SUMMARY OF FINDINGS The data collected by the procedures described in Chapter Three are presented in this chapter together with the results of analyses. The chapter is divided into five sections: (1) personal characteristics of the Experienced Teacher Fellowship Program (EXTFP) participants; (2) ques— tionnaire findings; (3) case studies; (4) interview find- ings; and (5) summary.l Personal Characteristics Prior to the Program twenty-two of the twenty— three EXTFP participants were classroom teachers; the other participant was a helping teacher (one who helps other teachers). Their ages ranged from 26 years to 51 years with a mean age of 37 years. Their teaching experi- ences ranged from 3 years to 22 years with a mean teaching eXperience of 8.7 years. The academic training of the EXTFP participants 1The abbreviation EXTFP will be used in this study for the Experienced Teacher Fellowship Program. 65 66 varied greatly as shown in Table 1. While one person had 15 quarter hours of mathematics, two persons had no math- ematics and two persons had had only 2 quarter hours of mathematics. Only one participant had never had any sci- ence prior to the Program. By contrast, sixteen partici— TABLE 1 EXTFP PARTICIPANTS' QUARTER HOURS OF CREDIT IN SCIENCE, MATHEMATICS, AND READING PRIOR TO THE PROGRAM Subject Quarter Hours Credit Range Mean Median Physical Science 0—16 3.3 2.12 Biological Sciences 0-16 5.1 5.50 Earth Science 0— 9 1.3 .13 General Science 0—10 1.4 .14 A11 Sciences 0-32 11.1 11.10 All Mathematics 0—15 6 5.27 pants had never had an earth science course prior to the Program. Educational Assignments Following the Program Following the Experienced Teacher Fellowship Pro— gram, the participants had the following assignments: four were elementary school principles; two were 67 full time elementary school coordinators; one became a state education department mathematics specialist; one a junior—senior high school reading specialist; two were junior high school science teachers; thirteen were elemen— tary teachers. Of the elementary classroom teachers, nine taught all subjects in self—contained classrooms. The others were either teaching one subject such as mathematics, or two subjects such as mathematics and science, or mathemat— ics and language arts. So, from the above diversity of assignments fol— lowing the Program it is evident that the Program affected many of the EXTFP participants' professional assignments. Expected-Desired-Actual Role in Science Education The Expected—Desired Questionnaire and the Actual Role Questionnaire were administered to the twenty partic— ipants who completed all four terms of the Program (three participants completed only three terms of the Program). These questionnaires consisted of fifty behavioral state— ments on the role of a science supervisor or resource teacher and were based on,a questionnaire developed by Berkheimer.2 2Glenn D. Berkheimer, "An Analysis of the Science Supervisors' Role in the Selection and Use of Science Cur— riculum Materials" (unpublished Ed.D. dissertation, Mich— igan State University, 1966), pp. 152—155. 68 The EXTFP participants reSponded on a five—rev sponse scale: (1) almost never, (2) infrequently, (3) fre— quently, (4) very frequently, (5) does not apply. The "does not apply“ was mapped onto zero for the statistical analysis, so the scale becomes an ordinal scale 0, 1, 2, 3, 4. For statistical comparison the median was computed for each questionnaire function (expected, desired, and actual role). Table 2 is a comparison of these medians. The item response data for the Role Questionnaires are presented in Appendix B. The behavioral statements represented four role categories in which a resource teacher or supervisor would be expected to function. The four role categories are: (l) assist in science in—service education, (2) help other teachers obtain and use science equipment and materials, (3) provide leadership and act as a change agent in inno— vation of science curriculum and teaching techniques, (4) continue his professional growth. For simplicity of the discussion and tables to follow, the key words will be used to indicate each category as follows: (1) in—service education, (2) science equipment.and materials, (3) lead- ership and innovation, (4) professional growth. To illustrate the EXTFP participants' perceived role in the above categories, Table 2 presents the behav— ioral statements with the median of the participants' re— sponses. 69 TABLE 2 ITEMS DESCRIBING EXPECTED BEHAVIOR OF A RESOURCE TEACHER WITH MEDIAN RESPONSE OF EXTFP PARTICIPANTS TO THEIR PERCEIVED EXPECTED, DESIRED, AND ACTUAL ROLES, N = 20 Questionnaire Item . Median Desired Expected Actual In-service Education The EXTFP participant would: *13. conduct or arrange for workshops or conferences on the effective use of equipment and supplies in the teaching of science. 2.83 1.50 0.62 16. conduct meetings to coordinate the science program through several grade levels. 2.50 1.38 .50 17. arrange for in-service programs that are directly related to the curriculum used with pupils. 2.79 2.00 .70 18. conduct in-service programs through the use of T.V., radio and/or motion picture film. 1.20 1.07 .33 19. arrange for demonstra— tion lessons to illus— trate recommended methods of teaching science. 2.94 1.50 .50 *Item numbers correspond to those on the ques— tionnaire presented in Appendix A. 70 TABLE 2—-Continued Questionnaire Item Median Desired Expected Actual *20. conduct in—service meet— ings on the effective use of equipment and supplies. 2.79 1.50 .67 21. arrange for released time to enable teach— ers to attend in-service programs. 2.79 1.38 .41 25. conduct or arrange for workshops or con— ferences in science content. 2.77 1.67 .50 28. obtain consultants who conduct in—service activities. 2.60 1.38 .41 46. conduct demonstration lessons to illustrate recommended methods of teaching science. 2.64 1.67 .75 Science Equipment and Materials The EXTFP participant would: 3. assist in plans for con- structing or remodeling science laboratories or science facilities. 3.28 2.36 .70 4. work with the adminis— tration to obtain an adequate budget for equipment and supplies. 3.33 2.25 1.00 _ *Item numbers correspond to those on the ques— tionnaire presented in Appendix A. 71 TABLE 2-—Continued Questionnaire Item Median Desired Expected Actual * 5. arrange for equipment and supplies appro- priate for the curric- ulum being used. 3.38 2.50 1.67 7. arrange for adequate science facilities and furniture suitable for experimentation by pupils. 3.20 2.50 1.50 8. arrange for equipment and supplies in necessary quantities for sufficient indi- vidual pupil labora— tory experiences. 3.22 2.10 1.75 26. conduct or arrange for workshops or confer- ences in the effective use of instructional materials. 2.72 1.79 .50 37. arrange for teachers to evaluate films, film— strips and other in- structional aids. 2.83 1.90 .73 38. meet with teachers to plan for changes in equipment, supplies, and resources to correspond to changes in the curriculum. 3.12 2.17 1.67 39. aid teachers in arrang— ing storage of labora— tory equipment and supplies. 2.79 2.38 1.90 *Item numbers correspond to those on the ques— tionnaire presented in Appendix A. 72 TABLE 2—-Continued Questionnaire Item Median Desired Expected Actual *40. provide assistance to teachers in the re— pair and maintenance of equipment. 2.79 2.17 1.5 41. conduct or arrange for workshops or confer— ences on the effective use of equipment and supplies in the teach— ing of science. 2.64 1.39 '.41 43. construct science dem— onstration devices. 3.50 2.25 2.5 Leadership and Innovation The EXTFP participant would: 1. encourage teachers to experiment with new ideas and practices in teaching science. 3.59 3.38 2-52 2. give support to teach- ers who try new curricu- lum materials. 3.79 3.59 2.95 6. encourage teachers to use science demonstra- tions. 3.10 2.70 1.83 9. encourage individual project activity as a regular part of science courses. 3.73 3.28 2.73 *Item numbers correspond to those on the ques- tionnaire presented in Appendix A. 73 TABLE 2—-Continued Questionnaire Item Median Desired Expected Actual *10. work as an active member of committees or groups in deter- mining local objec— tives of science edu— cation. 3.38 2.50 1.10 11. meet with teachers to develop criteria for selecting science curriculum materials. 3.17 2.22 .83 12. meet with teachers to evaluate current curriculum materials on the basis of developed criteria. 3.07 2.00 .75 14. organize committees for curriculum study. 2.28 1.72 .88 15. propose curriculum changes. 2.93 2.17 2.90 22. arrange for extra pay for teachers who attend in-service meetings. 2.25 1.20 .33 23. arrange for extra pay or reduced load for teachers who work with science—incentive programs. 24. arrange for teachers to observe classroom teaching and individual laboratory experiences guided by another teacher. 2.50 1.28 .75 *Item numbers correspond to those on the question- naire presented in Appendix A. 74 TABLE 2——Continued Questionnaire Item Median Desired Expected Actual *27. conduct parent meetings to explain the local science program. 2.39 1.67 .50 29. arrange for consultant help in the selection of science curriculum materials. 2.5 1.28 .41 32. provide or write a newsletter or bulletin to inform teachers of new developments in science education. 1.64 1.04 .62 34. encourage teachers to do research related to science instruction. 3.00 2.88 .90 36. help teachers design tests and use test results. 2.68 1.50 1.00 42. use individual pupil laboratory experiences. 3.50 2.62 3.1 44. experiment with new ideas and practices in teaching science. 3.67 3.07 3.00 45. use demonstrations in teaching science. 3.07 2.62 2.25 48. use some of the new experimental science curriculum projects. 3.25 1.50 2.50 49. accept leadership roles in science education in your school, district, or state. 3.00 1.83 1.30 _ *Item numbers correspond to those on the question— naire presented in Appendix A. 75 TABLE 2——Continued Questionnaire Item Professional Growth The EXTFP participant would: *30. 31. 33. 35. 47. 50. select specific articles from the pro— fessional literature and recommend them to teachers. collect, analyze and interpret research findings in science education and inform the teachers of per— tinent conclusions drawn from this research. report to teachers after attending a professional meeting. be actively involved in educational re- search. read professional science and science education journals. attend state or national science edu— cation conferences. Median** Desired Expected Actual 3.22 2.64 2.17 1.67 2.62 .93 3.07 2.88 2.10 1.75 1.70 1.07 3.67 3.50 3.36 3 33 1.50 1.30 never; *Item numbers correspond to those on the question- naire presented in Appendix A. **The scale is: 0 = 2 = infrequently; 3 = quently. does not apply; 1 = almost frequently; 4 = very fre- 76 Calculation of Table 2 The integral limits of a number for frequency data range from .50 below the number up to .50 above a number.3 So that the response range would be only positive numbers, 0.50 was added to the calculated median. The median was calculated according to procedures outlined by Downie and Heath.4 Under this transitional median, one can interpret the activity levels as follows: from 0 up to 1 = does not apply; from 1 up to 2 = almost never; from 2 up to 3 = in— frequently; from 3 up to 4 = frequently; from 4 up to 5 = very frequently. Integpretation of Table 2——EXTFP Participants' Role In-Service Education Role of EXTFP Participants The median of the EXTFP participants' actual role was that in-service education activities did not apply. Except for item 17, they expected almost never to be in— volved in in—service education activities. Item 17 indi- cates that they did infrequently expect to arrange for in— service activities. The EXTFP participants' desired role 1 3N. M. Downie and R. W. Heath, Basic Statistical Methods, 2nd ed. (New York: Harper and Row, 1965), pp. 18-20. 41bid., pp. 31-32. 77 was that they wanted to be involved infrequently with in— service education activities. All ten behavioral activi- ties related to the in—service education role were rated in a decreasing level of activity from desired, to expect— ed, to actual. Role of EXTFP Participants in Science Equipment and Materials In seven of the twelve science equipment and ma— terials behavioral statements, the median rated activity level of EXTFP participants under desired role was that they frequently would desire to participate in the stated behavioral functions. The median of their ratings of the other six behavioral statements was that they infrequently desired to do them. Under their expected role their median ratings were that they infrequently would exhibit nine of the be- haviors and almost never exhibit three of the stated be— haviors. The actual role of the participants in equipment and materials indicates that they did not consider four of the twelve behavioral statements as applying to their role, but they thought they would almost never display seven of the stated behaviors and that they infrequently would show the behavior of item 43. They infrequently did construct demonstration devices. Again it should be noted that for use of equipment 78 and materials the median rated behavior ranged from fre- quently in the desired role to does not apply in the actual role. The EXTFP Participants' Lead- ership and Innovation Role In the leadership and innovation role category, the EXTFP participants‘ median response under desired role was that they frequently desired to express thirteen be— haviors, infrequently exhibit eight behaviors, and almost never show one of the stated behaviors; they almost never desired to write a newsletter or bulletin to inform teach— ers of new developments in science education. To their expected role they rated four behavioral statements as frequently, eight as infrequently, and ten as almost never. In their actual role in leadership and innovation the median of their reSponse rated only two behavioral activities as being performed frequently. They frequently did use individual pupil laboratory experiences and exper— imented with new ideas and practices in teaching science. The median response for six of the behavioral statements was that they actually exhibited such a behavior only in— frequently. Four behaviors were shown as almost never being performed. Finally, some nine behavioral statements for leadership and innovation had a median rating indicat— ing the behavior did not apply to the actual role of the 79 EXTFP participants in their present positions. These were items 11, 12, 14, 22, 23, 24, 27, 29, and 34. These be— havioral activities included: meeting with teachers on curriculum, arranging for extra pay for in—service educa— tion, arranging classroom observations, arranging for consultant help with equipment and materials, conducting parent meetings, and encouraging teachers to do research. The EXTFP Participants' Professional Growth Six behavioral activities described professional growth activities of the resource teacher. The EXTFP participants desired to do four of these frequently, and two almost never. They expected to do only one frequently and expected to do three infrequently. They almost never expected to do two activities. Their actual role indicated that they frequently read professional journals (item 47) and infrequently recommended specific articles to teachers or reported to them following a professional meeting (items 30 and 33). They were almost never involved in research (item 35), and they considered that item 31 did not apply to their posi— tions. That item indicated the behavior of analyzing and interpreting research findings in science education and informing the teachers of pertinent conclusions drawn from the research. 80 Summar of Role Questionnaires By considering the median reSponse of the EXTFP participants, it has been possible to categorize their responses on a five point scale: (0) does not apply; (1) almost never; (2) infrequently; (3) frequently; (4) very frequently. The integral limits were established as from one integer to the next integer. For example, any median from 1 up to 2 would be considered as "almost never". In general their desired activity was higher than their expected activity which in turn was higher than their actual activity. The two exceptions to this general— ization were items 42 and 31 where their expected activity was rated higher than their desired activity. In item 42 they expected to use more individual pupil laboratory ex— periences than they desired to do. In item 31 their ex— pectations were greater than their desires in collecting, analyzing and interpreting research findings. In general, they rated their in—service activities lower than the other categories. In their actual role they indicated that none of the in-service behavioral ac- tivities applied to them. Only four out of twelve equip— ment and materials activities were rated as not applying to their actual role. Seven of the twenty—two leadership and innovation activities were rated as not applying to their situations. The only professional growth activity 81 they thought did not apply to their actual role was item 31, which pertained to reviewing, and interpreting re- search findings for other teachers. Analysis of the Actual Role of the Subpopulation Because all EXTFP participants were not involved with science and the fact that the Role Questionnaires were focused on the participants' science education role, the subpopulations of the EXTFP participants who did have positions involving science were selected and their re— sponses to the Actual Role Questionnaire were analyzed. Two subpopulations with science duties were identified: (1) those eleven classroom teachers who taught science, and (2) the four principals and one general elementary curriculum consultant, with duties in science. The median reSponse to the fifty item Actual Role Questionnaire was calculated for each of these groups. The medians for these groups are reported in Appendix C. Classroom Teachers of Science —— Actual Role The me— dian response of the eleven classroom teachers who actu— ally taught science indicated in the Actual Role Question— naire that: twenty-seven of the behavioral statements "did not apply" (items 3, 4, 12, 13, l4, 16, 17, l8, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 31, 32, 34, 35, 36, 37, 41, 46); eleven were performed "almost never" 82 (items 1, 6, 10, ll, 30, 33, 38, 39, 40, 49, 50); five were performed "infrequently“ (items 2, 5, 7, 8, 15); six were performed "frequently" (items 9, 42, 43, 44, 47, 48); one was performed "very frequently" (45). Inspecting the behavioral statements one finds the participants "very frequently" (45) used demonstrations in teaching science. They "frequently": (42) used individual pupil laboratory experiences; (43) constructed science demonstra— tion devices; (44) experimented with new ideas and prac- tices in teaching science; (47) read professional science and science education journals; (48) used some of the new experimental science curriculum projects; (9) encouraged individual project activity as a part of science courses. They "infrequently": (2) gave support to teachers who tried new curriculum materials; (5) arranged for equipment and supplies appropriate for the curriculum be— ing used; (7) arranged for adequate science facilities and furniture suitable for experimentation by pupils; (8) arranged for equipment and supplies necessary in quan— tities for sufficient individual pupil laboratory experi— ences; (15) proposed curriculum changes. The EXTFP participants who were classroom teachers of science indicated that they performed “almost never" those behaviors involving: working with fellow teachers in science, leadership roles in science education, or 83 attending state or national science education conferences. In the "does not apply" category for the classroom teachers of science one finds the behaviors involving helping teachers in new curriculum, in—service education, leadership duties, and research related activities. Elementary Principals and Curriculum Coordinator The median response on the Actual Role Questionnaire of the five EXTFP participants who became elementary principals or a general elementary curriculum coordinator is cate— gorized as follows: None of the behavioral statements were considered as "does not apply"; three were performed "almost never" (items 18, 22, 32); twenty—six were per—. formed "infrequently" (items 3, 8, ll, 12, 13, 14, 16, 17, 19, 21, 23, 25, 27, 29, 31, 33, 34, 36, 37, 41, 42, 43, 44, 45, 48, 50); seventeen were performed "frequently" (items 4, 5, 6, 7, 10, 15, 20, 24, 26, 28, 30, 35, 38, 39, 40, 46, 47); four were performed "very frequently“ (items 1, 2, 9, 49). The principals or supervisor "very frequently" performed activities which the classroom teachers of sci- ence indicated either "did not apply" or "almost never" performed. These activities included: (1) encouraged teacher to experiment with new ideas and practices in teaching science; (2) gave support to teachers who tried new curriculum materials; (49) accepted leadership roles 84 in science education in school, district, or state. Only item (9) was also rated high (frequently) by the classroom teacher; that is, encouraged individual project activity as a regular part of science courses. It should be noted that the majority of the behavioral statements were rated as "does not apply" by the classroom teachers of science but none were thus rated by the principals or the coordina— tor. A majority of the items were rated as being per— formed "infrequently" by the principals and the coordina— tor. Prpgram Evaluation by EXTFP Participants The questionnaire administered to the EXTFP partic- ipants in Phase I contained two sections concerned with the evaluation of the Program. One section was a series of structured questions and the other section consisted of unstructured, open response questions. Only five per cent of the participants thought the general information describing the Program was inadequate. Some ten per cent felt the objectives of the Program were not made clear in descriptive information sent to them prior to the Program. Ninety-five per cent thought there was very close or some agreement between the stated objec- tives of the Program and its conduct. All the participants indicated that they felt wel— come to seek help from the Program Director. 85 Some of the phases of the Program that the partic- ipants felt were most useful were the: course content, intern phase, preparation of materials for internship, counseling by the staff, examination of equipment and philosophy of new science and mathematics programs, along with the use of the Science Materials Center. The phases of the Program which they felt were of little value to them were the reading clinic and the geometry course. Listed below are the major suggestions by the par— ticipants for the improvement of the Program: 1. Have the courses developed around actual elemen— tary classroom needs. 2. Use the seminars to relate the courses. 3. Have the courses more practical and involve less theory. 4. Be more flexible on electives. 5. Not require all participants to take all basic courses if they have a good background in a given course. 6. Add more methods courses. 7. During the first terms the pace should be more gradual. In rating the administrative services the partici— pants all found these to be adequate or very adequate. Ninety—five to one hundred per cent of the participants 86 found Science and Mathematics Teaching Center——Materials Center to be adequate or very adequate and ninety per cent made extensive or very extensive use of the facilities. The EXTFP Participants' Evaluation of EXTFP Courses The EXTFP participants evaluated the EXTFP courses on a structured questionnaire section of the Phase I ques- tionnaire. (A copy of the questionnaire is presented in Appendix A). They responded to a five point scale, with the re- sponse "not enrolled" recorded as foil five. Over fifty per cent of the EXTFP participants rated fair or poor, their level of preparation for the first two reading courses. More than seventy—five per cent rated their prior preparation for the physical sci— ence courses fair or poor. Similar ratings were found in the other introductory courses. But when their experiences increased with each subsequent course, they rated the prior preparation better. The quality of instruction for most courses was rated good or excellent by seventy per cent to one hundred per cent of the participants. Elementary reading and geometry were rated fair or poor by sixty-five per cent to eighty per cent of the participants. The degree of use the participants expected during 1967-68 to make of content, ideas and concepts taught in 87 the courses was rated good or excellent by sixty—five per cent to ninety—five per cent of the participants for most of the courses. Elementary reading and biological science for teachers were courses that fifty per cent to seventy- five per cent felt would make fair or poor use of the con- tent, concepts and ideas. The degree of motivation devel- oped by the course was rated good or excellent by seventy— five per cent to ninety per cent for all the courses ex- cept geometry and introduction to physical science. They were rated fair or poor by fifty per cent to seventy-five per cent of the participants. In summary it can be said that the rated quality of instruction, motivation developed by the course, future use to be made of the content, and ideas developed by the course were rated good or excellent by nearly all of the participants. Case Studies In this section individual case studies are re— ported on all twenty—three EXTFP participants. As a basis for the case studies, the investigator visited each of the EXTFP participants in their educational positions of 1967— 68. The participants, their principals (or administrative SuPeriors) and one or two of his fellow teachers (or co— workers) were interviewed. Most interviews were tape recorded and transcribed at a later date. The basic ques— 88 tions asked are presented in Appendix A. To protect in— dividuals and schools, the case studies were randomly assigned a letter and do not contain personal names. Case Study A Prior to the EXTFP, Mr. A had thirteen years of teaching experience and had completed a Master of Arts degree; his educational background included twelve quarter hours of science and nine quarter hours in mathematics. He did not complete the requirements for a second masters degree during the Program because he only completed three of a possible four terms. To become a supervisor was his projected professional plan upon entering the Program. Benefits envisioned included helping fellow teachers when he returned to his school. The school system to which Mr. A returned was a relatively affluent suburban system which employed special— ists in each of the areas of science, mathematics and read- ing. New duties, that of grade level chairman in a dif- ferent building, were his reward following the Program. He assessed the most valuable part of the EXTFP was the science and mathematics courses. Discussing the Program's value he said: The reading was not of as much value. I think mainly because it stressed individual attention and individ- ual problems which you do not have an opportunity to do in the classroom. His comment on the in—depth sequence of EXTFP W.‘W" 89 courses was: The one thing I liked very much was the fact that in— dividual attention was to be given to the youngster; at the time I wondered how can you do that, and yet, now that I am back in the classroom my whole science program is taught that way with the individual child in mind . . . at the time I thought it was impossible. Mr. A's impression of the intern phase of the Pro- gram indicated that he benefited from it. He was assigned an inner city school which was a new type of experience. Here, he had a group of slow children, a new encounter for him. His general impression of the internship: As part of the Program it is a valuable part. It gives you a chance. I think two weeks is too short a period. It gives you a chance to get out and try some of the things you are doing. He expressed concern that more prior planning of the internship could have been beneficial. He made only one visit prior to the internship; this in his opinion should have been three or more visits so that he could have learned more of what the children were doing. A problem seems to exist in informing the EXTFP participant's school of the potential role of the partici- pant. Mr. A expressed disappointment that his school was uninformed about his training even though he had been on a sabbatical leave. He indicated that it should not be the job of the university to inform the school. But the participant should disseminate the purpose of the Program to his school. He suggested a newsletter would suffice to tell the performance and achievements of the partici— 90 pant and to point out his newly acquired capabilities. Mr. A's principal voiced a similar View in regard to the coordination of the participant's return to the school system. When he learned that Mr. A was returning from a year long program, he assumed the EXTFP participant had been studying in a routine program and did not realize that the EXTFP participant was expected to act as anything but a regular classroom teacher. Actually the principal was quite unaware of the depth of the Program until he received a telephone call from the investigator indicating that there would be a school visitation by the investiga— tor. The need for communications between the university and the school's administration is aptly stated by Mr. A's principal. If I had had some material as communication; it could have been written or a phone call stating that this is what he has been doing and this is where, we found from our experience, he could be of help to new people coming in or people who have been in the classroom a long while; I would have moved a lot faster in using a person with the participant‘s background, with my own staff and also offering it to other principals. Frankly I can see that the superintendent, with his busy life, would dismiss this as just another routine program, unless something hit him right smack in the face and said, this is vital, it's going to help your instructional program —- do something about it. Because he was the sixth grade chairman (master teacher or resource teacher) the EXTFP participant had worked with the school librarian, upon his return from the EXTFP. In this position, it is his duty in coordination with the other sixth grade teachers, to compile lists of 91 books, equipment, and materials. Such lists are submitted to the librarian or materials center coordinator of his building. He found his experience in the EXTFP helpful in providing resource lists and ideas. In reply to the ques— tion, "What additional facilities would you like?" he stated: I think the EXTFP spcfled us in that you had what you wanted to teach and you went down to the shop and got what you wanted or someone would have it for you in a few days. He expressed the opinion that he lacked equipment in his present situation, but would like to set up a re— source center where all the teachers could share in what— ever is on hand. The EXTFP participant had helped his fellow sixth grade teachers. In mathematics, he had helped them in the use of various teaching materials. Some Madison Project materials,which he developed at the EXTFP, were passed on to his fellow teachers. In his classroom he had developed an index file of supplementary mathematics activities which the children used when they finished their basic work; these resource ideas were also passed along to his fellow teachers. In science, he had furnished his fellow teachers with ideas from the Program gleaned from his fellow EXTFP participants. The method of hatching eggs in the classroom is an example. This he did for his class; then the idea and the equipment and materials were 92 utilized by other sixth grade teachers. The fellow teachers reported on help received from Mr. A, the EXTFP participant. One indicated that it was easier to work with him rather than the science supervisor. "He is out to help you rather than out to evaluate you." Another fellow teacher said she had‘received help in mathematics and that the EXTFP participant had lent her charts and graphs to illustrate positive and negative num— bers. She expressed the need for more time to work with him. The interviewees indicated that the school had benefited by having an EXTFP participant. The partici— pant indicated that he worked with the mathematics coor- dinator and had gone into an eighth grade class to demon— strate long division. In the opinion of the principal they had benefited by having an EXTFP participant. From the time of his return we have had a resource person that we can call upon almost anytime for staff meetings and individual help for teachers. As grade level chairman he can hold regular grade level meet— ings and work with his fellow sixth grade teachers. Case Study B After nine years teaching experience, Mrs. B en— tered the EXTFP with twenty—one quarter hours of science and five hours of mathematics. Her projected plans were to become a better elementary classroom teacher but not to be an administrator. When she returned to the school sys— 93 tem following the EXTFP she was assigned to junior high school science. According to the principal, in that small community, this occured because her science training was better than other available teachers. Although isolated from fellow elementary teachers, Mrs. B was able to help them informally. She gave an ex— ample of her help. The remedial reading teacher will run across a real problem child that she cannot meet his needs. . . I will tell her how we started with a child writing his own stories . . . this was how we did it in the reading clinic and the reading seminar. She helped other teachers in the elementary school in which she formerly taught. She found greater difficulty in communicating ideas to her fellow junior high school teachers. But here in this school there has been very little communication. I just felt that everybody had accept— ed me as an elementary teacher. Part of the communication problem in the junior high school was that neither the science nor mathematics staff held departmental meetings. Further complications were caused because Mrs. B's science room was in a different wing of the building than the other junior high science room. Because the school did not have a librarian, Mrs. B was unable to make suggestions on library materials. A fellow teacher's reaction to obtaining help from Mrs. B was: 94 I have felt in the past that maybe the school itself should handle this, rather than have the individual teacher herself having to go to ask for help . . . well perhaps at the beginning of the year something could be set up. It was apparent that the teacher looked for administrative structure to share ideas. But the principal indicated that he told the teachers at the first faculty meeting that Mrs. B had this special training and they should seek her help on their own. The two fellow teachers interviewed intimated that they did not know about the EXTFP nor spe— cifically Mrs. B's training. Even the principal admitted that he only became aware of the scope of the Program, when the investigator visited the school. The principal declared that the greatest benefit resulting from an EXTFP participant in his school was her manner of teaching. She involved the pupils in individual or small group investigations and had some working on sci— ence fair projects. When asked how the intern phase of the EXTFP was of value to her, Mrs. B said: The intern program was of value to me because I learned what it is like to work with lots of equipment and everything I needed, but this caused some problems be— cause I came back to my school and attempted to teach the same kinds of things to this group with very little equipment . . . it was a handicap, but it was an ex- perience to compare what really happens when you have equipment and materials to do it. Yet some of the new science curriculum projects and physi— cal science laboratories had been modified and used by Mrs. 95 B in her classroom. Her current professional plans were to move back to the elementary school. In her long range plans she hoped to return to college in five years. She reported, at the close of the school year, her appointment to teach the second grade in 1968—69. While she had not attended any professional meet— ings since the EXTFP, influenced by the Program, she did subscribe to Science and Children, The Arithmetic Teacher, and Scientific American. When the principal was asked how he might like to use the EXTFP participant he said: Personally if our system was big enough I would hope she could be placed in a position to help other teach— ers. Case Study C Already having earned a masters degree prior to the EXTFP, Mrs. C chose not to complete the requirements for a second masters degree during the Program. With twelve years of teaching experience, she had only eight quarter hours of science and zero mathematics credits. Her professional plans were to continue teaching and to become an elementary coordinator in science and mathematics. Because of personal reasons, Mrs. C chose to re- turn to her former elementary school only for the first semester, the second semester she was in a different school 96 district and taught junior high school science and mathe— matics. This case study has reviewed the EXTFP partici— pant's role in each of these situations. In her elementary school the first semester the participant was assigned as a substitute teacher. For the first few weeks, when there was little demand for a substitute, she reported to her former school building and inventoried and organized the equipment in the science carts. A complete index was made of all of the science resources in her school building. Noting the need she re— quested the purchase of equipment. As a substitute teach— er, she found that it was almost impossible to use science investigations; there was no time for preplanning and many of the schools had inadequate science equipment. She brought simple apparatus to the classroom which promoted the inquiry method and thoughtful questions. For the first semester while working at the ele— mentary level, she thought her greatest contribution was organizing the science equipment and helping the teachers use it. Fellow teacher interviewees and the principal concurred on this contribution. They all agreed that it Was a waste of her talent to have been a substitute teach- er. She should have been placed in the role of helping or resource teacher, they thought. The principal was asked how the Science and Mathe— matics Teaching Center of the EXTFP should assist the re— 97 turning EXTFP participant; she replied: Mainly by working with the principal. If the principal is interested, then you get all the cooperation you need. If he is not interested, then everything drops. The principal suggested that it would be helpful when the EXTFP participant is selected to give the princi— pal more information, or to give the principal more infor— mation during the course of the year of the Program. The participant viewed the physical science course of the Program as of most value and the first reading course as least valuable. She suggested that the degree aspect of the Program should be omitted and there should be a greater balance between methods and content. The Program helped her in working with fellow teachers by sub— stantiating her confidence as an authority on science. She had not worked on curriculum committees be— cause none were functioning within the district. But she had talked informally with her fellow teachers about various mathematics and science texts and the new curricu— lum project, thus preparing them for the time when a committee would be formed to study possible text adoptions. Mrs. C was a life member of the National Science Teachers Association (NSTA), a regular member of the Na- tional Council for the Teachers of Mathematics, and has attended two NSTA national conventions. The Program did not influence her professional reading, because she was already subscribing to the major journals in elementary 98 science and mathematics. When asked, during the first semester at her elementary school, if she would again participate in such an EXTFP, she indicated that she would not because of the extreme pressure. For the second semester, the EXTFP participant was in a junior high school in another district. Here she taught science and mathematics. The science was Introduc— tion to Physical Science (IPS) and the mathematics was de— signed for slow learners. She viewed her contributions to that school as having helped organize the IPS equipment, assisted in or— dering additional equipment, and helped fellow teachers in the use of the equipment. Because of her experience in elementary mathematics, she was able to present mathemat- ics at a meaningful level to the slow students, many of whom were operating at the fifth grade achievement level. When asked how the EXTFP had helped her she said, "I could not have done it without the EXTFPL" In science she had adapted many of the EXTFP lab— oratories to the junior high science, but she suggested EXTFP could be improved by having more laboratory experi— ences. She recognized that the goal of the EXTFP was not the improvement of junior high school science competency. The principal perceived the contributions of the participant as meeting the needs of the pupils, and help— 99 ing organize the science equipment. He admitted not taking advantage of her special training because he did not know about the scope of the Program. The principal thought she could not be expected to serve as a resource teacher in addition to her excessive classroom demands due to the low achieving pupils and her arrival in the school at mid—year. For the 1968—69 school year she expected to be teaching in the American International School, New Delhi, India. Case Study D As a helping teacher with a masters degree prior to the EXTFP, Mrs. D had eighteen years of teaching ex— perience. In spite of this level of achievement she had zero quarter hours of science and six hours of mathemat- ics. She did not choose to enroll for a second masters degree during the EXTFP so she left the Program at the end of three terms. Following the EXTFP, she became an intern consult- ant and assisted in supervising intern teachers. This satisfied her vocational objective to work with classroom teachers. As an intern consultant she visited the in— terns' classes and was able to aid them in science, mathe— matics and reading instructions. Commenting on how the EXTFP had helped her she said: 100 The main benefit of the Program last year was that it gave me more breadth and depth so that when I am teaching there is more to pull from. Before I would study, work with our director of science and teach what I knew. Now I feel there is more there than what I'm teaching. In case a youngster has a question, it gives you a more secure feeling. She was asked how the EXTFP could better train participants to help other teachers. She felt strongly the necessity for intern experience, either simulated or real, in working with another teacher who does not have an extensive background in science and mathematics. Mrs. D's reaction to the in-depth science courses was that the first term of undergraduate courses was as tough as the other terms. She attributed that to her poor background in science. She questioned whether such depth in chemistry was necessary for an elementary teacher. The intern phase of the Program, lacking in organization, could have been improved, she thought, by better coordin— ation of the existing equipment and more visits to the school before the internship. A fellow intern consultant told that it had been enlightening to learn more about some of the new science curriculum projects by watching Mrs. D give demonstration lessons and to discuss such programs with her. As an in— tern consultant Mrs. D had given several demonstration lessons. Mrs. D declared that some of the demonstration lessons have involved new curriculum projects. She took science apparatus, filmloop, and microprojectors to the 101 school for such lessons. Although not a consultant to any individual school, she said the principals, in many cases, have been intrigued with such items as filmloops in the science lesson. She is confident that such demonstrations will affect the school's science program. She reported that she had met with several principals to offer new ideas and projects in science education. Her supervisor indicated that he had not made any special use of her EXTFP training, but that he had en— couraged the other intern consultants to consult with her. Case Study E Mr. E was a classroom teacher with twelve years of teaching experience prior to the Program. With twenty— quarter hours of mathematics, his academic background was better than the majority of entering EXTFP participants. \ After the EXTFP, Mr. E returned to his school dis— trict to become an elementary school principal with addi— tional duties: as the coordinator of computer curriculum development project, as a member of the district science curriculum committee, and occasionally a consultant to their Regional Educational Laboratory. He viewed one of his greatest contributions to the school was the establishment of a new instructional media center (IMC), to replace an unorganized library. The new ‘ ‘ 102 IMC included audio tapes and discs, study carrells, slide filmstrip projectors, and filmloop projectors. After de— termining the teaching units the teacher would be using, he would order audio—visual materials from the district IMC for his school's IMC. The reaction to this multi- media approach and individualizing of instruction, was both positive and negative. The part-time librarian com- plained that all that equipment was cluttering the library and the children were noisy using it. But the classroom teachers and school administrators were enthusiastic. One primary teacher found that the boys learned to read more rapidly using filmloop, audio—tapes, and books. She had been using the IMC for combined reading and science les— sons. Mr. E, the EXTFP participant, said he could never have established such an instructional media center with- out his EXTFP experience. Another benefit of the EXTFP was his study of computerized instruction. He believes more electives should be offered in the EXTFP because he had to take the- computerized instruction course as an overload. There seemed to have been a lack of communications with the school district regarding the specific training the EXTFP participant had experienced. Interviews with the assistant superintendent of the school and the partic— ipant confirmed this. The superintendent said that inten— sive curriculum training such as the EXTFP participant re— 103 ceived was good training for the position of an elementary principal. To him, one of the greatest roles a principal exhibits is the role of a curriculum resource person. Summarizing his thoughts about the Program, the EXTFP participant reiterated the need for training in in— terpersonal relations. Conveying aspects of the Program to the teachers is important, he emphasized; "Anything you can bring back that is concrete is helpful." Case Study F The professional plan of Mr. F, was to be the best, teacher he could be. Coming from a suburban school with eight years of teaching experience, he had also completed eighteen quarter hours toward a masters degree at another institution prior to entering the EXTFP. He had eleven quarter hours of science and four quarter hours in mathe— matics prior to the Program. When asked what benefits his school had received as the result of his EXTFP experience, he replied he had: improved his classroom instruction, helped teachers in— formally in science and mathematics, and also organized the science equipment and materials in his building. Mr. F was a sixth grade teacher in a self-contained classroom. His classroom was adjacent and connected to a small science materials center. When he arrived at the school in September, he found the science center disorgan— 104 ized.. He proceeded to systematize it and to encourage teachers to use the materials. While no in—service programs had been conducted by the participant, he had given brief comments relative to the Program at faculty meetings and made casual remarks in the faculty lounge. His school did not have a librarian, but Mr. F was the faculty member in charge of library resources. He said the EXTFP experience had been useful in organizing and requesting library books and materials in science, mathematics and reading. Outdoor Education was the only curriculum commit— tee on which he held membership. Since being a faculty participant for seven years in outdoor education, he had been appointed to that district committee. When he was with his class at school camp, he had organized seven out— door science and mathematics projects. These ranged from mapping and map reading to the study of pond life. Other teachers from the school district, who were not science oriented, received science instruction from Mr. F during the school camping session. One elementary teacher, who did not know how to use a microprojector, worked through the unit with him. Mr. F remarked that he wished there had been some consideration of school camping and outdoor education in the science and seminar courses of the Pro- gram. 105 Communications with the local school to explain the operations and goals of the Program were lacking. The principal had learned about the Program from the EXTFP participant, after he had been assigned to the school. The principal declared: I would have liked to have been better informed prior to his assignment to my building as to just what he (the EXTFP participant) had done. The EXTFP participant commented: I think there should be some communication from the University letting our school know what we are doing. I think if the EXTFP had communicated with the school superintendent, and let him know what we did all year, and let him know how the participant could be used, then there would be no problem for me to go to the superintendent to say I should be doing thus and so. Both the participant and the principal thought such com— munications should go to other persons in the school sys— tem in addition to the school superintendent. They noted that in such a large system the superintendent did not have time to be concerned with one teacher on leave to a specific program. Citing problems upon return to the school, the participant said: To get back in the swing of things, I think has been my greatest problem. The EXTFP just really stirred my mind up with all the information and content I re— ceived last year, and then trying to get it put back into the classroom where I can use it, and disseminate itrout. Assessing the Program, he declared that he would have preferred less emphasis and pressure on attaining a 106 masters degree at the conclusion of the Program. He thought the intern phase of the EXTFP could be longer. He suggested the participants teach only every other day, thereby extending the learning time. In professional growth he had attended one region- al science meeting and in 1966 attended the National Sci— ence Teachers Association national convention. He indi- cated that his professional reading had been expanded by the EXTFP to include Science and Children and The Arith- metic Teacher. Case Study G Mr. G was one of the few EXTFP participants who returned to the same school building following the Pro— gram. Although he had one masters degree, he earned a second as a result of the EXTFP. He had the strongest mathematics and science background of all of the partici— pants with thirty—two quarter hours of science and twelve quarter hours of mathematics. Upon entering the Program his professional objective was to continue to teach children. His principal indicated that since Mr. G's return, his classroom instruction had improved. This was support- ed by a statement by his former master teacher, and Mr. G remarked that he had changed his classroom technique. He was integrating science, mathematics and social studies. 107 He has tried to have a more logical approach to all his subjects. Moreover, it was the first time he had an activity centered program for pupils. Before the Program he had been a member of the. mathematics district curriculum committee and, to be chosen as the chairman when he came back, he attributed to his association with the EXTFP. He found his EXTFP mathemat- ics useful in relating to fellow committee members, the new concepts of mathematics. When asked how he had helped fellow teachers in the science and mathematics program of his school, he ex— plained that he inventoried the science equipment and had ordered some filmstrips and science equipment. In mathe— matics, he had helped fellow teachers in various ways. There had been no organized dissemination of his EXTFP training in the school. Commenting on the intern phase of the Program he said: I thought it was valuable. After three or four months it is nice to have a change from classroom lectures and to try out some of the ideas that we'd been study— ing. I would like to have this every three or four months. You don't know what you need until you go out and try it. I did not pay enough attention to how to start one of these experimental courses in the school or how to in— still these concepts or processes in the children. Mr. G's interest in professional growth has been expressed by his attendance at about a dozen professional 108 meetings each year, his principal reported. And the par— ticipant explained that he had gone to conferences on all ‘phases of elementary education, from art to child guid— ance, but since the Program, he had been selective and only regional meetings in science and reading now held priority. He had attended the 1966 National Science Teachers Association Convention. He mentioned that his professional reading was more meaningful since the EXTFP. When asked what changes he might suggest in the EXTFP, he told about his involvement with the school's outdoor education program and regretted the omission of some orientation on the role of science and mathematics in outdoor education. Case Study H Coming from a large urban school system, Mrs. H had thirteen years of experience. Her academic preparation included ten quarter hours of science and six quarter hours of mathematics. Her professional plans included the desire to remain an elementary teacher, also she considered becoming a mathematics specialist. Because her school and school district were large, Mrs. H's activities were limited to teaching in the class— room and, at intervals, discussions with faculty in the lounge. She was not on a committee nor had she been asked to present anything to faculty meetings pertaining to the 109 EXTFP. Because of negotiated contracts, all teachers left the building at 3:30 P.M. so an interchange of ideas after school was curtailed. The contract provided for only one teachers' meeting per term. Therefore, the principal said, the time schedule did not permit teachers to explain about their special training. Various materials developed by the EXTFP participant during the Program have been shared with some of her fellow teachers. Those interviewed stressed the difficulty of communicating with Mrs. H be— cause of their different recess times and lunch periods. One fellow teacher did not think there was anything she could learn from the participant. When she arrived at her new school assignment, Mrs. H found the science equipment disorderly. She had a greenhouse on one side of her classroom and she spent the first month cleaning and readying it for instructional purposes. She expressed concern over the lack of basic equipment and supplies. She said: I have high and mighty ideas and return to school and find that this is reality and that is the way it is. How much she had learned in the Program, Mrs. H didn't realize until she returned to her school and applied it. She thought the intern phase of the Program was valu- able because it allowed her the opportunity to try new teaching techniques. In her own classroom she has changed her teaching from a textbook dominated program to one 110 which provides more experiments and pupil involvement. Only since the EXTFP does she read science or mathematics education journals such as; The Arithmetic Teacher, The Mathematics Teacher, and Scientific American. Moreover, she is more prone to read an article about sci— ence or mathematics appearing in other publications. She had not attended a science or mathematics meeting in the last three years, even though two regional, and one nation— al, meetings had been held within her city school district. Case Study I Mr. I was a teacher with thirteen years in the elementary school. His background included twelve quarter hours of science and seven quarter hours of mathematics. Professional plans outlined on his application were to earn a masters degree; to remain in teaching, and to be— come a-coordinator for his school system. Following the Program, he returned to a self—con- tained sixth grade in a rural school system. Initially the school administration did not seem to recognize his potential. But toward the end of the first semester when two primary teachers, using a new science curriculum (with kits), needed help, the principal released Mr. I to them for one half day. As a result, Mr. I was released from his classroom duties several more times during the year to work with these primary teachers. The EXTFP participant 111 was delighted with this opportunity to help fellow teach— ers. But his role was unclear. He said: Are we expected to work as a science or mathematics coordinator? If we are to come back as a curriculum coordinator, and to steer new ideas in science into the curriculum, and work with teachers, I wish we had had a little bit more training in that field, rather than so much content. He continued to wonder what processes should be used to set up a curriculum in the school without giving the im- pression that because he was from the EXTFP he knew it all. The principal expressed concern that he would like to use the EXTFP participant as a coordinator but there was no provision for it in the budget in their small rural district. During the Program, the EXTFP participant liked the science courses the most and the reading the least. In spite of displeasure with teaching reading, he had coordinated a fifth-sixth grade reading program within his school. His reaction to the in~depth sequence of the Pro— gram was: I look back at the many things thrown us. So many things came up in the classroom we didn't think we would need, but going to school it seemed like a tough grind and why should we learn this, but now I can see the acceleration of science. This background is very valuable for getting into more depth in sixth grade science teaching. The EXTFP participant evaluated the intern phase of the Program as needing improvement. His suggestions were, more guidance from the staff, and more discussion in 112 seminars on the new curriculum projects. When asked how the Program could have better coordinated his return to the school he replied: I think maybe a letter from the school (college) stating what we might be qualified to do -— if it is nothing more than that we should be qualified to teach a classroom of science better, then it should be stat— ed, but if we are expected to be qualified to do some— thing more than that then a letter from the school (college) would help an awful lot. On the tepic of helping other teachers, his re— sponse was that his fellow fifth and sixth grade teachers didn't ask for much help. What problems had he had work— ing with teachers? He answered: Well, techniques of presenting yourself as a resource person; to qualify for it, how could we, through a proper technique show the teachers that we are avail— able, without being overbearing about it? A fellow teacher pointed out how he had been helped when Mr. I had assisted in setting up science apparatus and had explained its use. Greatest help was evidenced by the primary teach— ers who first utilized Mr. I's EXTFP training in the new science curriculum project materials. He gave them confi— dence, explained how to use some of the materials in the science kits, and helped them with evaluation procedures. One teacher said, "It gives us confidence to know he is there to give help and background information." The type of help envisioned by this fellow teacher would require the participant to teach, set up equipment and materials, 113 and help in the pupil evaluation. The EXTFP participant had not been aware of the science and mathematics professional meetings prior to the Program, nor was he familiar with some of the major science and mathematics education journals. Following the Program he subscribed to The Arithmetic Teacher. He reads the school's subscriptions to Science and Children, and School Science and Mathematics. The one professional meeting he had attended following the EXTFP was an outdoor education conference. During the 1968—69 school year, Mr. I expected to be teaching science and mathematics half days, and then to be available half days to assist elementary teachers (K-6) with science. Case Study J Returning to his rural school district to become a reading specialist for grades 6—12, Mr. J had achieved one of his professional goals; by obtaining his masters degree he had achieved his other major goal. With five years teaching experience, he had built in the EXTFP upon his.ten quarter hours of science and six quarter hours of mathematics. As a reading specialist he helped individual pu— pils with their reading problems, and suggested to teach— ers how to meet these circumstances. Not being actively 114 involved in science or mathematics, he has only helped teachers indirectly in those subjects. He found the re— source material collected during the EXTFP very helpful in answering fellow teachers' questions. Because of his reading duties, he thinks the science and mathematics parts of the EXTFP were of little value to him. He could have derived more worth from extra reading courses in the EXTFP. He said: Personally on a short range deal, I would have profit— ed more by more reading courses, because I'm a reading teacher, rather than the science and mathematics courses as outlined. If every teacher knew what area they were going into, perhaps they ought to be allowed to put the emphasis on these special areas. He found the intern phase of the Program a refresh— ing change from the classroom. He declared: We got sort of away from teaching and this intern part of the Program put us back into our role and reminded us what teaching is really like. When asked what part of the EXTFP helped him most in working with fellow teachers he told: I can't think of anything except the coffee breaks! It seems to me that the opportunity to meet together and have our bull sessions was an important part of the Program. He was not serving on a curriculum committee, but hoped he would be able to serve next year on the science text selection committee. His professional reading included the state educa— tion association journal, and National Education Associa— tion Journal and the journal of the International Reading 115 Association. As the president of the local education association, he was in charge of teacher negotiated con- tracts. In addition this association, with Mr. J's as- sistance, was planning an in—service workshop. The only professional meeting Mr. J had attended was the local reading association meeting. The principal and the two fellow teachers, indi- cated when interviewed that the participant in the role of a reading consultant was executing his responsibilities favorably. Case Study K Mr. K had expressed the desire to become a helping teacher, a consultant or a principal. He did not achieve his goal. Returning to his inner city school with his masters degree, he was assigned to the role of mathematics teacher, grades five and six. During the EXTFP he had built upon his undergraduate record of eight quarter hours of science and six quarter hours of mathematics. The principal, who had been his principal prior to the EXTFP, commented that Mr. K had dimensions of underr standing and a sense of direction in mathematics which he did not have prior to his EXTFP experiences. Communications with the staff of the concepts and objectives of the Program seemed to be lacking. One fel— low teacher had received some resource materials from the 116 participant. The other fellow teacher interviewed had re— ceived no help from the EXTFP participant, she exclaimed: I am not too sure what his program was. Therefore, if I knew or the staff knew, then we would know the types of questions we could ask. The EXTFP participant had a similar reaction. He remarked: People just don't know I was away in a program like this trying to get material that I can share. The principal expressed the need for information from the Program. He thought the Program director should tell the school administration what the participant had done and what the participant would be able to do. 'K: The participant had shared materials with the reading specialist in his building and some friends in other schools of the district. He had not made formal presentations to the faculty. But the principal planned to use the participant in a half day workshop sometime during the Spring Term. Prior to the Spring Term the EXTFP participant was in a serious automobile accident and disabled for several months, therefore as a result of the accident he was forced to leave teaching for the year. He expected to be employed in another district following his recovery. Mr. K claimed the entire Program had been of value to him. He thought it would have been better if there had been less theory and more methods. His teaching has changed as a result of the EXTFP. He remarked: 117 I've tried to do a lot of individual instruction. I picked up a lot of ideas in seminar and other classes. My whole ideas have changed . . . I have used a number of the materials that I accumulated. His professional reading habits have been changed by the Program. He regularly reads four journals which he did not read prior to the Program. He stated: There were a lot of things that I read prior to the Program that I considered junk because I didn't read to evaluate them. Now I tend to evaluate things more closely and find that the things I considered junk were extremely valuable. His professional activities included attending one state mathematics meeting. He was not a member of any curriculum committee of the district. Case Study L By returning to his suburban school as a classroom teacher, Mr. L had achieved his major objective to become better trained in science and mathematics and to return to elementary teaching. Since returning to the district he has expressed an interest in both the positions of tele— vision science teacher and the elementary science helping teacher position. Participation in the EXTFP built upon his previous sixteen quarter hours in science and he had zero credit hours in mathematics. Mr. L was teaching fifth grade in an intermediate— junior high school. Because the junior high school class— es changed rooms every period, it was necessary for the 118 elementary grades to also move. While this enabled Mr. L to teach a science lesson in the science room each day, it also limited to one period the length of any science in— vestigation. He noted that because classes were held in the science room seven or eight periods per day, it was difficult to leave materials out after his science lesson. His science instruction had changed as a result of the EXTFP; he explained: I have a lot more laboratory type science activities. I use the inquiry approach in science a lot. more biology this year than I had before. children are extremely interested in that I teach I find He now used demonstrations in his inquiry teaching rather than films. His role as a leader helping other teachers was limited, he thought, by his role as a teacher. He related: When you come back and are put in the position of classroom teacher, you are not really in a position of leadership. You could put yourself in a position of leadership, but this is looked on with a jaundiced eye by the rest of the teachers. He questioned whether the school district administration would want him to take such leadership. His principal explained that no formal attempt was made to use Mr. L's training because the fifth and sixth grades were temporarily housed in the new junior high In addition, the principal said he had been too busy opening the new facilities to spend any time with the elementary teachers. He emphasized that he had not known about the 119 extent of the Program. He said: One problem involved here was that I was not aware of what Mr. L was doing and what the aims were and what the outcome of his Program was supposed to be and what his capabilities would be when he came out. Had I known this earlier in the year, then I might have been able to utilize his talents a little more effectively. The principal admitted the participant had asked to teach more science classes, but the request had been denied, probably because the fifth and sixth grades were only to be within the junior high complex for the one year. The EXTFP participant expressed the need for com— munications from the Program to the school administration. He said: It might have been helpful if they (the Program) had sent out a statement to our personnel department stat— ing what sort of program we were in and what you felt our qualifications as a result of that (Program) might be. In commenting on the Program in general, he thought the science and mathematics courses were of most value. He thought the Program was spread too thin to include sci— ence, mathematics and reading. He would have liked more intern time. He suggested that a different subject of concentration such as biology, or physical science be used each succeeding week of the internship. Mr. L, active in his local education association, served as intermediate school representative to the execu— tive board of the association. For the 1968-69 school year he had been appointed editor of the local associa— 120 tion's newsletter. He remarked that his association work took most of his out—of—class time. For the 1968-69 school year he had been appointed chairman of the science department in a new elementary school. In that capacity he expected to be active in an intermediate team—teaching operation. Case Study M Mr. M had four years of teaching experience in a suburban community. His academic-training was higher than the EXTFP group average, and included twelve quarter hours of science and eight quarter hours of mathematics. Fol— lowing completion of his masters degree and four terms of the Program, he became a mathematics specialist with a State Education Department and assisted in an experimental mathematics project conducted by the Department. His duties with the project included writing, and assisting five or six schools and four colleges in the implementa- tion of the Department's special mathematics project. Because his duties primarily encompass mathematics and not science or reading, he thought the mathematics portion of the EXTFP was of most value. However, he found the exposure to the new science curriculum projects also influential in his approach to new mathematics projects. Although not involved in reading, he found the EXTFP ex- perience in reading helpful when he analyzed elementary 121 mathematics texts. The computer course taken as a supple- ment to the basic EXTFP courses, proved to be extremely useful to him in the special mathematics project. Even though he had taken additional courses beyond the basic EXTFP courses, he believed that fewer courses should be required. When asked about his part in teachers' workshops, he said: Most of my work has been with teachers on curriculum committees. I will give a presentation on how to structure, how to go through the curriculum work in mathematics rather than how to teach the students. He credited the EXTFP with providing the back- ground necessary for his present position. The Program raised his professional sights. Before I went to the EXTFP I never considered starting a doctoral, now I plan to go back and work full time toward a doctorate. His professional reading prior to the Program in- cluded: The Grade Teacher, The Arithmetic Teacher, and Research in Education. But following the Program it had been expanded to more than twenty publications. While be— fore the Program he had not attended professional meetings at all, since the Program he had attended one state, one regional, and one national meeting. His administrative superiors indicated that the EXTFP experience alone would not have met their criteria for the position, but because of Mr. M's greater breadth 122 which included computer application, he was considered and has functioned excellently. Case Study N Mrs. N returned to her school district as a fifth grade teacher but was subsequently, three months later, switched to a third grade. This was a new challenge be— cause she had never taught third grade in her thirteen years of teaching experience. Once a secondary music teacher, she had been switched to the upper elementary grades. The EXTFP allowed Mrs. N to build on her ten quarter hours of science and six quarter hours of mathe— matics. Her professional objectives on entering the EXTFP were to become a better elementary teacher; however, she had considered becoming a resource teacher or supervisor. Problems had been created by her change in assign- ment from fifth to third grade. She indicated that her training was in the upper elementary and not primary and that her lessons and resource materials had been designed for fifth grade. Because of limited facilities, she had made extensive use of some of her EXTFP materials. But at the third grade level many of these materials were not appropriate. Compounding the problem was the necessity of teaching penmanship, and writing which she was not trained to do. 123 Working with the local science supervisor, she had assisted in a workshop for prospective elementary teachers who were college graduates. She demonstrated some of the materials of the new science projects. In addition, she assisted the science supervisor in a one day workshop in her own school. At that workshOp she discussed the sci— ence laboratory kits which were supplied to the school. The science supervisor indicated this gave greater confi— dence to the teachers. She explained: The teachers are more willing to accept this from an- other teacher in the classroom than from someone out of the classroom that has come in. The science supervisor explained why she would like to use the EXTFP participant in workshops. She would be good for teachers' workshops because she has this way of communicating with them and they re— late to her. I would like to use her more in teacher training. The principal saw some limitations in using a classroom teacher as a resource person. He elaborated: I don't know just how much you can use a person like her in a regular school building. It is fine if you can find time. Then we would have a wonderful time using her. But it means that you have to establish some after school meetings or something of that sort. Or else she could take over a class (as a demonstra— tion teacher), then someone would have to take over her class. That's where the problem lies._ It is the question of scheduling and timing and who is gOing to take over these other things to release her. He thought to fully profit from her training, she might serve as the leader in science in a team teaching Situa— tion. 124 The principal cited one realm of coordination be— tween the school and the Program. He thought the partici— pant should have a definite school assignment prior to re- turning to the school, thus enabling explicit planning for particular teaching during the Program. The EXTFP participant had been a useful resource to a fellow fifth grade teacher. She had helped him set up an aquarium, a terrarium and provided information on the use of mealworms in a science lesson. Because he was relatively new to teaching, he found it useful to go to Mrs. N for information. He said he would rather go to the EXTFP participant for resources and help than ask the city science supervisor. After the EXTFP participant had been assigned to the third grade in another section of the building, the fellow teacher had not been able to go to her for as much help. He thought it would be best if she had released time to help teachers. The EXTFP participant thought all phases of the Program were of value to her. She was in favor of the de— gree aspect of the Program. She stated, "it encourages people who haven't had a chance to go back to school and get a degree." She suggested improving the Program by adding more field trips like the ones in biology and earth science. In her classroom she had used some of the "Elemen— tary Science Study" materials. She emphasized student in— 125 volvement. In 1968—69 she expects to teach a sixth grade in a different school. Case Study 0 On returning to his small school system, Mr. 0 be— came a junior high school science teacher. Prior to the EXTFP he had three years experience as an elementary teacher. In completing his masters degree, he had extended his knowledge beyond his previous twelve quarter hours of science and three quarter hours of mathematics. Since the EXTFP participant knew before he returned to his school that he was expected to teach the new Earth Science Curriculum Project (ESCP) he enrolled in an inde— pendent study project to study ESCP, as part of his course work. He felt distinctly that he would never have been able to teach the earth science course without the EXTFP experience. Even the mathematics had been very valuable. He had cooperated with the junior high mathematics teacher in providing pupil laboratory experiences which were also practical exercises in mathematics. A fellow teacher related how Mr. 0 had cooperated in the teaching of the powers of ten. The fellow teacher noted that those pupils not concurrently enrolled in science and mathemat— ics did not achieve as well in the mathematics units which had been cooperatively taught with science. Mr. O and his 126 fellow junior high school science teacher, using the junior high science laboratory, developed a science re- source center for elementary and junior high school sci— ence teachers. While used extensively by the junior high, it was very slowly accepted by the elementary teachers. Mr. O was instrumental in revising the elementary curricu- lum guide, and during the 1968—69 school year expected part-time to be coordinating the unit studies for the ele— mentary grades. He expressed limitations on his role as a leader: They are young teachers; we have a real young staff for me to come back and try to take over and give them a lot of suggestions. They would rebel. Because the budget was committed before his arriv- al in September, he had not been able to order many sci— ence materials. He suggested the EXTFP participants should communicate with their schools while in the Program, thus giving them an opportunity to make budget suggestions rel— ative to their future needs. He expressed appreciation for the advantages to develop resources in the Program. In particular, he praised the field trips in geology which had enabled him to acquire a rock—mineral collection for use in his classroom. Other activities that Mr. O was involved in were: chairman of the local science fair, and a member of the school camping staff. 127 Case Study P Completing his masters degree through the EXTFP, Mr. P returned to the same elementary school which he had left. In this small rural school he was teaching fifth and sixth grade pupils in a self—contained classroom. While he originally taught all the subjects, at mid—year he traded pupils part-time with another teacher of grades four and five. He taught mathematics and science, and she social studies and language arts. Mr. P had thirteen quarter hours of science and two quarter hours of mathematics upon entering the EXTFP. His professional objectives were to remain an elementary teacher, and to work with the educationally deprived children. His teaching had changed as the result of the EXTFP, he felt. Now he performed fewer demonstrations, talked less and allowed the students to do more individual— ized investigation in science. Similarly, in mathematics he used more manipulative devices with the children. Re- sourcefully using materials at hand, he had used small stones of gravel as manipulative devices in teaching base four and base five in mathematics. The pupils were asked to group the stones in clumps of the base under study to achieve a given number. He found the pupils learned base \four and five rapidly using such simple manipulative devices. 128 The principal reported that Mr. P was an exemplary teacher who disseminated ideas and techniques by first using them in his class. An example was Mr. P's use of the microprojector in a unit on crystals. Other teachers saw Mr. P's success and wanted to do the same unit in their classroom. The EXTFP participant helped them set it The principal attested that prior to that time many up. Mr. P of the teachers had not used the microprojector. testified that the number of teachers coming for help and the number of requests for help increased substantially as the school year progressed. When asked what part of the EXTFP helped him in working with fellow teachers, Mr. P answered: Myself, I liked the seminar better than anything else, because we gotto share more ideas there than anywhere else. Some of the things I thought were of little value dur- ing the Program, have come in pretty handy. He commented that he thought the chemistry portion of the physical science sequence was of least value and he would liked to have seen it replaced by another reading course such as "test and measurements in reading." Discussing the intern phase of the Program he said: I think the main value of the intern phase is that it gave us a chance to see what we could do if we had the supplies and equipment and whatever we wanted to do with. Other helpful phases of the Program were: the reading clinic, and geology field trips. 129 He related how the specimens collected on the field trips had been used in his classroom and shared with other teachers. More materials developed in the Program had been used in his classroom and shared with other teachers. He cited the "Madison Project" materials used by other teachers. His professional reading had been expanded by the EXTFP. Before the Program he read only two or three gen— eral education journals and none in science or mathemat— ics education. After the Program, he furthered his list with the addition of three science or mathematics journals. becoming the Other professional activities included: president—elect of the local education association, at— tendance at three state or regional meetings in science, mathematics, or reading. The principal explained how he would like to use Mr. P. We had hopes of getting him as a master teacher -- a teacher who can go into the classroom and do things so another teacher can watch them being done. The assist— ant principal and I do that but it is not nearly as effective because we have the title of administrator. We make assessments for contract and tenure purposes. The principal declared that for the school administrators to effectively use an EXTFP participant, they would need to know the Program experiences of the participant. Such information would be needed by April of the Program year if the principal was to effectively plan to use the partic— 130 ipant during the next school year. Even though Mr. P had returned during the Program year to the school, and visited with the principal, the principal noted he did not compre— hend the full scope of the Program until the investigator visited the school. Case Study Q When Mr. Q returned to his school system, follow— ing the EXTFP, he was appointed principal in one of the district's elementary schools. He credited his EXTFP ex— perience and the completion of his masters degree as major reasons for being selected as the principal. Through the_ EXTFP he had added to his nine quarter hours of science and two quarter hours of mathematics. Using his seven years teaching experience, in addition to the EXTFP train— ing, he has been able to exert curriculum leadership in science. The science program of the district has been under study. Mr. Q, as co—chairman of the science committee, had directed investigation of the feasibility of a tele- vision workshop for teachers in cooperation with a local university. Two new elementary science projects were be— ing evaluated for possible pilot adoptions by some of the schools. Mr. Q was expecting to become a consultant for the workshops on the new science curriculum projects. One assistant superintendent of schools acknowl— 131 edged the reason for Mr. Q's appointment as principal: We appointed him principal because we do look upon the principal as the curriculum leader and guide for that school. The participant was assigned to the new school pur— posefully because we expected him to come back with the latest ideas and integrate them into a new school with new staff. We were hoping he would be able to focus on the newer concepts of education. Another assistant superintendent cited Mr. Q's work with other principals: The participant has worked with the elementary princi— pals and has stimulated their thinking. As a result they have gone back to their buildings with new ideas in mathematics and science. Hopefully this has been reflected in the teaching in the individual schools. The assistant superintendent commented on the lack of communications between the Program and the school. It would have helped us had we known more about the kinds of experiences which he had and the type of program he did participate in. I was not aware of it really. If possible invite the administrators to the campus for a session for a day and let them observe the semis nar; and give them a briefing about the kinds of pro— gram being offered -— because it is different. And indicate where you think the participant's strength may be. It should be a requirement of the Program that the participant write a letter periodically explaining the Program. A fellow principal made the following observation about the Program: I think a focus of your Program might be to let these people know that their prime responsibility for being selected was to learn things you are going to teach them and then to carry them back to the school system. 132 The participant's views on the Program's relations to the school were: There should be a more definite commitment on the part of the students and the administration of the school systems from which they come, as to where they are going back following the Program. Mr. Q taught elementary classes the first two months of the school year. This had been in a large multi- grade room and he had operated in a team teaching situae tion part of the time. This allowed other teachers to see and to share science, mathematics and reading instruction. One of the teachers exclaimed about Mr. Q's contribution to the school: It seems that a certain amount of fresh ideas are be— ing transmitted to other teachers. Another teacher commented: In science he has a wealth of knowledge of science materials that a normal classroom teacher is not aware‘ of. Most importantly his attitude toward children's learn— ing experiences and his attitude toward reading and not relying specifically on the textbook for one thing, which I agree with wholeheartedly. Mr. Q found all phases of the EXTFP of value to him. He criticized the intern part of the Program. He thought it was too artificial a situation; he suggested that it might be more meaningful to have a four week in- ternship. Case Study R Despite the necessity of leaving the Program at 133 the end of three terms due to poor health, Mr. R was able to complete his masters degree because he had previous graduate work at Michigan State University. Mr. R came to the EXTFP with six years of teaching experience. In his three terms with the Program he extended his course credits beyond his previous four quarter hours of science and six quarter hours of mathematics. Regaining his health, Mr. R obtained a fifth grade teaching position in a school district different from that which he left for the EXTFP. Here, team teaching became a new experience for him. He wished the EXTFP had provided training in team teaching. His impact or influence on the school was not evident. The principal was not aware that he had been on a special program until he told her. She- evaluated his performance as not any better than the other teachers. One fellow teacher, who occasionally functioned as a member of his team teaching group, indicated she was un- aware of any contribution he had made to the school as a result of the Program. She had not received any help from him. The other fellow team teacher indicated she had received some mathematics materials and resource bibliog— raphies from the EXTFP participant. The EXTFP participant indicated that the pupils had done only one experiment in science; that was on 134 plants. Ironically, the one part of the Program he thought was of least value was the biological sciences. One might question his criticism in light of the fact that he had zero credits in biology upon entering the Program. He was pleased with the mathematics courses, which he said enabled him to teach modern mathematics for the first time. The Program did influence his professional reading.’ He now subscribes to and reads, The Arithmetic Teacher and Science and Children. Because of Mr. R's continued limited health, it appears he has not been able to spend the time and effort communicating ideas of the Program. The principal ace knowledged Mr. R left immediately every day at the close of school because of his need for rest. Case Study S Arriving at the EXTFP with just three years of teaching experience, Mr. S completed his masters degree during the Program and returned to his school system to become an elementary school principal. The EXTFP had provided a means of increasing his previous seven quarter hours of science and six quarter hours of mathematics. As a principal he was a member of the administra- tive advisory council. Through this he was able to make suggestions for curriculum changes. Because both the mathematics and science programs were in need of reViSion, 135 he had made suggestions that a pilot Operation be estab- lished to try some of the new curriculum projects. For the 1968-69 school year, one new elementary science proj— ect was to be piloted in some of the kindergartens. Another curriculum suggestion he made was the assignment of a definite time allotment on specific days of the week for science. This would counter some teach— er's argument "that they just couldn't find the time for science." The participant had not conducted or participated in workshops in science, mathematics or reading. At one of his faculty meetings he had given a brief review of some of the "Madison Project" materials and was having the school shop construct some materials for the teachers. Mr. S was chairman of the district curriculum council which was the central committee for all curriculum operations. The curriculums under study for 1967-68 were social studies and language arts. The EXTFP participant related that his training in working with and planning the establishment of new science and mathematics curriculum projects was translatable to these other areas of curricu— lum. He testified that working with teachers was not without its problems. The biggest difficulty I've had is how do I really get to these teachers without giving them a negative out— 136 look before we even get started in selling some of the ideas that I have been exposed to. Assessing the valuable aspects of the Program, he con- cluded the educational theory was the most valuable. He recalled that prior to the EXTFP he had been mostly con- cerned with teachers' salaries and working conditions. But following the Program, he was mostly concerned with the teaching and learning phases which gave attention to the individual pupil. He suggested that the laboratories of the Program be changed to include investigating developing concept activities for pupils at various grade levels. Case Study T Miss T, with seven years of teaching experience, had completed a masters degree prior to the EXTFP. She did not complete a second masters degree during the EXTFP. Her background included fourteen quarter hours of science and fifteen quarter hours of mathematics. Her profession- al objective was to return to her school system and become an elementary school science teacher. When she returned to her district for the 1967-68 school year, all science teacher positions were filled, so she was a classroom teacher. Pending budget considerations Miss T expected to become a science teacher in 1968—69. As a fifth grade classroom teacher, she had been a team leader in the school's modified team teaching pro— 137 gram. Much of her teaching was within a self—contained classroom. She explained that the urban school system pro- vided all the equipment and materials necessary for the individualized pupil instruction in science and mathemat— ics. The school was using the newer curriculum projects in both science and mathematics. Her-remarks on helping fellow teachers were: In the fifth grade there are two new teachers. . . I' ve given them occasional help, but really nothing more than I would have done had I not been in the Pro— gram. A fellow teacher testified whether it was useful to have a classroom teacher as a resource teacher. Yes, especially if on the same grade level, because the resource teacher is teaching the same thing but has more time to spend on the specific units than the science coordinator can. The attitude Miss T exhibited toward the value of the Program seemed caustic. She remarked: Other than seeing the new materials it was not of great value. . . . I was familiar with the new pro— grams prior to coming to the Program. The only thing I could say was it increased my background in content, areas 0 Commenting on the value of the intern phase of the Program she asserted it was of limited value: Only to open my eye to what other schools in the country are like, that is the only thing it did for me, because the type of teaching I did is the type I have always done. Admitting her changed classroom instruction she said: . in mathematics I do a little bit more individual— ized work rather than so much demonstration. The principal who had been her principal prior to the Pro- gram commented on her improved teaching: I think there is more pupil participation; this would be a general view. A great deal of her work was teacher controlled, now it is more pupil participation and pupil discovery. I see more committee work or group work. For in— stance, in a mathematics lesson that I observed they were doing something on prediction. Rather than teach it from a book each youngster on each committee was given a ball and allowed to drop the ball from set heights and measure how high it would bounce. Prior to her experience in the EXTFP I did not notice this. I think this is the thing we have been aiming for. The EXTFP participant indicated that the Program had not changed her professional reading because she al— ready subscribed to the three major journals, Science and Children, The Science Teacher, and The Arithmetic Teacher. She thought the only benefit in attending the Program had been her accumulation of credits so that she was eligible for a science teaching specialist's position within her district. When asked if she thought teachers with prior masters degrees should be admitted to the Program, she coolly declared, "no." Her reaction to the question if she had it to do over again was, "no, because there was too great a pressure." Case Study U Mr. U came to the EXTFP with five years of teach— ing experience, six quarter hours of science, and six quarter hours of mathematics. After completing his mas- ters degree in the Program, he returned to his school dis— trict and became an elementary school principal. Mr. U had helped teachers only if they had asked questions. He had.not given formal presentations at the faculty meetings. One of his teachers had not known what type of program he had been on in the EXTFP nor the sub— jects of concentration of the Program. When the teacher was told what subjects were the focus of the Program, and asked if she would like help from the principal, she de- clared that she was an experienced teacher and did not need help. The EXTFP participant related his reluctance to change things too fast. My upper elementary teachers I have not even tried to help much, because, as I've indicated, they are still trying to learn how to teach reading, spelling and simple arithmetic. Mr. U's greatest contribution in science was his leader- ship in starting a science club for the upper elementary pupils. The teachers were approvingly enthusiastic about ' it. He organized, too, the science equipment and instruc- tional media in one central place in the school. He had made no apparent dissemination of the new curriculum proj— 140 ects; their name, concepts nor materials. The two class— room teachers interviewed did not know about any of the new science or mathematics projects. Mr. U had not shared with these teachers any of the resource material gleaned from his year at the EXTFP. The elementary curriculum coordinator remarked that Mr. U asked that he not give a certain presentation at a workshop for sixth grade teachers, because he felt he was not a good speaker in front of a large group. The coordinator mused that it was too bad a person can be such a good teacher performing in front of children but not able to give a presentation before an adult audience. She suggested that the EXTFP include experiences for the EXTFP participants in giving presentations before adult groups, not just before fellow participants in seminar, but before groups of teachers or parents. The EXTFP participant, pleased with the Program in general, did view the intern phase with some reservation. This may be the weakest spot in the Program. . . It added a little support to the things I' ve been able to say. I've been able to say that somebody in our group tried this in the EXTFP and this was successful or did not work out for him. The superintendent of the school viewed the prin- cipals as instructional leaders. I think we should be deploying principals as instruc- tional resource people for the elementary staff for whom they work. Therefore, I think the EXTFP did con— tribute in my selection of Mr. U for the principal— ship. 141 The superintendent was disappointed he had not been able to use Mr. U as a resource person more, but Mr. U was still getting established as an administrator. The elementary coordinator thought more effective use could be made of the EXTFP participant in the class- room a half day and a helping teacher the other half day, rather than as a principal. Both the superintendent and the elementary coordir nator expressed the need for communication from the Pro— gram describing the experiences of the EXTFP participant and suggestions as to what he might be expected to do in the school district. The elementary coordinator noted that such information should go to the elementary super- visor in addition to the superintendent of schools. Case Study V While Mrs. V entered the EXTFP with a masters de— gree she also completed a second masters degree as the re— sult of the Program. She had completed thirteen quarter hours of science and twelve quarter hours of mathematics before entering the Program. With fourteen years of teaching experience, Mrs. V returned to her school system,‘ following the EXTFP, to become a general curriculum teach— er (helping teacher). Her duties include: helping teach— ers, principals, and reading specialists upon request; conducting workshOps; assisting on curriculum committees; 142 giving demonstration lessons; team teaching; coordinating select subjects of the curriculum in certain grade levels. In all of these roles her influence seemed to be effective and well received. She had helped some primary teachers with one of the new science curriculum projects. It was the first year in the project for the teachers and the school system. She had team taught and demonstration taught supplementary units in science. She was a leader in a pilot team-teaching of mathematics for a select group of pupils. She had inspired and coordinated a special reading project, grades four and five, in which reading was taught in conjunction with science and social studies. She had given workshops in mathematics and science. In commenting on the change in Mrs. V as the re— sult of the Program one principal remarked: I'm not too familiar with the Program, I don't know what she went through. I knew her for years before the Program and I think it is to her credit that she was a conscientious teacher but not an inspired teach— er. Now she is an inspired teacher; she is a master teacher. I can only attribute it to the training she received. He mentioned that prior to the Program she was quite re— served in the curriculum committee meetings, but following the Program she participated actively in the discussion. He also observed that she had made the teachers more se— cure in science. The EXTFP participant found all of the phases of the Program valuable. She suggested that the geometry 143 should include more applied situations such as astronomy rather than the abstract concepts. Her professional advancement, she thinks, is due Her professional growth had been continued to the EXTFP. by attending one regional and two national conferences. While she read the major professional journals in science and mathematics education prior to the Program, following it she read the Scientific American. She is the recording secretary for the local teachers association, and the dis— trict representative on the television regional science program committee. The local district has an elementary science fair in which she is active. The superintendent said the most effective use was being made of the EXTFP participant. In discussing im— provement in the EXTFP he saw a need for more training in the group process. He thought the Program might be more effective if the last term was delayed. He explained: It might be helpful if you reserved the last term or summer session, defer this portion of the program to follow a year of internship. For example, let's take Mrs. V, you had a full year program for her. It seems to me that it would have been quite beneficial for her to come back to us and still have the summer program, she had last summer, waiting to go to this summer. Then she could have gone through this year of working with us and gone back to you this summer for the deferred summer session and been able to realize some greater benefits because she had gone through the Pro- gram. At the same time you would have realized a greater benefit because you would have had these people back and could have talked about their experiences. Essentially you could have treated this year of serv- ice as an intern program to determine what kinds of success they have had. 144 Case Study W Mrs. W was the eldest member of the Program and had twenty-two years of teaching experience. Prior educa- tion included her bachelors degree, twelve term hours of science, three term hours of mathematics and three term hours in reading. As an elementary classroom teacher, she had been teaching modern mathematics and expected the Pro- gram would enhance her background and abilities in mathe— matics. Her professional objectives upon entering the Pro- gram included: improving her classroom teaching, helping fellow teachers, and becoming a mathematics specialist. After the Program, she maintained similar professional goals but added a desire to become associated with a jun- ior college as a mathematics education instructor. She realized her need for more mathematics training and was to attend a summer institute in mathematics in 1968. She returned to the same school building from which she left for the Program. Her principal detected her new outlook on teaching as bubbling with enthusiasm. As grade level chairman, she helped other teachers with their science, mathematics or reading problems and ques- tions. Because the participant‘s major duty was teaching fourth grade mathematics, the principal thought the EXTFP should have allowed her to concentrate more in that area, rather than study science which she didn't teach. Mrs. W 145 who enjoyed teaching mathematics, expressed an interest in teaching science because of her exposure to it during the Program. Mrs. W had given four formal presentations about the Program, these included; to the school board, to a civic group, to the junior high mathematics club, and to the elementary teachers of the district. Almost seventy teachers saw her slides and heard her explain the intent and consequences of the EXTFP. A display was included of equipment and materials she had made or used during the Program. A fellow teacher expressed interest in her display and in the topics covered by the EXTFP. He had sought her counsel numerous times on science topics and solicited her evaluation of science equipment for some of his science units. Another teacher explained she had consulted only briefly with the EXTFP participant. This fellow teacher said of the participant: She has given me some things that you can use in.c1ass for demonstration. She has been very willing. If I would go to her more I probably could get some ideas more than I have actually been able to do. . . . have not actually conferred with the participant on reading although perhaps I should have because I have the lower group. . . . Probably if I had time to work with her I might be able to find some techniques my— self. Time to work with the EXTFP participant seemed to be a problem. The principal encouraged the upper elementary 146 teachers to work together. He scheduled their lunch hour together, and as many of their free periods as possible. Other fellow teachers and the participant, herself, ex- pressed the need for time to get together. Mrs. W was participating in the incentive merit salary program. Her principal evaluated her several times per month. When the school year ended she indicated she had qualified for the merit raise. She said she would never have attempted to try for the incentive merit pay if she had not been in the EXTFP. The school was planning the adoption of a new ele— mentary mathematics text and Mrs. W Was chairman-of the mathematics text evaluation committee. She said that many members of the committee did not know about some of the newer mathematics terms and concepts. When the problem arose during committee discussion, she could explain the new concept and terms to her fellow committee members. The EXTFP participant liked all of the Program. She said, "from my own point of View, I think I didn't realize the full value of what I got until I got back home." She felt the reading and mathematics were of most value to her. The reading program enlightened her on how to develop questions on reading comprehension. She won- dered how she could have taught reading for more than twenty years without knowing the things explained in the reading course. Jolting was her first reaction to the ins 147 depth courses of the Program. I just couldn't see why as a fourth grade teacher I needed this subject material in such depth, but I see the value of it now. Her comment about the intern phase of the Program was: It was very good. It was the selling point of the Program. You know you can tell people about the mod- ern teaching techniques, using the discovery method for instance, allowing students to find out things themselves, but you are not sold on it until you try it yourself. She indicated her teaching techniques had changed as a result of the Program. I use a lot more of the manipulative materials. I try to allow the children to make discoveries on their own. And I think they like it. When asked what coordination should exist between the Program and her school, she indicated that just having a follow-up study with someone visiting the school was good. Summary of Interview Findings Interview findings were used as the major basis for the case study section. Specific activities of the EXTFP participants and noteworthy quotations of interviewees were given in the case studies. The follow-up questionnaire responses were also incorporated into the case studies. Abstracted in this interview findings section are summa- ries based upon the major responses of the interviewees. L___‘ 148 The EXTFP Participant Role Activities and Accomplishments The EXTFP partici- pants returned to the following types of educational posi- tions following the Program: four became principals, one was a reading consultant, two were elementary coordinators, one was a mathematics specialist with a state education department, two were junior high science teachers, and thirteen were elementary teachers. Their activities were commensurate with their position. In general, the classroom teachers were mostly concerned with their own classroom. They gave help only if asked and disseminated the concepts of the EXTFP mostly on an informal basis. Only if the administrative hier— archy had provided specific dissemination sessions, did the EXTFP participant give a formal presentation. When the participant was grade level chairman (four participants were), he worked closely with the fel— low teachers on their grade level. One classroom teacher was asked to be a resource teacher for primary teachers with one half day released from his classroom duties. Two EXTFP participants who were classroom teachers also par- ticipated in team teaching. Participants' activities outside their own class— rooms were varied. Two participants, as classroom teach- ers, were active in outdoor education programs. Only one participant indicated giving a presentation about the EXTFP 149 to non—teacher groups. One classroom teacher assisted in two science workshops. One coordinator had assisted in both a mathematics and a science workshop. One principal, two coordinators, and one classroom teacher had taught demonstration classes while other teachers observed. The EXTFP participants seemed to have a very lim— ited effect on their schools' curriculums. If the school system had active curriculum committees in science and mathematics then they were on one of the committees. ‘Six participants served in this capacity; three of these were chairmen of such a committee. Only one participant had established a new science club, but three were active in an existing science fair program. Seven EXTFP participants had, cooperatively with fellow teachers or individually, inventoried and organized the science and mathematics resources of their building and established a limited science and mathematics resource center. Sometimes this was just a modest closet. But the most ambitious undertaking was the incorporation of a com— plete Instructional Material Center (IMC) in place of the school's unorganized library. This IMC contained study carrells, filmloop projectors, slide—filmstrip projectors, and audio stations for discs and tapes. Such an IMC was only possible because the school had been allocated a budg- et for a library, and the participant, as principal, capitalized on the opportunity. It should be noted that 150 in all cases, the fellow teachers were enthusiastic about the inventoried and organized science and mathematics e- quipment. All participants had developed resource materials during the Program. Examples of resource materials devel- oped are as follows: mimeographed pupil activities, bib— liographies; and pupil manipulative devices such as "Madison Project" materials, pan balances, and number balances. These were shared with, and were enthusiasti- cally received by, their fellow teachers. All inter— viewees agreed that it would be nice if the EXTFP partici— pants could bring more materials back to the school for the benefit of the staff and the pupils. Not to be overlooked is the change in instruction, accomplished by all of the EXTFP participants who were classroom teachers. In all cases the participant and his principal noted that the participant was focused on induc— tive individualized instruction and pupil oriented activ- ities. In the few cases where the principal was the par— ticipant's former principal, he recalled that the partici— pant did not extensively use the individualized approach prior to the EXTFP. Problems All participants concerned directly with in— struction indicated some degree of frustration primarily because they were not able to conduct classes with the 151 liberal amount of equipment they had had in the EXTFP. They were pleased with the resources and equipment they had produced in the EXTFP. They found such items as "Madison Project" materials, or pan balances which they made, very useful and well received when shared with their fellow teachers. They would have liked more materials from some of the new science and mathematics projects to use in their own classrooms and to share with their fellow teachers. Communicating the Program's benefits to fellow teachers was the next major frustration of all of the par- ticipants. They did not know the best means. None of the EXTFP participants who were principals had conducted for- mal meetings on any of the basic aspects of the Program. Professional Growth Except for two participants who arrived at the EXTFP with a masters degree, all of the other participants acknowledged a growth in the number of professional journals read in science, mathematics and reading. Most declared the mathematics course which re- quired they subscribe to The Arithmetic Teacher had been a major motivating factor in their reading. Most renewed their subscription to it if their educational position in- volved elementary school mathematics. About a third of the EXTFP participants indicated increased attendance at professional meetings, and that 152 such attendance had been motivated by the Program. How— ever, about a third reported they had not attended any professional meeting since the EXTFP. Program Evaluation and Suggested Improvements In gen- eral, the EXTFP participants were very pleased with the Program. When they suggested a course was of least value, it was because they were not involved in teaching that specific subject. Some of the suggested improvements were: more practical laboratories related to the concepts children learn in the elementary school; inclusion of some phases of team teaching; incorporation of outdoor education into the Program; the addition of interpersonal relations and how to work with teachers upon return to their school; more earth science; more coordination of the intern phase; the addition of more weeks of internship, either concur- rently or two separate intern sessions; more communica- tions during the Program with their schools. All superintendents of schools had granted a leave of absence to their EXTFP participants. In addition, the superintendents made commitments indicating they would effectively use the EXTFP participants' special training upon return to the school districts. Many superintendents did not communicate to their principals or assistant su— perintendents the potential use of the EXTFP participants. 153 Of the twenty—three participants, six returned to serve under new superintendents. Only six participants returned to serve under the same principal. This lack of continuity contributed to the EXTFP participants' difficulty in com- municating the goals of the Program. Because superintendents and principals may leave their position after the beginning of the Program, any communication should go to several levels of administra- tion. A superintendent in a very large system, such as Detroit for example, cannot be actively concerned that one of his teachers is on an educational leave. So, it was suggested that any communication from the Program director during the EXTFP should go to the superintendent, the as— sistant superintendent of instruction or elementary educa— tion, and to the principal of the building from which the EXTFP participant came. One administrator suggested that the participant should also communicate with his school district by writ— ing a monthly or bimonthly letter to his principal and the assistant superintendent in charge of instruction in the elementary school. The other forms of communications suggested by several principals were newsletters and possibly slides with audio-tapes. The school building staff could, in this way, be informed about the EXTFP participant's poten— tial role. 154 Several administrative superiors made suggestions for Pro— gram change. They included: developmental work on inter— personal relations, the need for team teaching experiences, the inclusion of public speaking opportunities to enable participants to speak effectively to an adult audience, and the delaying of the last term of the EXTFP until after the participant had returned to his school for one year. Fellow Teachers (Co-workers) A majority of the fellow teachers interviewed did not know anything about the Program. Some knew that Mr. Z had been away a year studying, but they did not know the subject of concentration. A majority of the fellow teacher interviewees did not know about any of the newer science or mathematics projects. A majority of the fellow teachers were enthusiastic about the opportunity to gain information from the EXTFP participant, and wished for more time to work with him. Summar The Role Questionnaire eliciting the EXTFP partici— pants' actual, expected and desired role was administered to the twenty participants who completed all four terms of the Program. The median for the response on a five point scale was calculated (0 to l = does not apply; 1 to 2 = 155 almost never; 2 to 3 = infrequently; 3 to 4 = frequently; 4 to 5 = very frequently). Based upon the median of re- sponses, the EXTFP participants exhibited a greater fre— quency for desired behavior than they did for expected be- havior which in turn had a greater frequency than their actual behavior. The role functions were categorized into four types of behavior: in—service education activities, use of equipment and materials, leadership and innovation activities, and professional growth activities. All in- service activities were rated as "does not apply" to their actual role. In general, those activities under the other categories which were administrative oriented or involved meeting with other teachers were rated by the participant as "does not apply" to their actual role. The Actual Role Questionnaire responses of two subpopulations with actual duties in science were further analyzed. These groups were: (1) eleven classroom teach- ers, and (2) five non—teachers (four principals and one elementary coordinator). A distinct difference in the median response for the two groups was discovered. The teachers rated a majority (27 items) as "does not apply", the non-teachers rated a majority (26 items) as performed "infrequently". The teachers only performed six activities "frequently", and the non—teachers performed seventeen ac— tivities "frequently". None of the behaviors were rated as "does not apply" by the non—teachers. 156 All twenty—three EXTFP participants, their admin— istrative superiors and one or two of their co—workers were interviewed at their schools in 1967-68. Interview findings indicated that the participants were most pleased with those aspects of the Program which they used in their educational positions. The participants reported a problem of the lack of equipment to teach science and mathematics and the diffi— culty in adapting the individualized instruction approach learned in the EXTFP to the more conventional programs taught by their schools. Only five participants presented material at an in—service workshop. Two participants had given demon— stration lessons for fellow teachers. Most participants helped fellow teachers informally and shared the equipment and materials they had developed and made in the EXTFP. Communications seemed to be a problem. Partici— pants had difficulty in communicating the scope and con— cepts of the Program to the administrators and fellow teachers. Suggestions by interviewees for the improvement of the Program included: providing communication between the Program and the participants' school administrations during the Program year, providing interpersonal relations experience by having the participants work with teachers during the Program, and delay the final term of the Pro— 157 gram until the participants have returned to their schools for one year. CHAPTER V SUMMARY AND CONCLUSIONS This study was designed to identify and interpret the role of the Experienced Teacher Fellowship Program (EXTFP) participants in their educational positions in 1967-68 following the Experienced Teacher Fellowship Pro— gram at Michigan State University in 1966—67. Specifi— cally, this descriptive case study sought answers to the following. How do the EXTFP participants perceive their Expected, desired, and actual role in science education by: assisting in science in-service education; helping other teachers obtain and use science equipment and mate- rials; providing leadership and acting as change agents in innovation of science curriculum and teaching techniques; continuing their professional growth? It should be noted that the delineation of these roles was made at the con-. clusion of the Program and were among the objectives but were not the specific foci of the Program. Another phase of this study is the impact of the Program, as evidenced by responses from the participants in the areas of science, mathematics and reading, and by the administrative superiors and the co-workers. These 158 159 expressions were recorded during interviews at the partic— ipants' school locations. In addition, the participants' evaluation of the Program were elicited. A case study for each participant was completed based upon his application, the above mentioned interviews and one page follow—up questionnaires sent to the participants and their adminis— trative superiors following the interviews. Summagy of Findings Personal Information Twenty-three elementary teachers of fourth, fifth, or sixth grades were selected as participants for the 1966—67 Experienced Teacher Fellowship Program at Michigan State University. Three completed only three terms, while twenty completed all four terms of the Program. Their educational assignments following the Pro— gram were: four, principals; two, elementary coordina- tors; one, a reading consultant; one, mathematics special— ist with a state education department; two, junior high science teachers; and thirteen, elementary school teachers. Role Questionnaires The Rple nggtionnaires elicited the EXTFP partic- ipants' actual, expected and desired role. For each role the median of the responses on a five—point scale was calculated (0 to l = does not apply; 1 to 2 = almost 160 never; 2 to 3 = infrequently; 3 to 4 = frequently; 4 to 5 = very frequently). When the responses of the twenty participants com- pleting the questionnaires were compared it was found that their desired role was greater than their expected role which in turn was greater than their actual role. The role functions were categorized into four types of behav- ior: in-service education activities, use of equipment and materials, leadership and innovation in curriculum, and professional growth activities. All ten in—service education activities were rated as "does not apply" to their actual role. In general, those activities under the other categories which were ad— ministratively oriented, or involved meeting with other teachers were rated by the participant as "does not apply" to their actual role. Because the Actual Role Questionnaire was focused on the science education role, and only sixteen partici— pants had roles dealing with science, it was necessary to reanalyze the median reSponse of two subpopulations: (l) eleven classroom teachers, and (2) five non-teachers (four principals and one elementary coordinator). A dis- tinct difference in the median actual role response for the two groups was discovered. The teachers rated a ma— jority (27 items) as "does not apply", the non—teachers rated a majority (26 items) as performed "infrequently." 161 The teachers performed six activities "frequently" whereas the non-teachers performed seventeen activities "frequent— ly. None of the behaviors were rated as "does not apply" by the non-teachers. Prggram Evaluation Questionnaire Some of the parts of the Program the participants thought to be most useful were the: course content, in— tern phase, preparation of material for internship, coun- seling by the staff, examination of equipment and philos- ophy of new science and mathematics programs, use of the Science Material Center. These are some of the participants' suggestions for the improvement of the Program. 1. Have the courses developed around actual elementary classroom needs. 2. Use the seminars to relate the courses. 3. Have the courses more practical and involve less theory. 4. Be more flexible on electives. 5. During the first term the pace should be more gradual. Course Evaluation Questionnaire Over fifty per cent of the EXTFP participants rat- ed fair or poor their level of preparation for the first 162 two reading courses. More than seventy—five per cent rat- ed their prior preparation for the physical science cours- es fair to poor. Similar ratings were found in the other introductory courses. But when their experience increased with each subsequent course, they rated the prior prepara- tion better. Their expectation for 1967—68, in using the con- tent, ideas and concepts taught in the courses was rated good or excellent by sixty—five per cent to ninety—five per cent of the participants. The degree of motivation developed by the courses was rated good or excellent by seventy—five per cent to ninety per cent for all except two of the courses, which were rated fair or poor by fifty per cent to seventy—five per cent. The participants' role in dissemination of the EXTFP ideas and methods varied. Most participants had shared some of their EXTFP ideas and resource materials with fellow staff members. Those who were grade level chairmen were able to disseminate more of the EXTFP ideas and concepts than those who were classroom teachers. One participant indicated she had given presentations about the EXTFP to two non—teacher groups in addition to a pres- entation to all elementary teachers in her district. One classroom teacher assisted in two science workshops. One coordinator had assisted in both a mathematics and a sci— ence workshop. One principal, two coordinators, and one 163 classroom teacher had taught demonstration classes while other teachers observed. One classroom teacher was being used as a resource teacher for primary teachers on an oc— casional half-day released—time basis. If the school system had an active committee in science or mathematics, then a participant served on it, but only six participants served on such committees. One participant had established a new science club, and three were active in the existing science fair program. Seven EXTFP participants had either cooperatively with other teachers or individually, inventoried and organ— ized the science and mathematics resources of their build- ing and established a limited science and mathematics re- source center. Sometimes this was only a modest closet or in conjunction with the buildings' science rooms, but in one case it became a section of the Instructional Media Center of the building. All EXTFP classroom teachers and coordinators, and their administrative superiors noted that the EXTFP par— ticipants' instruction was now focused on individualized science and mathematics instruction, and pupil oriented activities. In the six cases where the principals were the participants' former principals, they recalled that the participants did not extensively use that approach prior to the EXTFP. All participants concerned directly with instruc- 164 tion indicated some degree of frustration, primarily be- cause they were not able to conduct classes with the lib- eral amount of equipment they had had available in the EXTFP . Except for two participants with a masters degree prior to the EXTFP, all participants acknowledged a growth in both the number and comprehension of professional jour— nals read in science, mathematics and reading. All participants and their administrative superi- ors expressed the need for greater communications between the Program and the school district. Suggestions were made that such communications should go periodically to the superintendent of schools, the assistant superintendent in charge of elementary instruction, and the EXTFP partic- ipant's former principal. Such communication should come from both the Program and the participant and should in— clude descriptions of the Program and suggestions for the potential use of the participant in the school. Adminis— trative superiors indicated that such early communications would enable them to plan more effectively the use of the participants. While all superintendents had recommended the par— ticipants for the Program, and had indicated they would make effective use of the participants' training, five EXTFP participants did not have any special duties or as- signments beyond their own classroom. 165 It is apparent that the EXTFP participant was ac- tually functioning in a greater leadership and innovative role if he was not a classroom teacher; however, the case studies show that persons with an inclination to work with fellow teachers did in fact work with them. Conclusions and Implications The Experienced Teacher Fellowship Program was successful in meeting its goals of improving the teaching skills and knowledge of the participants and influencing change in the EXTFP participants' schools. This conclu— sion is based on the fact that all who returned to be classroom teachers noted an improvement in their teaching and all EXTFP participants had shared their knowledge and EXTFP resources with some of their fellow teachers. In addition, the Program was successful in changing the pat— tern of instruction of the EXTFP participants' from the regular more didactic method to a discovery or inductive method of teaching. This was evident in interviews with the EXTFP participants and their principals. The Program had a major influence on the EXTFP participants' actual role because nineteen were promoted to new or additional educational positions which varied from chairman of the district mathematics or science com— mittee to the position of principal. The organizational climate of the school seemed to 166 be a limiting factor in the attempt of the EXTFP partici- pant to be influential in his school. Where the partici- pant had no assigned role beyond his own classroom he was restricted to informal chats with fellow teachers as a means of disseminating the Program's information. Administrative reticence, educational bureaucracy, and administrative indifference to the Program resulted in the lack of exploitation of the EXTFP participants' train— ing. By assigning the EXTFP participant to a classroom to teach science, mathematics or reading, many administrators believed that they had met the schools' obligation to the Program, which was to make effective use of the partici— pants' training. These administrators failed to recognize the EXTFP participants as curriculum leaders and resource» persons. Special emphasis during the Program appears to be needed on interpersonal relationship and the role of a change agent in innovation if the participants are to re- turn to their school districts and capitalize on the con- cepts presented in the Program. The EXTFP participants need to exhibit the initiative in leadership and innova— tion. Miles has observed that the elementary teachers are relatively isolated, thereby obstructing innovations 167 I in the elementary classroom.l Such observation was sup- ported by this study, because the EXTFP participants who were elementary classroom teachers found limited time and access to work with fellow teachers. Perhaps to influence strongly a school system, a training program should provide specific and direct links between the training situation and the school district. Most EXTFP participants felt frustrated because of the lack of equipment in their school setting, thus reducing their opportunities to apply concepts learned in the Pro- gram. In addition, they reported that this_lack of equip- ment limited their communication of new ideas to fellow teachers. They acknowledged that the materials they had developed and produced during the EXTFP had been very use— ful, but they lacked the common science and mathematics instructional materials which were available to them during the Program. One possible tie with the schools, through an agreement between the schools and the Program on the participants' role, might be to have the Program furnish a limited amount of equipment to the participants. This is not without precedence, since many National Science Foun- dation supported Radiobiology Institutes and the Traveling 1Matthew B. Miles, "Some Properties of Schools as Social Systems," in Change in School Systems, ed. by Dorothy Mial (Washington, D.C.: The National Training Laboratory and The National Education Association, 1967), p. 12. 168 Science Teacher Programs have supplied related equipment. to the Institute participants' schools. Such a supply of resources, according to Corey, could facilitate change.2 While the Program cannot be expected to change the organizational climate of a school, it might influence the EXTFP participants' roles by providing additional communi— cations between the Program and the schools' administra- tions during, and following the Program. This might be accomplished by letters, newsletters, telephone calls, personal contact by a liaison expert, or some combination of these methods. Rogers suggests that a liaison expert 3 The investigator, by vis— is needed for planned change. iting the schools, acted as both a change agent and a 1i— aison expert between the Program and the schools. The members of the schools' staffs were delighted to have in- terest shown in their needs by the Program sponsoring such Visitations. Certainly future programs should consider the addition of a liaison expert between the Program and the schools. The Program's focus was on the individual partici— 2Stephen M. Corey, Helping Other Pegple Chapge (Columbus, Ohio: Ohio State UnIVersity Press, 1963), p. 44. 3Everett M. Rogers, "Developing a Strategy for Planned Change," (paper presented at the Symposium on The Application of System Analysis and Management Techniques to Educational Planning in California, Orange, California, June 12—13, 1967), pp. 7—8. 169 pant, for it was he who made application, not the school. Perhaps, it may be necessary to require institutional ap- plication rather than, or in addition to, the individual Under such a system the school districts would teacher. make application stating why they needed such trained per- sons and exactly how the participants would be used. Such prior involvement of the school districts would provide greater assurance of effective use of the participants. Implications for Future Research All ramifications of the Program have not been explored. This study has shown the need for additional Some of the possible research studies on investigations. this or a future EXTFP might be: What are the characteristics of the school in l. which the EXTFP participant functions most effec- tively in leadership and innovation of science and mathematics curriculum? 2. What is the effect of the EXTFP on the partici- pant's teaching behavior as measured in pre and post Program observations? 3. What is the effect of the EXTFP on the leadership ability of the participant? 4. What aspect does the EXTFP participant's person— ality play in his leadership role upon return to his school system? 170 Could the Desired Role Questionnaire be modified to identify leadership potential of the EXTFP par- ticipants? What are the effects of the EXTFP participant on his school curriculum and acquisition of equipment and materials, two or three years after the EXTFP? What is the participant's knowledge acquisition as measured by pre and post test? What is the effect of the EXTFP participant upon pupil achievement? Would the concentration of the Program on the im— plementation of a specific science curriculum af- fect the participant's curriculum influence at his school? BIBLIOGRAPHY Books Surve Re— Backstrom, Charles H., and Hursh, Gerald D. search. Evanston: Northwest UniverSity Press, 1963. Carlson, Richard O. "Barriers to Change in Public Change Processes in the Public Schools. Eugene, Oregon: Schools." Edited by Richard O. Carlson. University of Oregon, 1965. Learning to Read -- The Great Debate. New McGraw—Hill Ebok Company, 1967. Chall, Jean. York: Columbus, Stephen M. Helping Other People Change. Ohio: Ohio State University Press, 1963. Crocket, Walter H.; Bentley, Joseph C.; and Laird, James Report on the Experienced Teacher Fellowship Worcester, Massachusetts: Corey, DC Pro ram, 1966-67. Clark UniverSity, 1968. Downie, N. M., and Heath, R. W. Basic Statistical Methods. New York: Harper and Row, 1965. Englewood Cliffs, Etzioni, Amitai. Modern Organizations. New Jersey: Prentice—Hall, Inc., 1964. Gibb, Cecil A. "Leadership." Handbook of Social Psychol— ogy. Vol.II. Edited by Gordon Lindzey. Reading, Massachusetts: Addison—Wesley Publishing Company, Inc., 1954. Dictionary of Education. New York: Good, Carter V. McGraw—Hill Book Company, Inc., 195 . Methods of Re— Good, Carter V., and Scates, Douglass E. search —— Educational, Psycholpgical, SOCiological. New York: Appleton-Century—Crofts, Inc., 1954. Gottlieb, David, and Brookover, Wilbur B. Acceptance of New Educational Practices by Elementary School 171 172 Teachers. East Lansing, Michigan: College of Education, Michigan State University, 1966. Halpin, Andrew W. Theory and Research in Administration. New York: The MacMillan Company, 1966. Lockard, J. David. Report of the International Clearing— house on Science and Mathematics Curriculum Devel— opments. College Park, Maryland: University of Maryland, 1966. Lucio, William H., and McNeil, John D. Supgrvision a Syn— thesis of Thought and Action. New York: McGraw- Hill Book Company, Inc., 1962. Miles, Matthew B. "Some Properties of Schools as Social Systems." Change in School Systems. Edited by Dorothy Mial. Washington, D. C.: The National Training Laboratory and the National Education Association, 1967. Miller, Richard I. "Overview of Educational Change." Perspectives on Educational Chapgg. Edited by Richard I.‘Miller. New York: Appleton-Century- Crofts, 1967. National Association of State Directors of Teacher Educa- tion and Certification and The American Associa- tion for the Advancement of Science. Guidelines for Science and Mathematics Prgpgration Programs for Elementary Teachers. Washington, D. C.: The Associations, 1963. Renetzky, Alvin, ed. Standard Education Almanac. Los Angeles: Academic Media, Inc., 1968. Rogers, Everett M. Diffusion of Innovations. New York: The Free Press, 1962. Rogers, Everett M. "What Are Innovators Like." Chan e Processes in the Public Schools. Edited by Richard O. Carlson. Eugene, Oregon: University of Oregon, 1965. Sarbin, Theodore R. "Role Theory." Handbook of Social Psychology. Vol. I. Edited by Gordon Lindzey. Reading, Massachusetts: Addison—Wesley Publishing Company, Inc., 1954. Siegel, Sidney. Nonparametric Statistics for the Behav- ioral Sciences. New York: McGraw—Hill Book Com— panYI InCc I 1956: 173 Stotler, Donald. "The Supervision of the Science Pro- gram." Rethinking Science Education. Fifty-ninth Yearbook of The National Society for the Study of Education Part I. Chicago: The University of Chicago Press, 1960. Sweitzer, Robert E., g3 21. Role Expectations and Percep- tions of School Principals. Stillwater, Oklahoma: OkIahoma State University, 1963. Wayland, Sloan R. "The Teacher as Decision-Maker." Cur- riculum Crossroads. Edited by A. Harry Passow. New York: Teachers College, Columbia University, 1962. Weber, C. A., and Weber, Mary E. Fundamentals of Educa- tional Leadership. New York: McGraw—Hill Book Company, Inc., 1955. Wiles, Kimball. Supervision for Better Schools. 3rd edition. Englewood Cliffs, New Jersey: Prentice- Hall, Inc., 1967. Articles and Pamphlets Blackwood, Paul E. "Science Teaching in the Elementary School: A Survey of Practices." Journal of Re— search in Science Teaching, III (No. 3, 1965), 177—197. Bradberry, Helon Styles. "A Study of the Participants in the 1959—60 and 1960—61 Academic Year Institute Sponsored by the National Science Foundation at Six Southeastern Universities." Dissertation Ab— stracts, XXVIII (1968) 2114—A. Chesler, Mark, and Fox, Robert. "Teacher's Peer Relations and Educational Change." NEA Journal, LVI (May, 1967), 25—26. Cogan, Morris. "Toward a Definition of a Profession." Harvard Educational Review, XXXIII (Winter, 1953), 33-50. Committee on the Undergraduate Program in Mathematics. "Preparation in Mathematics for Elementary School Teachers." The Arithmetic Teacher, XIV (March, 1967), 198-199. 174 Denemark, George W. "The Teacher and His Staff." NEA Journal, LV (December, 1966), 17-19. Downing, John. "What's Wrong With i.t.a.?" Phi Delta Kappan, XLVIII (February, 1967), 262—265. Fowler, H. Seymour. "Evaluation of an Institute for the Training of Elementary—School Science Resource Teachers." Journal of Educational Research, LIII (May, 1960), 358—359. Gallentine, Jerry L. and Buell, Robert R. "A Study of Science Preparation of Ohio Elementary School Teachers Applying for NSF Institutes." School Science and Mathematics, LXVI (June, 1966), 573— 574. Heideman, Robert G. "National Science Foundation Academic Year Institutes for Secondary School Teachers of Science and Mathematics Held at the University of Wisconsin 1956—57 Through 1958—59 —— An Evaluation of the Background, Training, Placement, and Occu- pational Mobility of Participants." Dissertation Abstracts, XXIII (1963), 2025. Irby, Bobby Newell. "A Follow-up Study of the Participants of the National Science Foundation Academic-Year Institute for High School Teachers of Science and Mathematics Held at the University of Mississippi, 1961—66." Dissertation Abstracts, XVIII (1968), 2120-A. Jacobson, Willard J. "Teacher Education and Elementary School Science -— 1980." Journal of Research in Science Teaching, V (No. 1), 73—80. Kane, Robert B. "School Mathematics —- Where to Now?" The Arithmetic Teacher, XIV (February, 1967), 126— 131. Karbal, Harold T. "The Effectiveness of a Workshop as a Means of In-Service Education of Teachers." Dis— sertation Abstracts, XXV (1964), 1771—1772. Peters, Thomas R. "A Resource Teacher Helps Improve In— struction." The Instructor, LXXVIII (December, 1966), 19—20. Rand, M. John, and English, Fenwick. "Towards a Differen- tiated Teaching Staff.“ Phi Delta Kappan. XLIX (January, 1968), 264—268. 175 Thurman, Roberts. "Identifying Potential Leaders for Supervision and Curriculum Work." Educational Leadership, XXIII (April, 1966), 587—593. Yon, John F. "The Academic Year Institute for High School Teachers of Science and Mathematics at the Penn— sylvania State University during the 1957-58 Term." Dissertation Abstracts, XX (1959), 558. Unpublished Materials Berkheimer, Glenn D. "An Analysis of The Science Super- visors' Role in the Selection and Use of Science Curriculum Materials." Unpublished Ed.D. disser— tation, Michigan State University, 1966. Brandou, Julian R. "A Study of an Experimental Program for the In-service Science Education of Elementary School Teachers." Unpublished Ph.D. dissertation, Michigan State University, 1963. Rogers, Everett M. "Developing a Strategy for Planned Change." Paper presented at the Symposium on the Application of System Analysis and Management Techniques to Educational Planning in California, Orange, California, June 12-13, 1967. Taylor, T. Wayne. "Experienced Teacher Fellowship Program in the Areas of Science, Mathematics and Reading for Fourth, Fifth and Sixth Grade Teachers: Report of the Director," Michigan State University, 1968. (Mimeographed). APPENDIX A QUESTIONNAIRES 176 177 EXPECTED-~DESIRED ROLE QUESTIONNAIRE Directions: The following section of the Program Evaluation is divided into two types of response patterns, your expected activi—' Ey, and your desired activity as it applies to your‘educa- tion position for the 1967—68 school year. On the response scale (1-5) at the left of the statement you are to indicate what your ex ected degree of activity will be in your educational pOSltlon. On the response scale at the right (6—10) of the statement indicate what your desired degree of activity would be in your educa— tional pos1tion for the 1967—68 school year. Please indicate your response by marking your response on the IBM scoring sheet. The scale is defined as: Expected Activity Desired Activity 1 — — - Almost never - - - 6 2 — — — Infrequently — — - 7 3 — — — Frequently - — — — 8 4 - — — Very frequently— — 9 5 - — - Does not apply - — 10 The terms "almost never, infrequently, frequently and very frequently" refer to the degree to which you in your edu— cational position in the 1967—68 school year expect (left column) and desire (right column) to carry out the stated activity. THe number in the columns represent these terms and not the number of times of occurrence. Please indicate your response to each statement twice, once to indicate your expected activipy, and once to indicate the degree of your desired activity in your educational position for the 1967—68 school year. 178 Expected Activity The scale is defined as: l - — - Almost never — - - 6 2 — - — Infrequently - — — 7 3 - — - Frequently - - - — 8 4 - — — Very frequently- - 9 5 - - - Does not apply - - 10 Desired Activity In your educational position for the 1967—68 school year you (expect, desire) to: Expected Activity l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 112:31415 l,2,3,4,5 l,2,3,4,5 lI2I3I4I5 l,2,3,4,5 encourage teachers to experi— ment with new ideas and prac- tices in teaching science. give support to teachers who try new curriculum materials. assist in plans for construc- ting or remodeling science laboratories or science fa- cilities. work with the administration to obtain an adequate budget for equipment and supplies. arrange for equipment and supplies appropriate for the curriculum being used. encourage teachers to use science demonstrations. arrange for adequate science facilities and furniture suitable for experimentation by pupils. arrange for equipment and supplies in necessary quanti— ties for sufficient individual pupil laboratory experiences. Desired Activity 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 179 U1ecuu:p I I The scale is defined as: Expected Activity Desired Activity Almost never — - Infrequently - — Frequently Very frequently- Does not apply - oxoooxlm l—J In your educational position for the 1967—68 school year you (expect, desire) to: Expected Activity l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 112131415 l,2,3,4,5 9. 10. ll. 12. 13. 14. 15. 16. encourage individual project activity as a regular part of science work as an active member of committees or groups in deter— mining local objectives of science education. meet with teachers to develop criteria for selecting sci- ence curriculum materials. meet with teachers to evalu— ate current curriculum materi— als on the basis of developed courses . criteria. conduct or arrange for work- shops or conferences on the effective use of equipment and supplies in the teaching of science. organize committees for cur— riculum propose curriculum changes. conduct meetings to coordinate the science program through study. several grade levels. Desired Activity 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 180 Expected Activity The scale is defined as: l — — — Almost never — - - 6 2 — — — Infrequently — — — 7 3 - - - Frequently - - - - 8 4 — — — Very frequently- — 9 5 - - - Does not apply — - 10 Desired Activity In your educational position for the 1967-68 school year you Expected Activity l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 17. 18. 19. 20. 21. 22. 23. (expect, desire) to: arrange for in-service pro— grams that are directly re- lated to the curriculum used with pupils. conduct in—service programs through the use of T.V., radio and/or motion picture film. arrange for demonstration lessons to illustrate recom- mended methods of teaching science. conduct in-service meetings on the effective use of equip- ment and supplies. arrange for released time to enable teachers to attend in— service programs. arrange for extra pay for teachers who attend in- service meetings. arrange for extra pay or re- duced load for teachers who work with science-incentive programs. Desired Activity 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 Expected Activity The scale is defined as: Almost never - - — Infrequently — - — - Frequently - — — — Very frequently— - Does not apply — — U1§tfih3H I I O\oa3\1m l—l Desired Activity In your educational position for the 1967—68 school year you (expect, desire) to: Expected Activity l,2,3,4,5 l,2,3,4,5 l,2,3,4,5 lI2I3I4I5 112:31415 l,2,3,4,5 l,2,3,4,5 24. 25. 26. 27. 28. 29. 30. arrange for teachers to ob- serve classroom teaching and individual laboratory experi— ences guided by another teacher. conduct or arrange for work— shops or conferences in sci— ence content. conduct or arrange for work— shops or conferences in the effective use of instructional materials. conduct parent meetings to ex— plain the local science pro— gram. obtain consultants who conduct in—service activities. arrange for consultant help in the selection of science cur- riculum materials. select specific articles from the professional literature and recommend them to teachers. Desired Activity 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 182 Expected Activity The scale is defined as: l - - - Almost never — — — 6 2 - - — Infrequently — — — 7 3 - - - Frequently — — - - 8 4 - - — Very frequently- - 9 5 — — - Does not apply — - 10 Desired Activity In your educational position for the 1967-68 school year you (expect, desire) to: Expected Activity 112131415 l,2,3,4,5 1'2131415 l,2,3,4,5 112,3,415 l,2,3,4,5 l,2,3,4,5 31. 32. 33. 34. 35. 36. 37. collect, analyze and interpret research findings in science education and inform the teach— ers of pertinent conclusions drawn from this research. provide or write a newsletter or bulletin to inform teach- ers of new developments in science education. report to teachers after at- tending a professional meet— ing. encourage teachers to do re— search related to science instruction. be actively involved in educa- tional research. help teachers design tests and use test results. arrange for teachers to evaluate films, filmstrips and other instructional aids. Desired Activity 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 i.--_ l. 183 The scale is defined as: Expected Activity l - - - Almost never - — — 2 — — — Infrequently — — - 3 — — — Frequently — - - — 4 — - - Very frequently— — 5 — - — Does not apply - — l Desired Activity 0&0QO In your educational position for the 1967—68 you (expect, desire) to: Expected Activity meet with teachers to plan for changes in equipment, supplies, and resources to correspond to changes in the curriculum. lI2I3I4IS 38. aid teachers in arranging storage of laboratory equip— ment and supplies. l,2,3,4,5 39. provide assistance to teach— ers in the repair and main— tenance of equipment. l,2,3,4,5 4o. conduct or arrange for work— shops or conferences on the effective use of equipment and supplies in the teach— ing of science. l,2,3,4,5 41. use individual pupil labora— tory experiences. l,2,3,4,5 42. construct science demonstra- tion devices. l,2,3,4,5 43. 44. experiment with new ideas and practices in teaching science. l,2,3,4,5 use demonstrations in teach— ing science. l,2,3,4,5 45. school year Desired Activity 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 6,7,8,9,10 184 The scale is defined as: Expected Activity Desired Activity 1 — — — Almost never - — — 6 2 - - — Infrequently — — — 7 3 - - - Frequently — — - — 8 4 — - — Very frequently— — 9 5 - — — Does not apply — — 10 In your educational position for the 1967-68 school year you (expect, desire) to: EXpected Desired ACtiVitY Activity l,2,3,4,5 46. conduct demonstration lessons 6,7,8,9,10 to illustrate recommended methods of teaching science. l,2,3,4,5 47. read professional science and 6,7,8,9,10 science education journals. l,2,3,4,5 48. use some of the new experimen— 6,7,8,9,10 tal science curriculum proj— ects. lr2,3,4,5 49. accept leadership roles in 6,7,8,9,10 science education in your school, district, or state. l,2,3,4,5 50. attend state or national sci- 6,7,8,9,10 ence education conferences. ********************************************************** This is the end of this part go to the next part ********************************************************** 185 PROGRAM QUESTIONNAIRE PART II DIRECTIONS: Mark your response on your IBM answer sheet. 51. 52. 53. 54. What is your major educational position for next year? 1. classroom teacher 2. chairman of the department 3. principal 4. coordinator, specialist or consultant in some curriculum area 5. researcher . other What per cent of your time will be spent in the above position? 1. 100% 2. from 75 up to 100% 3. from 50% up to 75% 4. less than 50% If you are not assigned 100% to the above position, what is/are your other part—time assignment(s)? l. classroom teacher 2. chairman of the department 3. principal 4. coordinator, specialist or consultant in some curriculum area 5. researcher 6. other 7. does not apply What academic subjects will be your major responsibil— ity? 1. all subjects 2. science 3. mathematics 4. reading 5. other subjects 186 55. If you have a part—time assignment as noted above, - what academic areas Will it involve? 1. all subjects 2. science 3. mathematics 4. reading 5 . other subjects 56. H s your major educational position: 1. new to you? 2. the same position you had prior to EXTFP? 57. Is your part—time educational position: 1. new to you? 2. the same position that you had prior to EXTFP? 3. does not apply Program description prior to coming to MSU 58. Was the general information describing the program which was sent to you: 1. very adequate 2. adequate 3. moderately adequate 4. inadequate 59. Were the objectives of the program made clear in the descriptive information? 1. very clear 2. clear 3. moderately clear 4. not clear 60. How much agreement was there between the stated ob— jectives of the program and its conduct? 1. very close agreement 2. some agreement 3. very little agreement 4. no agreement 187 Housing 61. How do you rate the university married housing apartments? 1. very adequate 2. adequate 3. moderately adequate 4. inadequate 5. I was not living in the university apartments. 62. How do you rate the university graduate dormitories? 1. very adequate 2. adequate 3. moderately adequate 4. inadequate 5. I was not living in a graduate dormitory. Administrative services of the Mathematics and Science Teaching Center 63. 64. 65. The htuk)H general administrative services of the SMTC were: excellent good fair poor secretaries were: always helpful helpful most of the time sometimes were helpful were never helpful quality and quantity of duplicating devices were: very adequate adequate moderate inadequate 188 Science Materials Center in Holmes Hall 66. The reference materials, printed materials, and ele— mentary and secondary texts in the SMTC materials center were: 1. very adequate 2. adequate 3. moderately adequate 4. inadequate 67. The quantity of audio-visual equipment in the SMTC 1. very adequate 2. adequate 3. moderately adequate 4. inadequate 68. The science equipment and materials for projects and independent study in the SMTC materials center were: 1. very adequate 2. adequate 3. moderately adequate 4. inadequate 69. The SMTC materials center was: 1. always helpful 2. helpful most of the time 3. seldom helpful 4. never very helpful n using the SMTC materials center you found the equipment and materials to be: 70. H 1 very convenient, easily accessible 2. convenient, generally accessible 3 inconvenient, not very accessible 4 very inconvenient, seldom accessible 71. What degree of use did you make of the SMTC materials center? . very extensive use extensive use some use . seldom used wal—l 72. 73. 74. 189 The number of staff members in the SMTC materials center was: 1. very adequate to meet your needs 2. adequate to meet your needs 3. inadequate to meet your needs The size of the shop and the types of tools in the SMTC were: . very adequate to meet your needs . adequate to meet your needs . slightly inadequate to meet your needs . very inadequate to meet your needs ALUKJH The science equipment and materials in the SMTC materials center laboratory were: 1. very adequate to meet your needs 2. adequate to meet your needs 3. slightly inadequate to meet your needs 4. very inadequate to meet your needs Recreation 75. The size and types of recreation at MSU were: 1. very adequate 2. adequate 3. slightly inadequate 4. very inadequate Program Director 76. 77. Did the program director encourage you to seek his help when necessary? 1. I felt welcome to seek help 2. I felt hesitant to seek help 3. I avoided seeking help How did the director regard the student viewpoints different from his own? 1. Welcomes differences in VieWpoints 2. Exhibits some bias, usually is tolerant 3. Allows no contraditions, is intolerant 190 EXPERIENCED TEACHER FELLOWSHIP PROGRAM DIRECTIONS: PROGRAM COURSE EVALUATION In the following section a series of ques- tions are asked to evaluate the EXTFP Courses. The written questions on the right apply to the courses (left column) and the Question Number appears in the column under the corresponding course. Each written question should be answered for each course using the scale as defined in the key below. The Scale is defined as: l = excellent 2 = good 3 = fair 4 = poor 5 = not enrolled Place your name, student number, and your re- sponses to all questions on the IBM Scoring Sheet. ‘ N ‘ N ~ N m g U'l‘ U1\ U1‘ l—‘H' w w w (05 ~ ‘ ‘ \Q W H U1 00 H ’8 I-i I I I ZID a U1 (A) H OU) (D H e u - a S. uuecuk:H p rrdb‘m H m H 5:: «erme INCH-mm I-'- :3 I—' Q: m H m tin t 5 m w H m m m H 5 mt: gram oI1 n o s H Q @91H m b‘m o m w H fl H K mr+m m m vas m s H s F'O <.'<+I+ rtmD-IH (D (D :35: mmmo :SQIUIO IO Q: 9- Hr15 m m WI*® m a fl'H 0 Q: s mI+ m m 5‘9! "OOH-'6) UHF-945‘ m m m H m H-5 H LLK o m o a u m gala o m s H