W113 OF FIRST ~‘1’EAR BUSNESS TEACHERS AND THE RELATIONSHlP OF THESE DIFHCULTIES TO ‘FHEIR STUDENT JEACHING‘ EXPERiENCE Thai: for flu Doom 0? Ed. D. MkCHIGAN STA'E'E UMVERSITY Wan-ran Shaky Thoma 1960? This is to certify that the thesis entitled Difficulties of Beginning Business Teachers and the Relationship of These Difficulties to Their Student-Teaching Experiences presented by ‘ Warren Stanley Theune has been accepted towards fulfillment of the requirements for Mdegree mm W 4 /Major professor 0-169 DIFFICULTIES OF FIRSTJYEAR BUSINESS TEACHERS AND THE RELATIONSHIP OF THESE DIFFICULTIES TO THEIR STUDENT-TEACHING EXPERIENCE By WARREN STANLEY THEUNE A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree or DOCTOR OF EDUCATION Department of Administrative and Educational Services 1960 11 ACKNOWLEDGMENTS Acknowledgment is due the 212 beginning business teachers whose co-operation provided the data for this study. The writer wishes to express his appreciation to Dr. Stanley 8. Becker, his major adviser, for his counsel during the entire period or graduate study; to Dr. Mary Virginia Moore for her constructive criticisms and guidance in directing this study; to the other nembers of the com- littee, Dr. Hillian H. Roe and Dr. Louise Sause, for their help and counsel: to Dr. William ii. Farquhar and Dr..Willard G. Harrington for their suggestions concerning research; to the heads or business education departments who supplied names and addresses for the study; to the reference librar- ians at Michigan State University for their splendid inter- library lean service; and to the writer's wife, Virginia, whose continuous encouragement, help, and co-operation were instrumental in bringing this study to its completion. WARREN STANLEY THEUNE ABSTRACT This study was concerned with the difficulties of first-year business teachers and the relationship of these difficulties to the student teaching they experienced. Ii'he ultimate purpose was to obtain information which would be helpful to teacher education institutions in evaluating and improving their program of student-teacher training. The specific purposes of the investigation were: (1) To de- termine whether certain first-year teaching problems listed by previous investigation were of great or some concern or little or no concern for the respondents during their first year of teaching. (2) i'e determine whether certain student- teaching experiences were of great or some value or little or no value in minimizing first-year problems. (3) To de- termine the relationship which existed between first-year difficulties and student-teaching eneriences. (l4) 130 de- termine whether there was any significant difference between respondents who had experienced full-day student teaching and respondents who had experienced one-period per day stu- dent teaching in terms of: exposure to student-teaching experiences, the value of student-teaching experiences, and the degree of concern for first-year teaching difficulties. The data for this study were derived from returns of questionnaires ‘frau 2&2 first-year business teachers who graduated from sixteen business teacher education institutions NIRREN STANEEY THEUNE ABSTRACT in eight states, located in the central region of the United States. Major findings were these: (1) First-year teaching difficulties of great or some concern were concentrated in the areas of Teaching Subject Matter, Personal Considera- tion for Students, Classroom Organization, Discipline, and resting and Measurement. (2) First-year business teachers tended to attach high value to the specific student-teaching experiences included in all areas of the teaching process except tie-curricular Activities. (3) Student-teaching ex- periences even of high value did not'result in similar first- year difficulties of little or no concern. (in student teachers assigned to the full-day student-teaching program . were exposed to significantly more experiences than were the student teachers who engaged in a one-period per day pro- gram. (5) In terms of value derived from student-teaching experiences, there was no real difference between the full- day group and the one-period per day group, except for four of 60 specific experiences. (6) In terms of degree of con- corn for first-year difficulties, there was no real differ- ence between the full-day group and the one-period per day group, except for five of 60 specific.first-year difficulties tested. ' TABLE OF CONTENTS AémOVIOG mo nt . O O O O O O O O O O O O O O O O O O 0 L1 at or Tab 1. s O O O O O O O O O O O O O O O O O O 0 CHAPTER I. II. III. IV. V. INTRODUCTI ON C O O O O O O O O O O O O O O O 0 Introduction . . . . . . . . Statement of the Problem . . Purpose of the Study . . . Delimitations of the Problem. . . Definition of Terms Used in the Study Basic Assumptions Upon.Which the Study PI'Od 1c‘tad O O O O O O O O O O O O 0 REVIEW OF RELATED RESEARCH . . . . . . . . . . Related Research on Beginning Teacher Diffi- culties and Student-Teaching Experiences . Related Research on Beginning Teacher Difficulties . . . . . . . . . . . . . . . Related Research.on Student-Teaching Experiences . . . . . . . . . . . ... . . awry O O C O O O O O O O O O O O O O O O SOURCES OF DATA AND METHODS OF PROCEDURE . . . feeeee Source of Data . . . . . Procedure . . . . . . . Treatment of the Data . Method of Analyzing the D Summary . . . . . . . . BACKGROUND INFORMATION CONCERNING THE RESPOND- ENTS WHO PARTICIPATED IN THE STUDY . . . . . t on... .33... eeeee eeeee eeeee eeeee eeeee eeeee eeeee eeeee PRESENTATION or DATA 33m FROM 2142 FIRST- msosmnssmcms. . . . . . . . . Degree of Concern for FirstdYear Teaching Difficulties . C C C . C C O C O C C O O 0 Value of Student-Teaching Experiences . . . Page ii vi (2)4 O‘VU-I' H 10 11 12 18 22 27 28 28 28 3h 37 38 53 53 77 TABEE OF CONTENTS (continued) CHAPTER The Relationship Between Value of Student- Teaching Experiences and Degree of Concern For FirstéYear Teaching Difficulties . . . Summary . . . . . . . . . . . . . . . . . . VI. PRESENTATION OF DATA SECURED FROM RESPONDENTS CONCERNING DIFFERENCES EXISTING BETWEEN FULL-DAY STUDENT TEACHING AND ONE-PERIOD Pm Du 8mm TEACHNG I O O O O C O O O 0 Relationship Between the Full-Day Student- Teaching Group and the One-Period Per Day Student-Teaching Group in Terms of Ex- posure to Certain Student-Teaching Experi- ences O O O O O O O O O O O O O O O O O 0 Relationship Between the Full-Day Student- Teaching Group and the One-Period Per Day Student-Teaching Group Concerning the Value of Certain Student-Teaching Experi- 011003 0 O O O O O O O O O O O O O O 0 O 0 Relationship Between the Full-Day Student- Teaching Group and the One-Period Per Day Student-Teaching Group Concerning the De- gree of Concern For FirstdYear Difficul- ti.‘ 0 O O O C O O O O O O O O O O C O O 0 3mm 0 O O O O O O O O O O O O O O O O O VII. SUMMARY, CONCEUSIONS, AND RECOMMENDATIONS. . . 8mm 0 O O O O 0 O O O O O O O O O O O 0 Conclusions . . . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . . . BIBLI mmm O O O O O O O O O O O O O O O O O O O 0 APPENDIX .0 O O O O O O O O O O O O O O O O O O O O O Ethibit A. Final Questionnaire . . . . . . . Exhibit B. B. 1. Copy of Letter to Directors of Busi- ness Education.Departments . . . . . B. 2. Copy of Letter to Business Teachers . B. 3. Copy of Follodep Letter to Business T. “char: 0 O O O 0 O O O O O O O O 0 Exhibit C. Contingency Tables . . . . . . . . iv Page 102 11h 116 117 130 160 160 172 175 178 185 186 193 191i 195 196 TABLE OF CONTENTS (continued) APPENDIX Page Exhibit D. Comments by FirstdYear Business Teacher Respondents Concerning Student TBQChing e e e e e e e e e 205 TABLE I. II. III. V. VI. VII. VIII. XII. XIII . LIST OF TABLES Number of Respondents From Each of the Participating Colleges and Universities . . . . States in Which 2142 Respondents Taught During Their First Year of Teaching . . . . . . Summary of the Participation by Sex for 2&2 Respondents . . . . . . . . . . . . . . . . . . Type School in Which Beginning Teachers Taught During Their First Year .. . . . . . . . Size of High School in Which Respondents Taught During Their Student Teaching and During Their FirstYearofTeaching . . . . . . . . . . . . Subjects Taught by 21.2 Beginning Business Teachers During the First Year and During Student Teaching Length of Time Assigned to Student Teaching . . Amount of Daily Student Teaching Experienced . Over-all Rating of Student Teaching . . . . . . Degree of Concern for First-Year Teaching Difficulties Involving Testing and Measurement. Degree of Concern for First-Year Teaching Difficulties Involving . Classroom Organization andManagement ................ Degree of Concern for First-Year Teaching Difficulties Involving Teaching Subject Matter. Degree of Concern for First-Year Teaching Difficulties Involving Teaching Aids and Techniques 0 O O O O O O O O O O O O O O O O 0 Degree of Concern for First-Year Teaching Difficulties Involving Personal Considerations. vi Page 33 3’4 39 no #5 W 50 51 SS 58 60 62 6h TABLE XVI. XVII. XVIII. XIX. XXII. XXIII. XXVI. XXVII. XXVIII. Degree of Concern.fcr FirstdYear Teaching Difficulties Involving Discipline . . . . . . . Degree of Concern for FirstéYear Teaching Difficulties Involving Co~Curricular Activities Degree of Concern for FirstdYear Teaching Difficulties Involving Administrative Duties . Ranking of 60 Specific FirstJYear Difficulties Which‘Were of Great or Some Concern to 2h2 Business Teachers During Their FirstdYear of I. ‘Ching O O O O O O O O O O O O O O O O O O 0 Value of Student-Teaching Experiences Involving Testing and Measurement . . . . . . . Value of Student-Teaching Experiences Involving Classroom Organisation and Management Value of Student-Teaching Experiences Involving Teaching Subject Matter . . . . . . . Value of Student-Teaching Experiences Involving Teaching Aids and Techniques . . . . Value of Student-Teaching Experiences Involving Personal Consideration of Students . Value of Student-Teaching Experiences Involving Discipline O O O O O O O O O O O O 0 Value of Student-Teaching Experiences Involving Co-Curricular Activities . . . . . . Value of Student-Teaching Experiences Involving Administrative Duties . . . . . . . . Ranking of 60 Specific Student-Teaching‘Experi- ences whichfiwere of Great or Some Value to 2&2 Business Teachers During Their Program.of Stu- dent Teaching . . . . . . . . . . . . . . . . . Results of Phi Coefficient Correlations Between Student-Teaching Experiences of Highland Low Value and FirstdYear Teaching Difficulties of High and Low Concern vii Page 66 68 71 7h 78 81 33 86 88 90 92 95 99 106 TABLE XXIX. XXXII. XXXIII. XXXIV. viii Page Frequencies of the Student-Teaching Experi- ences of Respondents Who Completed a Full- Day Student-Teaching Program and by Respond- ents Who Completed a One-Period Per Day Student-Telchlng Program e e e e e e e e e e e 118 Results of Chi-Square Tests of Significance Concerning the Exposure to Student-Teaching Experiences by Teachers Who Had Experienced a Full-Day Student-Teaching Program and Teach- ers Who Had Experienced a One-Period Per Day StudentflTQ‘Ohing Program e e e e e e e e e e e 122 Frequencies of the Value of Student-Teaching Experiences Reported by Teachers Who Had Experienced a Full-Day Student-Teaching Pro- gram.and by Teachers Who Had Experienced a One-Period Per Day Student-Teaching Program . . 132 Results of Chi-Square Tests of Significance Concerning the Value of Student-Teaching Experiences by Teachers Who Had Experienced a Full-Day Student-Teaching Program and Teachers Who Had Experienced a One-Period Per Day Student-Teaching Program. . . . . . . . . . . . 136 Frequencies of the Degree of Concern for FirstdYear Difficulties Reported by Teachers 'Who Had Experienced a Full-Day Student- Teaching Progrmm and by Teachers Who Had Experienced a One-Period Per Day Student- TeachingProgram............... 1% Results of Chi-Square Tests of Significance Concerning the FirstdYear Teaching Difficulties Reported by FirstdYear Teachers Who Had Ex- perienced a.Full-Day Student-Teaching Program and FirstdIear Teachers Who Had Experienced a One-Period Per Day Student-Teaching Program . . 1&8 CHAPTER I INTRODUCTION Student teaching is recognised by leaders in the field of teacher education as an essential part of the preservice preparation of the prospective teacher. It is the culmina- tion of nearly four years of preparation, the high point of training for teaching. 'This is the proving ground. A critical issue for everyteacher education institution to consider is the quality of experiences provided in student teaching."1 The importance of student teaching is expressed by Trytten. He says: The most important element of the teacher edu- cation program is the student teaching experience. The professional courses in educational theory which precede practice teaching, even at their best, re- quire a term of practice teaching to enable the stu- dent to see how general theories apply to individual situations, and to study their validity and the bounds within which they apply.2 1. Edward L. Ruman and Dwight E. Curtis, ”The Super- vising Teacher in Future Teacher Education Programs, 5°2°"1'1.§§ Teacher, Thirty-eighth Yearbook of the Assm - on or udenE Teac (Cedar Falls, Iowa: Association for Student Teaching, 19 9), p. 97. 2. John M. Trytten, ”Student Teachingm-On or Off Cam- pust," National Association of Business Teacher-Training Institu‘EIons Bu lIe‘EE, II, (I555), p. I3. hat: 5W anti air. is "u Stratemeyer gives added support to this statement when she says : . . . .many of their (student teachers) past experi- ences, both within and without the school, have been in contradiction to the basic ideas essential to their professional preparation-«working with organized sub- jects of study rather than the situations and problems of daily living, following the plan of action preposed by teachers rather than sharing in the selection and development of experiences, recalling material in a text rather than lmowing and using resources in find- ing the solution to a problem faced, mastering facts rather than using facts and trends to understand the here and how, carrying out a common assignment exactly as required rather than making modifications to meet individual needs and concerns, depending upon evalu- ation by those responsible gather than developing com- petence in self-evaluation. It is the opinion of many educators that the extent and nature of the experiences to be encountered by the student teacher should be similar to those of a full-time teacher who is confronted with many various teaching and non-teaching activities. Malsbary points out that the greater number of situations the student teacher successfully cepes with under supervised conditions, the fewer will be the new and un- familiar problems with which he is unprepared to deal with when he assumes his first regular teaching position. In determining types of experiences for student teachers of business subjects he suggests that: . . . . the experiences of student teachers should be similar to those of a typical business teacher during 3. Florence Stratemeyer, "The Expanding Role of Direct Experience,” Off Cam us StudentTeachi , Thirty-first Year- book of the AssocIaEEon Tor SEudenE Teaching. (Lock Haven, Pennsylvania: Association forStudent Teaching, 1951), p. S. e. ".15 ... ..\ 3 a typical teaching day. . . An analysis of a typical teaching day will reveal a number of different teaching and non-teaching activities. Among these are conduct- ing the homeroom session, making lesson plans, present- ing the lessons, constructing and grading tests, super- vising study, planning and conducting field trips, maintaining discipline, assisting students to make up work missed, and helping fitudents plan and carry on co-curricular activities. Further importance of engaging in a wide variety of experiences is expressed by Masher who points out that high quality experiences encountered in student teaching contrib- ute to a more effective beginning teacher. There is certainly some degree of positive corre- lation between the quality and scope of the experiences inherent in the student-teaching situation and the suc- cess of the same teacher the first year or two on the job. Since this is true, your first major concern as a student teacher will be to particgpate in as wide a range of activities as practicable. These are examples of opinions which support the notion that high-quality experience in a wide variety of activities during the student-teaching period can contribute to a more effective beginning business teacher. These Opinions express the belief that student-teaching experiences should strongly influence the performance of the student in his future teach- ing. These opinions also suggest that student-teaching ex- periences should extend beyond the walls of the classroom. They should involve the total school program and some aspects 1;. Dean R. Malsbary, ”Providing for a Variety of Worth- while Experienoes,’ National Association of Business Teacher- Training Institution-m Bu e um, , 9 1;“)? T1). ." ""'"""' 5. Howard H. Masher, ”The Modern Secondary School,” National Association of Business Teacher-Trainigg Institutions B-I—_—u 1etin,"""“'("'“t.xv, Decenfir’“, 1936'}? 'p.‘ 7. h of community life. There should be experiences representing a fair sampling of the things a teacher needs to do in and also outside the classroom. One basis for the evaluation and improvement of student- teaching experiences is a knowledge of the difficulties that were experienced by first-year teachers who only recently completed their student-teacher training. Until the diffi- culties that are likely to confront the beginning teacher have been determined, the student-teaching program cannot render efficient help in avoiding them. The student-teaching program needs to help student teachers to avoid as many first- year difficulties as possible and to help them overcome, the difficulties that cannot be avoided. Another basis for the evaluation and improvement of stu- dent teaching is a knowledge of the value of student-teaching experiences in minimizing first-year teaching difficulties. It is reasonable to assume that the student-teaching program will be strengthened if student-teaching experiences which minimise first-year teaching difficulties are incorporated into the student-teaching program. This study did not seek to analyze all the student- teaching experiences nor all the difficulties experienced during the first year of teaching. This list of experiences and problems could be exhaustive. However, it was decided to select from previous research the problems and experiences which beginning teachers indicated were problems for them during their firstryear of teaching. This study was then concerned with.whether certain ”recognized” problems were of great or some concern or little or no concern for the respondents during their first year of teaching. It was a further purpose of this study to determine what effect, if any, certain student-teaching experiences had in minimizing these problems. ”The profession is faced with a tremendous responsibil- ity in the development of high quality student-teaching pro- grams."6 Continuous evaluation of the student-teaching pro- gram.is essential to effective and adequate preparation of teachers. It is hoped that this study will focus attention on the difficulties experienced by first-year teachers, the experiences to which student teachers are currently being exposed to, the value of these experiences in minimizing first-year difficulties, and as a result of this analysis, pave the way for implementing the present day business edu- cation student-teaching program.in teacher education insti— tutions. Statement g£_the Prdblem This study was an attempt to determine the difficulties experienced by first-year business teachers during their first year of teaching and the relationship of these 6. Roman and Curtis, op. cit., p. 97. difficulties to the student teaching they experienced. An- swers to these questions were sought as a basis for solving the problem. 1. 2. 3. The What were the problems incurred during the first year of teaching? What was the value of certain student-teaching experiences? What relationship existed between student-teaching experiences and first-year problems? Pmose 2f the Study ultimate purpose of this study was to obtain in- formation which would be helpful to teacher education in- stitutions in evaluating and improving their programs of student-teacher training. This study was to serve as a basis for a more effective administration of a student-teaching program in the preparation of prospective business education teachers. for this not only as well. The 1. If improvement in student teaching is effected one group, a very real contribution might result, to business education, but to other subject areas specific purposes of the investigation were: To determine whether certain first-year teaching problems listed by previous investigation were of great or some concern or little or no concern for the respondents during their first year of teaching. To determine whether certain student-teaching experiences were of great or some value, or little or no value, in minimising first-year problems. 7 3. To determine the relationship which exists between first-year difficulties and student-teaching ex- periences. h. To determine whether there was any significant difference between respondents who had experienced full-day student teaching, and respondents who had experienced one-period per day student teach- ing in terms of: exposure to student-teaching experiences, the value of student-teaching experi- ences, and the degree of concern for first-year teaching difficulties. ’ Delimitations of: the Problem Delimitations 2 22 teaching field. This study was directed toward improving the student-teaching program offered to one specific group of secondary teachersuthe business teacher. If improvement in student teaching is effected'for this one group, a very real contribution might result, not only to business education, but to other teach- ing areas as well. Delimitations g._s_ 2 personnel BEES studied. This study was concerned with the student-teaching experiences and the first-year teaching difficulties encountered by 212 1957-58 business education graduates. The respondents were beginning business teachers who graduated from sixteen colleges and universities in eight mid-west states. All re- apondents had completed their student-teacher training and were completing their first year of full-time teaching. Delimitations 3.2. to M 21; institutions. This study "as concerned only with the- student-teaching experiences offered by teacher education institutions in a certain geo- graphical area of the United States. For purposes of this study, sixteen selected colleges and universities from eight states set up by the United Business Education Associ- ation (called the CRUBEA region) were considered. This area consisted of the states of Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, and Wisconsin. student-teachi_ng meriences studied. This study sought to analyse sixty first-year difficulties and sixty student- teaching experiences which were reported by previous research. This study did not seek (to analyze all the student-teaching experiences nor all the problems experienced during the first year. This was not to imply that all first-year problems and all student-teaching experiences were not important for consideration, but such a list would become exhaustive. It was thus decided that a selected list of sixty specific first- year problems and sixty specific student-teaching experi- ences, would be used for this study. The sixty specific difficulties and experiences were categorized into eight broad areas representing various aspects of the total teach- ing program. Definition 2; Terms Used in; the Study Certain terms are used frequently throughout this study and are defined as follows: Business education: “That area of education which develops skills, attitudes, and understandings essential for the successful direction of business relationships."7 Business education was considered to have a thold purpose: (1) prepare for vocational competency, including skill train- ing and development of occupational intelligence, and (2) provide a nonvocational education which will create profi- cient consumers who will possess an appreciation and an understanding of the business world in.which.they live.8 Business teacher: The terms business teachers, busi- ness education teachers, teachers in the field, and class- roma teachers were all used interchangeably. For this study such terms were used to designate these teachers actually engaged in classroom instruction of some phase of business education. Teacher education institution: Teacher education institution was the term used to refer to these colleges and universities which train, among others, business education majors. 7. Carter V. Good, Dicti of Education (Mew York: McGraw-Hill Book Compaq, 355;, p. SE. 8. Alvin C. Beckett, ”Objectives and Curricular Pattern of Business Education in the Secondary School,” National Association 93: Business Teacher-Trainig InstituEIons Elletin, . number. 1933). p. . . _ _ 10 Student teacLigg: Part of the pre-service professional training offered by teacher education institutions in which the student teacher observes, participates with, and teaches pupils in a classroom situation and engages in experiences outside the classroom in order to increase his capability for directing the total learning of pupils. Student teacher: A college student who is acquiring student-teaching experience under the guidance of a college supervisor and/or high school supervising teacher. East-121: teacher: For use in this study, the first- year teacher was a teacher who was completing his first year of full-time teaching. The major portion of his teaching was in the business education area. Basic “mtions Upon Which the Study Was Predicated The following assumptions were accepted as fact or truth. before the study was made: 1. That student-teaching experience is one of the important phases in the preparation of the good business teacher. 2. That a need exists for periodic appraisal and revision of the student-teaching program. 3. That first-year business teachers can recognise the difficulties they experience and can evaluate them in terms of the student teaching they experi- enced. ii. That the recollection of student-teaching experi- ences were not biased by first-year teaching experience. CHAPTERII REVIEWOFRELATEDRESEARCH Considerable research has been done concerning the difficulties encountered by beginning teachers, especially at the secondary level, in a variety of teaching fields. lumercus studies have also been made concerning various as- pects of the student-teaching program. Many of these studies were attempted primarily for the purpose of evaluating the effectiveness of the over-all undergraduate professional training. Fewer studies have been made in relating first- year difficulties to specific aspects of the teacher edu- cation program. All of the studies reviewed are related in some way to the present study; yet none of them duplicates it in scope, organisation, or presentation of data. The related research pertinent to the background of this study is di- vided into the following three areas: 1. Studies surveying beginning business teacher difficulties and student-teaching experiences. 2. Studies surveying primarily beginning business teacher difficulties. 3. Studies surveying primarily student-teaching experiences. 11 v. be is it be le It a 1< R. ... u u. not \ suntan vie e e sh. Ore kWh-aha”- 12 w W 2 W Teacher Difficulties £2... udent- eac ng Earl's-noes mg 53331.1 A study, completed at Hunter College, was made to determine the major teaching difficulties of beginning business teachers and wherein the teachers did or did not receive help in their professional and specialised undergraduate training. The data were obtained by question- naires from 271 beginning business teachers who had graduated from 153 teacher education institutions and from 17? admin- istrators of the schools in which the teachers were employed. The 271 returns from beginning business teachers accounted for a 70.5 per cent usable return figure. At the end of their first year of teaching, these 271 beginning business teachers were again contacted by personal letters and asked to complete and return another check list. It was reasoned that, after a year's teaching experience, these beginning business teachers would be in a better posi- tion to cement upon their undergraduate training, teaching experiences, and classroom difficulties. The beginning teachers were asked to list their teaching difficulties as they enerienced them, and not as they might be presented for them to check. Completed returns were received from 169 teachers, or a return of 62.11. per cent. V‘— 1. John Gress, 'Teaching Difficulties of Beginning Business Teachers as Basis for Improvement of Business Teacher Education” (unpublishedEd.D. dissertation, New York University, 1951). 13 Gross classified teaching difficulties into eight major areas of the teaching process. Under each of the eight major areas, specific difficulties were listed in sequence of greatest difficulty. It was from this list of specific difficulties that check list items for this study were selected. I. Testing and Grading Difficulties Test construction Grading Interpretation of test results Administration of tests Testing what has been taught Grading budgets and projects Preparing a good shorthand test Determining what to include in tests Converting test scores into grades Weighting parts of the test II. Discipline Difficulties 1. 2. 3. Incessant talking of students Lack of respect for authority Getting student attention Back talk of students Inability to control classroom situation Getting too 'chumny' with students Dealing withthe ”smart alec' student Getting students to study Lack of patience Inability to solve classroom problems III. Teaching Subject Matter Difficulties Lesson Planning Maintaining student interest Individual differences Teaching subjects for which not prepared Motivation Student co-operation and participation Speed building in skill subjects Presentation of subject matter Teaching advanced work , Developing study habits ll; IV. Classroom Organisation and Management Difficulties l. Organisation of class work 2. Inability to cover term's work . Assignments g. Class attendance and other records . Establishing standards in course work . Securing proper equipment . 3. Setting up a course of study . Textbook selection 9. Keeping machines repaired 10. Learning pupil names and characteristics V. Student Activities Difficulties 1. Create and maintain student interest 2. Properly organise activities 3. Carry the heavy load assigned 3. Make an activity enjoyable . Overcome lack of training in this field VI. Personal Considerations 1. Too heavy a teaching schedule 2. Personal shortcomings 3. Physical strain . Maintaining an interest in teaching . Speech and forceful delivery VII. Teaching Aids and Techniques Difficulties 1. Lack of training in the proper use of the blackboard 2. Poor penmanship . Lack of speed and proficiency in subject matter . Weak voice qualities VIII. Administrative Difficulties 1. Administrative duties and problems 2. Co-operation of principal . 3. Co-cperation with faculty li. Conforming to department rulings Also, of particular interest to this study was that this group of beginning business teachers felt that many of the difficulties that they experienced during their first 15 year of teaching might have been avoided if they had had proper student-teaching experiences as undergraduates. The primary suggestion concerning student teaching emphasised the importance of letting the student teacher carry the full teaching day schedule for an extended period; and, further, that more responsibility be delegated to the student teacher. Sixty-one of these business teachers stated that something should be done to bridge the gap between student teaching and the actual teaching situation, and that the “UtOpian' model and campus high schools should be eliminated tree the student-teaching program. 101'; 33291.2 Wey's study was an analysis of the dif- ficulties encountered by beginning teachers and by student teachers. The data were collected though the use of peri- odic written reports submitted by 138 secondary school stu- dent teachers, 38 supervising teachers, 95 secondary school beginning teachers who graduated from the Appalachian State Teachers College in 19h8 who were doing their first year of teaching during the school year of 19h8-h9, and 78 super- visors of the beginning teachers. The written reports were supplemented by conferences held with approximately 90 per cent of the participants. 2. Herbert Walter Wey, "A Study of the Difficulties of Student Teachers and Beginning Teachers in the Secondary Schools as a Basis for the Improvement of Teacher Education With Particular Reference to the Appalachian State Teachers goélgge' (unpublished Ed.D. dissertation, Indiana University, 9 0 . 16 Hey caspiled a list of 5.539 difficulties of student teachers . He found that 59.2 per cent of the student-teacher difficulties were related to only ten major types of diffi- culties. Ranked in descending order of the number of times they were reported, these ten types of difficulties were: 1. 2. 3. h. 5. 6. E: 9. 10. 01' Handling problems of pupil control and discipline. Hotivating pupil interest and response. Handling routine phases of classroom management. Adjusting to deficiencies in school equipment, physical condition, and materials. Handling broader aspects of teaching techniques. Lack of command over subject matter and instruc- tional materials. Lack of effective teaching voice. Presenting the lesson and guiding pupil discussion. Adapting to the needs, interests, and abilities of pupils. Difficulties involved in planning and organizing activities, materials, and procedures. the difficulties encountered by beginning teachers, 14.7.2 per cent related to only eight specific types of diffi- culties. These eight types of difficulties, ranked in de- scending order of the mmber of times they were reported are: 1. 2. 3. S. 6. 3: Handling problems of pupil control and discipline. Adjusting to deficiencies in school equipment, physical conditions, and materials. Difficulties related to the teaching assignment. Adapting to the needs, interests, and abilities of pupils. Motivating pupil interest and response. Keeping records and making reports. Handling broader aspects of teaching techniques. Being able to establish and maintain proper relation- , ships with supervisors and administrators. Among the findings of Uey's study, the following seemed particularly pertinent in regard to student-teaching diffi- culties: 1. 2. 17 Approximately three out of four of all difficulties encountered by student teachers are associated with the general area of difficulties related to in- structional activities, and approximately one out of four is associated with the general area of difficulties related to deficiencies in the per- sonal characteristics of student teachers. Student teachers and supervising teachers are not in agreement with the nature, scope , frequency, and persistency of difficulties encountered in student teaching. Among the findings of Hey's study, the following seemed particularly pertinent in regard to beginning teacher difficulties: 1. 2. 3. Approximately three out of four of all difficulties encountered by beginning teachers are associated with the general area of difficulties related to instructional activities, and approximately one out of five is associated with the general area of difficulties related to deficiencies in the per- sonal characteristics of beginning teachers. In general, beginning teachers and supervisors are not in agreement with respect to the nature, scope, frequency, and persistency of difficulties encoun- tered during the first year of teaching. According to beginning teachers, they encounter on an average approximately one and one-half times as many difficulties as their supervisors report for two , Among the findings of Hey's study, the following seem- ed particularly pertinent in regard to the differences in student-teacher and beginning-teacher difficulties: 1. 2. Handling problems of pupil control and discipline was the one specific type of difficulty encoun- tered most frequently by both student teachers and beginning teachers and is also the difficulty that has the greatest tendency to persist throughout student teaching and the first year of teaching. In general, the difficulties encountered by student 9r. 18 teachers and beginning teachers are somewhat different in nature, scope, and frequency of occurrence. 3. Beginning teachers encounter many more difficul- ties in relation to the teaching load and assign- ment, physical conditions affecting teaching, extra-curricular activities, keeping records and making reports, and exercising originality and initiative than do student teachers 3 whereas, be- ginning teachers encounter considerably fewer difficulties in relation to motivation, knowledge of subject matter and materials, routine phases of classroau management, use of correct gramar, and teaching voice than do student teachers. Related Research 2_n_ Beginning Teacher Difficulties W‘s 33931.3 Burras's study was undertaken to obtain a picture for one year of the important factors-- performance; growth in competencies and attitudes; difficul- ties reported; and feelings of success, elation, discourage- ment, and frustration experienced-«that affected beginning business teacher satisfaction with his teacher position. Weekly interviews were held with 21 beginning business teachers, weekly reports were received from selected teach- ers, and personal visits were made to participating princi- pals. Among the findings which are of particular interest to this study are these: 3. Darrell V. Burras, ”Business Teachers' First Year of Experiences--Selected Case Studies'.( ublished Ph.D. dissertation, University of Michigan, 19%. 19 The first few weeks are a period of adjustment, anxiety, worry, and uncertainty. The teachers who are the least adequately prepared and have the greatest need for good supervision are likely to be hired in positions where they are least likely to receive good supervision. The insecurity of beginning teachers is intensified when they are given assignments for which they are not prepared, or for which they feel themselves in- adequately prepared. The peak of insecurity is associated with the first marking period. Adjustment to the teaching situation is helped by identifying oneself with, and living in the community. Administrators in some small schools expect a rapid teacher turnover and consider their schools training stations for beginning teachers, without having the experience and resources necessary to give the super- vision such a role demands. Oanfield'g study.“ Problems 11m: to confront the beginning business teacher were determined from three sources: (1) an examination of doctoral studies concerned with beginning teachers. problems, (2) an examination of the literature in the field of business education, and (3) a group conference with thirteen experienced business teachers. Of interest to this study were the problems of begin- ning business teachers which were grouped into ten major problem areas: 1. Teaching procedures or teaching subject matter. 1;. Mary Brower Canfield, ”A Handbook for the Beginning Business Teacher” (unpublist Ed.D. dissertation, Hew York University, 1955). 20 2. Testing and grading. 3. Vocational guidance, including comunity relation- ships and resources. h. Equipment and supplies. 5. Classroom organization and management, including discipline. 6. Teaching aids and techniques. 7. Instructional materials. 8. Drofessional growth and personal considerations. 9. Administration (keeping records, cooperation with the principal and faculty, etc.). 10. Extracurricular or student activities assignments. 33g}! M.5 Bell completed a study of the relation- ship between the problems enoountered by 63 beginning busi- ness teachers and the learning experiences provided in their professional education courses. The respondents had gradu- ated from Ball State Teachers College during the years of 191.8, 1914.9, 1950, and 1951. The problems were discerned by professional visitation to the schools of these 63 beginning business teachers. , Bell. determined possible problem areas in which teach- ers would probably experience difficulties. The problem areas investigated were organisation and administration, teaching procedures, professional considerations, nonteaching 5. Robert Paul Bell, "The Relationship Between the Pro- blems Encountered by Selected Beginning Business Teachers and the Learning Experiences Provided in Their Professional Education Courses" (unpublished Edd). dissertation, Indiana University, 1952). y. 21 activities, second teaching field, and professional train- ing. The problems encountered by beginning business teachers were mmerous, and they varied widely in nature. Many of them were closely related, and they fell into 26 categories or problem areas. Pour conclusions with respect to relationship between problem area and educational experiences in professional courses were: 1. The experiences provided in the professional courses had been or may have been inadequate in quantity. 2. The experiences provided had been or may have been ineffective. 3. The exposure of the 63 teachers as a group to the educational experiences provided had been or may have been inadequate. 1&- There had been or may have been co-ordinate ele- ments of inadequacy, ineffectiveness, and/or insufficient exposure in the learning experiences. Bellis'; study.6 An investigation to determine the problems of teachers in their first year of teaching and what values these teachers placed on their previous teacher training was made by Bellis at Northwestern University in 1939; ‘ meetionnaires were sent to 700 beginning high school teachers, elementary teachers, and interns, who had 6. Bertha Mary Bellis, 'The Problems of Beginning Teachers and Their Implications for Teacher Development“ (un- pubgished doctor's dissertation, Horthwestern University, 93 . 22 graduated from selected colleges and universities in 1936. A second questionnaire was sent to the teacher's principal or superintendent asking for an evaluation of the teacher's work. Replies were returned by 255 beginning teachers, or 3h..h per cent. Only 178 of these replies could be matched with the replies from their administrators. Findings revealed that beginning teachers have chief difficulties in the areas of instructional planning, in- structional guidance, community relationships, and pro- fessional growth. In evaluating their professional training, the begin- ning teachers expressed the opinion that this training would have been more valuable if it had included more actual teaching, more observation of desirable teaching, more ex- periences with disciplinary cases, and more opportunity to participate in and direct extracurricular activities. Of special interest to this study was the finding that all the beginning teachers enhasised that more realistic and practical experience in practice teaching would have made them better teachers. Related Research 92 Student-Teaching Eeriences Culver'_s_ study.7 In 1958, Culver made a study to 7. Gordon 1'. Culver, 'An Analysis of Student Teac Experience in Selected High.School Business Subjects” (un- published del dissertation, University of Nebraska, .1958). 23 determine the general and specific experiences which stu- dent teachers should have when teaching high school classes in bookkeeping, general business, shorthand, and type- writing. mestionnaires containing detailed general and subject matter experiences for student teachers were sub- mitted to selected chairmen of departments of business edu- cation in teacher training institutions, superior super- vising high school business teachers, and authors of text- books. Tho experiences were ranked in order of relative importance. 0n the basis of the findings, certain conclusions were drawn which have bearing on this study. It was concluded that: Chairmen of departments of business education in teacher training institutions and supervising high school business teachers placed great importance on experiences that: 1. Provide for the teaching of subject matter. 2. Involve classroom management and control. 3. Provide a better understanding of total school program. h. Develop and strengthen desirable personal qualities. Department chairmen, supervising high school business teachers, and textbook authors placed great importance on subject matter experiences that: l. Require careful preliminary planning. 2. Assure a thorough knowledge of subject matter. )1. Assure having class time well planned. . Stimulate interest in the subject. 2’4 5. Recognise and provide for individual differences. 6. Provide for evaluation and remedial teaching. 7. Involve testing and grading. _A_¢_i__a.m_s_'_s_ 53531.8 The purpose of Adam's study was to determine the status of the ongoing programs for prospective business teachers and to compare the results with those of similar studies in other sections of the United States. In 1957 she reported on this analysis of the preservice pre- paration of business teachers. Among her findings which were of particular interest to this study were these: The professional laboratory experiences do not cover every business instructional area in which the prospective teacher will participate. The purposes of the programs for the preparation of business teachers are not clearly defined and definitely stated. Business teacher education practices in the Southern Region compare favorably to those in other areas of the United States in length of preservice training, curricular content, differentiated curri- cula, business experience, and student teaching. Swanscn'g 35391.9 The purpose of Swanscn's study was to state some principles that should guide the high school teacher who supervises business student teachers and to de- scribe some practices that show promise of implementing the principles. 8. Lucy Rose Adams, 'An Analysis of the Preservice Pre- paration of Business Teachers in Institutions Accredited by the Southern Association of Colleges and Secondary Schools (unpublished Ph.D dissertation, Ohio State University, 1957). 9. Robert M. Swanson, “The Principles and Practices of the Supervision of Student Teachers in Business Education“ (unpublished Ed.D. dissertation, Teachers College, Columbia University, 1953). 25 Interviews were held with high school teachers and stu- dent teachers of business subjects to discover new ideas and practices. Professional publications, research studies, and yearbooks were examined to obtain material which would serve as the basis for the principles. Of interest to this study were the following suggested guides for those who help plan student-teacher experiences: 1. The student teacher should be treated as a member of. the faculty. 2. The supervising teacher and the student teacher should share in planning the activities which are a part of the student-teaching experiences, per- forming the teacher's normal activities both in and out of the classroom, and evaluating the student-teaching experiences. The study further pointed out that the supervising teachers are interested in doing the best job possible in their work with business student teachers, and that they would like to have materials, in-service training, and continuing assistance from the colleges to help improve the student-teaching experiences. Musggave'g study.10 In 191m. Musgrave completed a study which included a survey of the curricula for the training of commercial teachers in 92 teachers colleges of the United States. Only those schools which were members of the Ameri- can Association of Teachers Colleges were included in the study. 10. Alvin William Musgrave, ”Commercial Teacher Train- ing in 92 Teachers Colleges in the .United States” (unpub- lished Ed.D. dissertation, University of Texas, 191414,). 26 One of the findings of interest to this study was that the most frequently reported weaknesses in commercial teach- or training were the lack of proper practice-teaching facil- ities, lack of equipment, and lack of sufficient business courses. The most frequently reported desired changes in commer- cial teacher training included broadening of the business curriculum, better selection of students, more methods courses, practice teaching in public high schools instead 01' in colleges, and required work experience. It was of interest to note that over fifteen years ago, Musgrave advocated practice teaching in public high schools instead of in colleges. _B_atchelder'g_ 33391.11 A study to determine the diffi- culties of student teachers was done by Batchelder at the University of Michigan in 1911.2. Written reports from stu- dent teachers and supervisors of student teaching revealed (1,380 difficulties which were analyzed and classified into forty-nine groups. Eighty per cent of the difficulties student teachers encountered were related to twelve out of the forty-nine classifications. Listed in descending order of frequency reported, these twelve major classifications of student-teacher difficulties were: A——— 11. Howard T. Batchelder, 'An Analysis of Student Teach- ers' Difficulties. in Directed Teaching' (unpublished doctor’s dissertation, University of Michigan, 19142). 27 1. Handling problems of pupil control and discipline. 2. Motivating pupil interest and response. 3. Presenting the lesson and guiding pupil discussion. . Lack of an effective teaching voice. . Lack of dynamic qualities in personality. 6. Lack of poise, self-confidence, assurance, and emotional stability. 7. Planning and organizing learning activities, mate- rials, and procedures. 8. Adapting to the needs, interests, and abilities of pupils. 9. Handling broader aspects of teaching techniques. 10. mestioning. 11. Budgeting time and controlling tempo. 12. Lack of command over subject matter. m In this chapter, an attempt was made to review sac of the research that is related to the problem of beginning teacher difficulties and student-teacher difficulties and experiences. Many of the studies reviewed were made for the purpose of evaluating the effectiveness of the over-all undergraduate professional training. Fewer studies were made in relating beginning teacher difficulties to a spe- cific aspect of the teacher education program. All of the studies reviewed related in more or less degree to the present study. However, no study has been examined which attacks the problems of beginning business teachers and the relationship of these problems to the stu- dent teaching they experienced in scope, organisation, or presentation of data. CHAPTER III SOURCES OF DATA AND METHODS OF PROCEDURE This chapter contains a discussion of the instrument used to gather the data, a description of the sampling technique and the sample population, and a discussion of the method of analysing the data. Source 2; Data The data for this study consists primarily of re- sponses to questionnaires submitted to a selected sampling of business teachers who were completing their first year of teaching. Procedure Methods 2;: securing 9515. Several methods of securing the data were considered. Many desirable advantages were to be seen in using personal interviews for securing the infor- mation from the first-year teachers. Disadvantages which outweighed the advantages were the cost factor and the time factor. Since the subjects of this study were spread over a wide geographic area, the questionnaire method was select- ed as the instrument to gather the data. 28 29 Preparation.2£ the agestionnaire. The questionnaire was prepared to sample opinion in three broad areas. Part I of the questionnaire was prepared in order to gather certain background information concerning the respondents. Part II of the questionnaire was prepared in order to gath- er data concerning sixty specific first-year teaching dif- ficulties. It consisted of a check list on which respondents were asked to indicate whether or not sixty specific diffi- culties were of great, some, little, or no ccncern.to them during their first year of teaching. Part III of the ques- tionnaire consisted of a check list of sixty specific student-teaching experiences which.were exactly the same in content as the sixty specific first-year difficulties. Respondents were asked to indicate whether or not they had experienced these experiences during their student teaching, and if so, if they were of great, some, little, or no value to them.in.minimizing difficulties during their first year of teaching. These questionnaires were submitted to a group of fifteen.first-year teachers in fifteen different schools in the state of Michigan as a pilot study. Fourteen of these teachers responded to this questionnaire. As a result of these returns, the questionnaire was revised slightly, and the final instrument1 was submitted to the group of respond- ents whose replies comprised the major source of data for this study. 1. See Appendix, Exhibit A. 30 Hinds g£_data. Part I of the questionnaire was con- cerned with.gathering certain background information, in- cluding: l. 2. 3. h. S. 6. Name, address, age, and sex of the respondent. Subject(s) taught during the first year of teachp ing and subject(s) taught during student teaching. Size of school taught in during the first year of teaching, and size of school taught in during student teaching. Amount of daily student teaching, length of time assigned to student teaching, and credits earned for student teaching. Over-all rating of student-teaching experience. Comments concerning first-year teaching or student teaching. Part II of the questionnaire was concerned with deter- mining the degree of concern for sixty first-year teaching probloms or difficulties. Sixty specific recognized prob- lems, Obtained from previous research, made up this part of the questionnaire. Responses to the sixty items were ex- pected to reveal answers to the following questions: 1. What were the specific difficulties which were of great or some concern to the respondent dur- ing his first year of teaching? 2. What were the specific difficulties of little or no concern to the respondent during his first year of teaching? 3. What specific difficulties were not experienced during the respondents first year of teaching? Part III of the questionnaire was concerned with deter- :mining the value of student-teaching experiences. It 31 consisted of sixty specific student-teaching experiences, similar in content to the first-year difficulties. Re- sponses to these items were expected to reveal answers to the following questions: 1. What were the student-teaching experiences which had great or some value in minimizing certain first-year teaching difficulties? 2. What were the student-teaching experiences which had little or no value in.minimizing certain first-year teaching difficulties? 3. What student-teaching experiences were not in- cluded in the respondent's student-teaching pro- gram? Selecting the sample. In order to secure a sample of first-year business teachers who had graduated from teacher education institutions located in the central region of the United States,2 a total of sixteen colleges and universities were selected from the eight states in this region. The only basis of selection was that these colleges and universities graduated business education majors and that each of the eight states was represented. Letters were sent to the Directors of the Business Edu- cation Departments3 requesting the names, teaching addresses, and student-teaching grades of all the 1957-58 business edu- cation graduates who had accepted a teaching position during 2. This geographic grouping of states is one of the six districts used by the United Business Education Asso- ciation of the National Education.Association; see, Busi- ness Education Forum, XIV, Ho. 3 (December, 1959). 3. See Appendix, Exhibit B. l. 32 the 1958-59 school year. A total of 296 names and addresses were supplied by sixteen colleges and universities from eight different states. All these names then constituted the sample. Lettersh'and questionnaires were mailed to these 296 beginning business teachers on April 30, 1959. Of the 296 questionnaires mailed, 208 were completed and returned be- fore May 13, 1959. On.May 13, a follow-up letter5 and an- other questionnaire were mailed to those who had not returned the original questionnaire. Fifty-four more teachers re- turned the questionnaire in response to this reminder or for other reasons, making a total of 262 replies. Of this 262 total, 20 were unusable because: three respondents did not teach, thirteen respondents did not teach business subjects, one respondent had no student-teaching experi- ence, one respondent did not complete the form.because of “personal reasons,” and two questionnaires were returned too late to be included. Of a total of 296 questionnaires sent to first-year teachers, 262, or 88.5 per cent were returned; of the 296 sent, 2&2, or 81.8 per cent were usable. Table I shows the number of respondents from each of the colleges and universities which participated in the study. lI-e 890 Appendix, EXhibIt Be 2e So 803 Appendix, EXhibit Be 3e TABLE I NUMBER OF RESPONDENTS FROM EACH OF THE PARTICIPATING COLLEGES AND UNIVERSITIES. College or University Respondents Number Total ‘University of Wisconsin 7 Wisconsin State College, Whitewater h2 Wisconsin M9 Iowa State Teachers College 32 State University of Iowa 12 Iowa uh Central Michigan College 10 Michigan State University 15 Western.Michigan University 12 Michigan 37 Ball State Teachers College 10 Indiana State Teachers College 25 Indiana 35 Central Missouri State College 10 H. E. Missouri State Teachers College 13 Missouri 23 Illinois State University 19 Illinois 19 Bowling Green State University 10 Ohio State University 8 Ohio 18 St. Cloud State College 9 University of Minnesota 8 Minnesota 17 TOTAL RESPONDEITS 2&2 Table II shows the states in which.2h2 respondents taught during their first year of teaching. 3h TABLE II STATES IN WHICH 2&2 RESPONDENTS TAUGHT DURING THEIR FIRST YEAR OF TEACHING W States Number of Respondents Wisconsin . . . . . . . . . . . . . . . . . #1 Michigan . . . . . . . . . . . . . . . . . ho Iowa . . . . . . . . . . . . . . . . . 38 Illinois . . . . . . . . . . . . . . . . . 35 Indiana .................29 Missouri . . . . . . . . . . . . . . . . . 19 Ohio . . . . . . . . . . . . . . . . . 17 Minnesota . . . . . . . . . . . . . . . . . 16 Others (California, 2; Arizona, 1; N. Dakota, 1; New'York, 1; Nebraska, 1: Massachusetts, 1). . . 7 TOTAL 0 O O O C O O O O O O O O O O O O 21"»2 Treatment‘gf the Data As each instrument was received, it was assigned a control number and was coded for IBM key punch operators. Openpended items were surveyed in order to set up cate- gories for coding purposes. For “others“ in question five which refers to the school in which.the respondent accepted his first teaching position, the following categories were established: 35 private school parochial school é. vocational school Question number seven, ”Total: number of teachers in our high school business education department (where I did my first year of teaching)," and question number fourteen, “Total number of teachers in the high school business edu- cation department (where I did my student teaching)," were coded according to the following categories: 1. one teacher 3. seven teachers 2. two teachers . eight teachers 3. three teachers 9. nine teachers &. four teachers ‘0. ton teachers 5. five teachers X. over ten teachers 6. six teachers mestion number eight, ”Approximate total pupil en- rollment in the high school (where I did my first year of teaching),' and question number fifteen, ”Approximate total student enrollment in the high school (where I did my student teaching)," were coded according to the following categories: I. under 100 6. 601 - 00 1. 101 - 200 7. 701 - 00 2. 201 - 300_ 8. 801 - 90° 3. 301 - &00 9. 901 ~1000 1;. &01 - 500 0. 1000 -1500 5. 501 - 600 Y. over 1500 For “other" in question eleven, “Length of time assigned to student teaching,“ the following additional categories were established: &. nine weeks or one-half semester 5. summer session 36 For “other" in all other questions, special categories were not necessary for coding purposes. Method gf’Anallzing the Data Items included in the questionnaire which.were not per- tinent to the testing of the hypotheses of the study were, for the most part, analysed on a percentage of response basis. The statistical method used to test the hypotheses was the Chi-square test.6 The method was chosen because data obtained from the instrument represented a ranking of the subjects according to their response to discrete categories. Chi-square test was used also because the null hypotheses under test state that the two groups do not differ in regard to certain characteristics. The hypotheses to be tested were the following: Responses made by a group of 2&2 first-year teachers indicate that high or low values attached to certain student-teaching experiences are significantly unrelat- ed or independent to certain.first-year difficulties of high or low concern. There is no significant difference between the re- sponses of the full-day studont-teaching group and the responses of the one-period per day student-teaching group concerning the exposure to certain experiences during the student-teaching program. 6. Helen M.‘Wa1kcr and Jcseph.Lev, Statistical Inference, (New‘Iork: Henry Holt and Company, 1953), p. 151. 37 There is no significant difference between the re- sponses of the full-day student-teaching group and the responses of the one-period per day student-teaching group concerning the value derived from certain student- teaching experiences. There is no significant difference between the re- sponses of the full-day student-teaching group and the responses of the one-period per day student-teaching group concerning the degree of concern for certain first-year difficulties. If the Table of Critical Values7 showed that the value of Chi-square was significant at the 5 per cent level of confidence, the null hypothesis was rejected. All Chi-square tests were calculated by the Michigan State University laboratory staff. In.some cases the exe pected frequencies were believed to be five or less, thus the formula with the‘Yates' corrective factor8 was used throughout to compensate. All data submitted to the Chi- square test and all percentiles were figured only in terms of those persons who responded to a particular item. Santa—arm Chapter III reviewed the:methods employed in gathering data for this study. After construction and administration of the questionnaire were discussed, the returns and manner of coding the data gathered were reviewed. Finally, the method of analysing the data was discussed. 7. Henry E. Garrett, Statistics in.Ps cholo and Edu- cation.(Hew'York: Longmans, Green and—Company, ISE7), p. H65. 8. Walker and Lev, gp. cit., p. 106. CHAPTERIV BACKGROUND momma CONCERNING THE RESPONDENTS who “unionism IN ma: em ' A purpose of this study was to obtain information which will be helpful to teacher education institutions in evalu- ating and improving their programs of student-teacher train- ing. This chapter presents certain background information concerning the respondents who provided data for this study. It was felt that the information presented is necessary to better understand the 2&2 respondents who represent the sample group of first-year business teachers. It was also necessary in order to make certain comparisons between groups. Specifically, infomtion is presented concerning: (1) the sex of the respondents, (2) the school in which the respondents taught during their first year, (3) a comparison of the size of the school taught in during student teaching and during the first year, ()4) a cmuparison of the subjects taught during student teaching and during the first year, (5) the amount of daily student teaching experienced, (6) the length of time assigned to student teaching, and (7) the~ respondent's over-all rating of the student teaching which was experienced . 38 39 i'able III is concerned with the extent of participation by sex. TABLE III mm or m PARTICIPATION BY SEX FOR 211.2 RESPONDENTS , Sex Respondents Number Per cent Hale Respondents 117 h8.h Female Respondents . .125 51.6 20“]. 214.2 100 e O The participation of male and female respondents was fairly equally distributed. Of the 2112 first-year teachers, 11.8.1; per cent were men, and 51.6 per cent were women. 211°. 31: 5.9292}. in M beginning teachers m 993- 353 11131.; £1333 Log. The first-year teachers were asked if they accepted their first teaching position in a public high school, public junior high school, vocational school, private school, or parochial school- Table IV contains a tabulation of the answers tothis question. A Two hundred and twenty-three, or 92.1 per cent, of the 214.2 respondents taught in a public secondary school during their first year of teaching. About six per cent taught in a public Junior high school. Only two respondents taught in a parochial school, one in a private school, and one in a 14.0 vocational school. TABLE IV TYPE SCHOOL IN WHICH BEGINNING TEACHERS IAUGHT. DURING THEIR FIRST YEAR W Respondents ‘l‘ype of School Number Per cent Public High School 223 92.1 Public Junior High School 15 6.2 Parochial School 2 .9 Private School 1 .1; Vocational School 1 .1; fetal ' 2N2 100.0 An overwhelming majority of the first-year teachers accepted their first teaching assignment in the public high school. In further analysis of the data in the following chapters, no attempt was made to differentiate between re- sponses made within each of the above categories as the pur- pose of the study was to determine the difficulties of first- year teachers and the relationship of these difficulties to their student-teaching experience, regardless of the type of school in which they taught. However, because of the high percentage of public high school respondents involved, the data reported were primarily that of the public high school teacher. kl Sin 2; school, in terms .o_f_ total student enrollment, i_n which W teachers M during their first year as m to size a; school i__n_ which they were student teachers. Table V presents data showing the number of re- spondents who taught in various size schools during their first year of teaching and during their student teaching. TABLE V SIZE OF HIGH SCHOOL IN “HIGH RESPONDHTS THIGH! DURING THEIR STUDENT TEACHING AID DURING THEIR FIRSTYEAR. 0F TEACHING. Size of School inflhich Respondents Did Their Student Teaching , Student Enrollment up to 201- 501- 1001- Total 200 500 1000 over . 3 o a: ”8. 18 26 10 17 71 no em as '4 em :3 a l :5: 8 $8 7 36 8 m 65 ea .5 mm Fig 7" 5,3 2 '3“ .3 as 15 7 9 33 cg '0 ' '8 3 “ an» 01 A ‘6? § 05-: N e~| no Opinions differ concerning size classifications of schools. It was realized that just where the lines of de- marcation between various size groups should be drawn is a debatable question. However, for purposes of this study, Table V presented data concerning the number of teachers who taught in schools of the following enrollments: Total student enrollment up to and including 200 students, en- rollment from 201 up to and including 500 students, enroll- ment from 501 up to and including 1,000 students, and total student enrollment of 1,001 and over. Table V presented data showing the total number of respondents who taught in high schools of various sizes during their student teaching as well as during their first year of teaching. This table also showed the number of respondents who did their student teaching and first-year teaching in high schools of similar size, as well as the number of respondents who taught their first year in a high school of different size from the one in which they did their student teaching. A total of 225 of the 214.2 re- spondents supplied data presented in Table V. Seventeen no response items were not included. This table showed that 18 respondents did both their student teaching and first-year teaching in a school of up to 200 student enrollment. Thirty-six did their student teaching and first-year teaching in a school of 201 to 500, seven did both their student teaching and first-year teaching 113 in a school of 501 to 1,000 enrollment, and 25 teachers did their student teaching and their first year of teaching in a school of 1,001 student enrollment or over. Thus, 86 teachers, or 38.2 per cent of the 225 respondents did their student teaching and first-year teaching in schools of simi- lar size. However, 139 teachers, or 61.8 per cent of the 225 respondents did their student teaching in a school different in size from that in which they taught during their first year. A further analysis of Table V shows that: A total of 3_2 teachers did their student teachi in . scEBTSI-oT-u tmmmm?‘ Warts-$35 per 'cmefi'f o'ESaEH-in a schFBI of similar size for their first year, but, 7, or 21.9 per cent, went to a school of 201-500; 2, or 6.3 per cent, went to a school of 501-1,000; and 5, or 15.6 per cent, went to a school of 1,001 or over student enrollment for their first year of teaching. A total 0:218); teachers didn their student teachi or III. 14 in a scHooIo U£§§§ enrolm F—ThIrfi-sl'x, per can , wefit’ 5o teac Tn a scHool of similar size for their first year, but, 26, or 30.0 per cent, went to a school of less than 200; 15, or 17.2 per cent, went to a school of 501-1,000; and 10, or 11.5 per cent, went to a school of over 1,000 student enrollment for their first year of teaching. A total of 1 teachers did their student teaching in a scHooIo enr'o'IIment. My seven, or I7. I per can't— went o each in a school of similar size for their first year, but, 1414. 10, or 211.14. per cent, went to a school of less than 200; 8, or 19.5 per cent, went to a school of 201-500; and 16, or 39.0 per cent, went to a school of 1,001 or over student enrollment for their first year of teach- ing. A total of16 teachers did their student teacggg ina scHEToT- OI 9_r over student enroIfien . fienty-IIve,or1038 5— per cent, went to teach—In a school of similar size for their first year, but, 17, or 26.2 per cent, went to a school of less than 200; 114., or 21.5 per cent, went to a school of 201-500; and 9, or 13.8 per cent, went to a school of 501-1,000 student enrollment for their first year of teaching. Opinions differ as to the advantages or disadvantages involved for teachers who experience student teaching in schools of similar or different size to those in which they accept their first year of teaching. However, it is well recognized that there are great differences in a school of 200 enrollment or less and a school of over 1,000 enrollment. It was not the purpose of this study to discuss these advan- tages or disadvantages, but to present these data as back- ground information concerning the respondents who comprised the sample for this study. _A_ cmarison g; the subjects 3% during the first year and subjects M duri_n_g student teaching. Data comparing the number of respondents who taught certain busi- ness subjects during student teaching and the number of re- spondents who taught. certain business subjects during their MS first year of teaching reveals additional background infor- mation concerning the 2&2 respondents who comprised the sample population. These data are presented in.Tab1e VI. The table also shows the number of respondents who taught a particular business subject during student teaching as well as during their first year of teaching. TABLE VI SUBJECTS TAUGHT BY 2142‘ BEGINNING BUSINESS TEACHERS DURING TEE FIRST NEAR AND DURING STUDENT TEACHING During During First'Year Business Subjects First Student and During 'Iear Teaching Student Teaching N N N Typewriting 203 176 152 Bookkeeping 120 101 60 Shorthand 110 105 70 General Business 90 58 29 Office Practice 51 20 h Secretarial Training 28 18 2 Business Arithmetic 23 9 A Business Law 17 18 h Office Machines 12 9 2 Economics 8 9 2 Retailing 7 11 h Salesmanship h 5 2 Distributive Education 3 h 3 Business Letter Writing 1 2 1 Business Practice 1 0 0 Advanced Business 1 l 0 Advertising 1 O 0 Consumer Education 1 l 0 Table VI listed 18 different business subjects and the 116 number of respondents who taught these subjects during their first year of teaching, during student teaching, and during the first year as well as during student teaching. The subject taught by more teachers during the first year than any other was typewriting. Two hundred and three of the 2142 respondents indicated that they taught typewriting during their first year of full-time teaching. Bookkeeping was taught by 120 teachers during the first year, shorthand was taught by 110 teachers, and 90 teachers taught general business. Other business subjects listed were taught by fewer than 51 teachers. Typewriting was also the subject taught by the greatest number of respondents during student teaching. One hundred seventy-six of the 2142 respondents taught typewriting during their student-teaching experience. Shorthand was taught by 105 respondents, bookkeeping was taught by 101 respondents, and general business was taught by 58 of the respondents dur- ing student teaching. Other subjects listed in Table VI were taught by 20 or fewer respondents during their student- teacher training. A further analysis was made in order to determine how many beginning teachers taught a particular subject during student teaching and the same subject during their first year. Table VI also presented this information. It showed that 152 teachers taught typewriting during their period of student teaching as well as during their first year. 117 Comparing this 152 total to the 203 teachers who taught typewriting during the first year, it can be determined that approthately 75 per cent of the respondents who taught type- -writing as a beginning teacher had an.opportunity to teach typewriting during student teaching. About 25 per cent of, them.taught typewriting without any student-teaching experi- ence in this subject. Bookkeeping was taught by 60 teachers during student teaching as well as during the first year. It can.be noted then, that only 60 of the 120 teachers, or 50 per cent, who taught bookkeeping during the first year taught bookkeeping during their period of student teaching and that 50 per cent of them taught bookkeeping without any student-teaching experience in this subject. Seventy teachers taught shorthand during student teachp ing as well as during the first year. One hundred and ten teachers taught shorthand during their first year of teachp ing. Thus, 6h.per cent had student-teaching experience in the subject of shorthand before teaching it the first year, but 36 per cent did not. Approximately one-third of the first-year teachers who taught goneral business had student-teaching experience in this subject. Thus, about 66 per cent had no teaching exp perience in general business prior to their first year of teaching. Other business subjects listed in Table VI were taught us during the first year as well as during student teaching by four or fewer of the respondents. This background information, comparing subjects taught during student teaching and during the first year of full- time teaching, revealed that the student-teaching programs engaged in.by the respondents offered a program in.which mmny student teachers did not experience the teaching of subjects which.they were assigned to teach.during their first teaching assignment. Length _o_f_ .t_i_._m_e_ assifled 29 student teaching and £33213 2; _d_a_i_._l_.y student teaching. Table VII shows the length of time respondents were assigned to student teaching. TABLE VII LENGTH 0E TIME ASSIGNED TO STUDENT TEACHING Student-teaching Assignment :3?” 52:; One quarter (term) 91 37.6 One semester ' 66 27.3 One-half semester (nine weeks) 38 15.7 One year I 27 g 11.1 Other ‘j§1_ 8.3 Total 2&2 100.0 In order to determine the length of thme student teach, ers were assigned to do their student teaching, the 1+9 respondents were asked to indicate whether their student- teaching assignment was for a period of one year, one se- mester, one quarter or term, one-half semester or nine weeks, or some other period of time. Table VII showed that the largest group. 37.6 per cent, indicated their student-teaching assignment was for a period of one quarter or term. The second largest group, 27.3 per cent, indicated their student-teaching assignment was for a one semester period. Almost 16 per cent did their student teaching for a nine week period, about 11 per cent practice taught for a period of one year, and approximately 8 per cent of the respondents indicated other assignments such as summer session only, three, four, or five weeks, or other combinations. In order to determine the amount of daily student teach- ing experienced by the group of respondents, they were asked to indicate whether they taught one period per day, two per- iods per day, one-half day, or a full day during the time they were assigned to student teaching. Table VIII reveals this data as it was reported. 6 , ' I Data revealed in Table VIII showed that the greatest number of respondents experienced full-day student teaching. Approximately 14.1 per cent indicated they taught full days during the time they were assigned to do their student teach- ing. Respondents who taught for one period per day comprised the second largest group of respondents. Approximately 50 II'ABILE VIII AMOUNT OF DAIIK STUDENT TEACHING EXPERIENCE) W Num- Per- Student-teaching Assignment ber cent Full day 98 no.5 One period per day 82 33.9 Two periods per day 23 9.5 One-half day 22 9.0 Other _]_."_7_ E Total 2‘42 99.9 3k per cent indicated they taught for one period per day during the time they were assigned to do their student teaching. Respondents who taught two periods per day, one-half day, or other combinations, each accounted for less than 10 per cent of the 2142 respondents. Thus, during the time respondents were assigned to student teaching, approximately 75 per cent of them ex- perienced either a full-day student-teaching schedule or a one-period per day student-teaching schedule. Compar- ing this data with Table VII, which showed the length or time assigned to student teaching, and with other data re- vealed frem the questionnaire, it is probably safe to speculate that most of the full-day group taught for one quarter or term, and the one-period per day group taught for one semester . 51 gyggggllgrating‘gf studentgteaching experience. Re- spondents were asked to rate their over-all student-teaching experience in.terms of how it helped them in their first year of teaching. They rated the over-all experience excel- lent, good, fair, or poor. The replies are shown in Table IX. TABLE IX OVER-ALL RATING OF STUDENT TEACHING Over-all Rating of— Hump Per- Student Teaching ber cent Excellent 85 36.2 Good 101 h3.0 Fair uh 18.7 Poor 5 2.1 Total -235 100.0 The largest group of respondents, h3.0 per cent, rated their over-all student-teaching experience as good. About 36 per cent felt their student-teaching experience was excellent. However, approximately 19 per cent of them felt the student teaching which.they experienced was fair, and two per cent rated it as being poor. There were seven "no response” items. ' It was the opinion of the great majority of the respond- ents, 79.2 per cent, that the student teaching they experi- enced was excellent or good in preparing them for their first 52 year of teaching. About 21 per cent felt that their over- all student-teaching experience was fair or poor. Summggy Chapter IV presented background information concerning the respondents who provided data for this study for the purpose of gaining a better understanding of the sample population of business teachers as well as for the purpose of helping teacher education institutions to evaluate their own.programs of student teaching. After the sex of the respondents and the kind of school in which they accepted their first teaching position were discussed, a comparison of the size of schools in which they didstudent teaching and taught during the first year, as well as a comparison of subjects taught during student teaching and during the first year, were presented. Finally, the length.of time respondents were assigned to student teaching, the amount of daily student teaching, and the respondents' over-all rating of their student-teaching experience were discussed. CHAPTERV PRESENTATION OF DATA SECURED FROM 2A2 FIRST-YEAR BUSINESS TEACHERS One of the purposes of this study was to determine the degree of concern for certain first-year difficulties. An- other purpose of this study was to determine the value of certain student-teaching experiences. It was expected that the findings might be used as bases for improving the prepa- ration of business teachers in business education institu- tions. It is the purpose of this chapter to present data showing the degree of concern for certain first-year teach- ing difficulties, to present data showing the value of cer- tain student-teaching experiences, and to show the relation- ship between the value of student-teaching experiences and the degree of concern for first-year teaching difficulties as perceived by first-year business education teachers. De es of Concern for First-Year TeacHE-g-D'IfTIcuI‘EIes A questionnaire containing sixty specific first-year teaching difficulties was submitted to a group of teachers 53 v 514- who were completing their first year of teaching in the manner described in Chapter III. Many of these difficulties were selected from a study completed by Gressl in 1951, in which he gave beginning business teachers an Opportunity to express, in their own words, just what teaching difficulties were experienced during the first year of teaching. After selecting sixty specific difficulties, this study classified them into eight broad areas concerning various aspects of the total teaching process. Briefly, the first- year business teachers were asked to indicate whether or not they experienced these "recognized'l first-year problems and if they were of great, acme, little, or no concern to them during their first year of teaching. For purposes of this study, the four classifications were dichotomized and classified into problems of great or some concern or prob- lems of little or no concern. Egg-Leg difficulties 3;; concern in the; yam 25 Testing and Measurement. Eight specific problems or diffi- culties concerning the area of Testing and Measurement were included in this study. The 2142 first-year business teach- ers were asked to indicate whether each of these eight difficulties was experienced during their first year of teaching and if so, if it was of great or some concern or little or no concern to them during this initial year. 1. Gress, op. cit. 55 Table I lists these difficulties according to the highest percentage of teachers who found the difficulty to be of great or some concern. TABLEX DEGH OF CONCERN FOR FIRST-YEAR TEACHING DIFFICULTIES . INVOLVING TESTING AND MEASUREMENT -. Great Little Did not Testing and Measurement 0? Same or No Experi- Du'nonlugg . Concern Concern ence N 1* -N %s ‘—_ N Deciding on work to collect .and grade 161 67.9 76 32.1 3 ‘Heighting grades to determine final grade 160 67.0 79 33.0 2 Determining what to include in tests 1&0 59.3 96 no.7 5 Converting test scores into grades 130 SIM-L 109 115 .6 2 Eliminating test questions that can.be taken two ways 107 h6.1 125 53.9 8 Determining length of tests 108 h5.h 130 5h.6 1 Guarding against cheating 92 h0.0 138 60.0 11 Determining how many tests to give 92 38.8 1&5 61.2 3 iAll percentages figured on basis of total number who experienced each.itemt The difficulty which.was of great or some concern to the greatest number of beginning teachers in.the area of Testing and Measurement was 'deciding on work to collect 56 and grade.” Approximately 68 per cent of the first-year teachers indicated ”deciding on work to collect and grade,” was of great or some concern to them during their first year of teaching. Ranking a close second was the difficulty of ”weighting grades to determine the final grade.“ Sixty- Seven per cent of the first-year teachers expreSsed great or some concern for this specific difficulty. Table I: also showed that two Testing and Measurement difficulties were of great or some concern to over 50 per cent of the beginning teachers. 'Determining what to in- clude in tests” was of great or seme concern to 59.3 per cent of the beginning teachers during their first year of teaching, and 51;.11 per cent of them felt that ”converting test scores into grades“ was a difficulty of great or some concern. Thus, each of‘four specific difficulties in- cluded in the area of Testing and Measurement was of great or some concern to over one-half of the teachers during their first year of teaching. Pour difficulties included in this area were of great or some concern to less than one-half'of the beginning teachers. “Eliminating ambiguous test questions” and ”determining length of tests'I were difficulties cf great Or some concern for approximately 146 per cent of the respon- dents. ”Guarding against cheating” and I'determining how many tests to give" ranked at the bottmOf the list, al- though ho per centefthe respondents had difficulty with 57 guarding against cheating, and 38.8 per cent had great or some concern with determining how many tests to give. Egg-mg difficulties of; concern in 3333 _a_r_e_a_ _of Classroom Organization 3.3g Management. Eight specific difficulties were included in the area of Classroom Organi- zation and Management. First-year business teachers in- dicated whether each of these difficulties was of great or some concern, little or no concern, or was not experienced. Table II lists the Organization and Management difficulties with the specific difficulty of great or some concern to most respondents listed first and the other specific diffi- culties listed in descending order. "Approach and method to use to achieve objectives” was the difficulty which ranked as the number one Classroom Organization and Management difficulty. Almost 75 Per cent of the teachers indicated that they had great or some con- cern for the approach and method to use to achieve objec- tives during their first year of teaching. Closely follow- ing was the first-year difficulty of ”determining objectives or standards.” Seventy per cent of the teachers felt this was of great Or some concern to them during their first year of teaching. Approximately 514.. per cent of the teachers felt that '.planning daily lessons" was of great or some concern, and almost 50 per cent of the teachers felt that "making 'make- up' assignments“ was a real concern to them. TABLE II DEGREE OF CONCERN FOR FIRST-YEAR TEACHING DIFFICULTIES INVOLVING CLASSROOM ORGANIZATION AND MANAGEMENT 58 Great Little , Did not Organization and Management or Some or No Experi- Difficulties Concern Concern ence N b N flit I 7— Approach and method to use to achieve objectives 177 711.11 61 25.6 2 Determining objectives or standards 167 70.0 72 30.0 2 Planning daily lessons 12? 53.8 109 14.6.2 1; Making 'make-up" assignments 117 119.8 118 50.2 6 Making minor machine repairs 76 36.1; 133 63.6 32 Making regular assignments 714. 31.5 161 68.5 3 Selecting textbooks and in- structional materials 14.8 29.8 113 70.2 79 Selecting equipment 39 27.7 102 72.3 99 ‘— s-All percentages figured on basis of total number who experienced each item. Four difficulties included in the area of Classroom Organization and Management were of great or some concern to less than one-half of the beginning teachers. Approxi- mately 36 per cent of them had great or some concern for “making minor machine repairs ," 31.5 per cent had great or come concern for 'making regular assignments,“ 29.8 per cent for “selecting textbooks and instructional materials,“ and 27.7 per cent had great or some concern for ”selecting. 59 equipment.” Table'XI also showed that two items listed in this area were not experienced by a large number of teachers during their first year of teaching. Seventy-nine of the 21m be- ginning teachers who responded to this item, or 32.9 per cent, indicated they did not select textbooks and instruc- tional materials during their first year. Ninety-nine of the 214.0 beginning teachers who responded indicated that they did not select equipment during their first year, accounting for 14.1.3 per cent of the total. However, approximately 60 per cent did select equipment during their first year of teaching and it was of little or no concern to almost three- quarters of them. M’Li’é‘. difficulties _o_f_‘_ concern _1_I_l the _a_r_g_a _o_f_ . Teacgg Subject Matter. Table III presents data showing the degree of concern for ten specific difficulties in- cluded in the area of Teaching Subject Matter. “Providing variation” was the difficulty which ranked number one in the area of‘Teaching Subject Matter. Approxi- mately 76 per cent of the 239 first-year teachers who rc- sponded to this item indicated that it was of great or some concern to them during their first year of teaching. “Build- ing speed or accuracy in skill subjects” was a difficulty of great or sme concern to 65.5 per cent 0f the beginning teachers. About 62 per cent felt ”reaching standards or objectives" to be of great or someconcern, while 53.9 per 60 cent felt that ”guiding pupil discussions" was a difficulty of real concern. “Getting student co-operation and partici- pation” was felt to be a difficulty of great or some concern for 50.per cent of the respondents, while 50 per cent of them felt it was of little or no concern. TABLE III DEGREE OP CONCERN FOR FIRST-YEAR TEACHING DIFFICULTIES INVOLVING TEACHING SUBJECT MATTER . Great Little Did not Teaching Subject Matter or Some or No Experi- Difficulties Concern Concern ence IN is N fit N Providing variation 182 76.2 57 23.8 2 Building speed or accuracy in skill subjects 11414 65.5 76 314.5 20 Reaching standards or objectives 1146 62.1 89 37.9 Guiding pupil discussions 1214 53.9 106 146.1 9 Getting student co-operation and participation 120 50.0 120 50.0 1 Teaching non-skill subjects 92 14.6.7 105 53.3 35 Teaching on student level 110 146.2 128 53.8 2 Teaching advanced or second- year subjects 614 14.6.0 75 514.0 99 Teaching skill subjects 89 141.2 127 58.8 17 Answering student questions 88 37.0 150 63.0 2 «N-All percentages figured on basis of total number who experienced each item. , 61 The Subject Matter Difficulties which were of great or smse concern to less than fifty per cent of the first-year teachers were: “Teaching non-skill subjects ," 146.7 per cent; ”teaching en student level,‘l 14.6.2 per cent; “teach- ing advanced or second-year subjeCts,‘ 146.0 per cent; ”teaching skill subj6cts,” 14.1.2 per cent; and ”answering Student questions,” 37.0 per cent. Even though each of these items was ofolittle or no concern for the majority of the beginning teachers, the data also revealed that even the item which ranked last, ”answering student questions,” was of great or some concernto over one-third of the re-. spondents. The item not experienced by a large number of first- year teachers was ”teaching advanced or second-year sub- jects.“ Ninety-nine, or 141.6 per cent, of the 238 who responded to this item did not experience the teaching of advanced or second-year work during their first year of teaching. M'ZEE difficulties of concern in the 3335 2; Teaching _A_i_d_g ing Technigues. Pour specific difficulties Concerning the area of Teaching Aids and Techniques were included in the study. (Table XIII presents data showing the degree of concern for each an... difficulties. Table XIII shows that less than one-third of the first- year teachers'expresscd great or some concern for each of the difficulties included in the area of Teaching Aids and 62 Techniques. Approxtmately 70 per cent of the first-year teachers had little or no concern for each of the four specific difficulties. TABLE XIII DEGREE OF CONCERN FOR FIRSTJYEAR TEACHING DIFFICULTIES INVOLVING TEACHING AIDS AND TECHNIQUES Great Little Did not Teaching Aid and Technique or Some or No Experi- Difficulties Concern Concern ence -9 e N g. n Demonstrating to the class . 76 31.9 162 68.1 , 2 Acquiring audio-visual aids 71 32.6 1H7 67.h. 22 Using the chalkboard 70 29.2 170 70.8 1 Using available audio-visual aids 58 25.7 168 78.3 15 eAll percentages figured on basis of total number who experienced each.itmm. ”Acquiring audio-visual aids” was the difficulty of great or some concern.for the largest percentage of first- year teachers although less than one-third of them.indi- cated that this was a problem.of great or some concern. About 32 per cent felt that ”demonstrating to the class” was a difficulty which concerned them greatly or to some ex; tent. ”Being the chalkboard” was of great or some concern to 29.2 per cent, and 25.7 per cent of the first-year teache ers had difficulty using available audio-visual aids. 63 Ahmost all of the first-year teachers had experience using the blackboard and demonstrating to the class. Only 9.2 per cent of the 2&0 teachers did not acquire audio- visual aids during their first year, and less than 7 per cent did not use availuble audio-visual aids during their first year of teaching. M’LL‘E difficulties .9; concern in the ‘Lr_e_a_ _o_f_ Personal Considerations. Six specific first-year teaching difficulties concerning Personal Considerations, which had been encountered by other firstdyear teachers as revealed by previous research, were submitted to the sample pOpu1a~ tion of business teachers. The respondents indicated whethe or or not they experienced these difficulties, and if so, the degree of concern they had for them.during their first year of teaching. Data concerning their replies are pre- sented in Table XIV. The difficulty of great or some ccncern.to the great- est numbcr of first-year teachers was ”finding thus to help slower students.” It ranked as the number one difficulty in.the area of Personal Considerations, with.78.8 per cent of the respondents indicating that it was of great or some concern. Ranking a close second was the difficulty of ”pro- viding supplementary work for faster students.” Seventy- eight per cent of the first-year teachers indicated this difficulty to be of great or some concern to themt Approthately two-thirds of the reapondents indicated 6h TABLE XIV DEGREE OF CONCERN FOR FIRSTJYEAR TEACHING DIFFICULTIES INVOLVING PERSONAL CONSIDERATIONS . . Great Little Did not Personal Consideration or SGmO or NO Experi- D1rr1ou1t1gg Concern Concern once n so N 5* N Finding time to help slower students in class 190 78.8 51 21.2 0 Providing supplementary work for faster students 18h 78.0 52 22.0 Determining student needs 158 66.1 81 33.9 2 Helping students outside of class 12h 53.0 110 h7.0 6 Knowing student's past record 107 h5.7 127 5h.3 6 Learning pupil names and characteristics 8h 35.h 153 6h.6 h sAll percentages figured on basis of total number who experienced each item. that ”determining student needs” was of great or some con- cern, 53 per cent felt that ”helping students outside of class” was a problem of great concern.during their first year Of teaching, and ”knowing student's past record,” and ”learning pupil names and characteristics” were of great or some ccncern.to h5.7 per cent and 35.h.per cent respectively. Six specific difficulties were included in the area of Personal Considerations, and four of the six difficulties were of great or some concern to over fifty per cent of the 65 teachers during their first year of teaching. 2132-233 difficulties of concern in _t_h_e_ £35 _o_f Discipline. In order to determine whether certain diffi- culties included in the area of Discipline were of great or some concern or little or no concern forefirst-year teachers, the sample population of business teachers was asked to in- dicate whether or not nine specific difficulties were experi- enced. If the difficulties were experienced during their first year of teaching, the respondents were asked to indi- cate the degree of concern for each of the difficulties. Table IV presents the data concerning their replies. It is readily evident from Table IV, that each of the nine specific difficulties included in the area of Discipline was experienced by almost all of the respondents. The de- gree of concern for each of the nine difficulties which were experienced showed that some difficulties were felt to be difficulties of great or some concern by a great majority of the respondents and other items were felt to be of great or some concern by a minority of the respondents. The most frequently mentioned difficulty in the area of Discipline which was of great or some concern to first-year teachers was ”dealing with the don't care attitude.” This difficulty was of great or some concern to 72 per cent. of the beginning teachers. ”Dealing with the slower student” closely followed, with 71.1 per cent of the teachers indis- cating great or some concern for this difficulty. 66 TABLE IV DEG. OF CONCERN FOR FIRST-YEAR TEACHING DIFFICULTIES INVOLVING DISCIPLINE W Great Little Did not Discipline Difficulties 3:322:33 3:110:31“ 3:33:1- R %-8-_ N is H Dealing with the ”don't care” , attitude . 172 72.0 67 28.0 0 Dealing with the slower student 170 71. l 69 28 .9 2 Maintaining student interest 1148 62.14 89 37.6 2 Getting students to study 1141 60.3 93 39.7 5 Dealing with the faster student 1140 58.6 99 14.1.14 1 Controlling students' in- cessant talking 116 50.0 116 50.0 9 Dealing with the tempera- mental student 110 148.7 116 51.3 13 ”Punishing” offenders 103 143.8 132 56.2 5 Getting the class period under way 70 29.14 168 70.6 3 oAll percentages figured on basis of total number who experienced each item. Approximately 60 per cent of the first-year teachers indicated they had great or some concern with ”maintaining student interest” and ”getting students to study.” The specific problems, ”dealing with the faster student" and ”controlling students' incessant talking” were of great or 67 some concern to 58.6 per cent and 50 per cent respectively. Fewer than 50 per cent of the beginning teachers felt they had great or some concern for the three other specific problems in.this area. About &9 per cent had great or some concern for ”dealing with.the temperamental student,” &3.8 per cent had great or some concern for ”punishing offenders,” and ranking last, with.29.&.per cent indicating great or - some concern, was ”getting the class period under way.” M‘ISE difficulties g_f_ concern in 5.1.12 332.. £6 ‘gg-curricular Activities. TableleI presents data showing the degree of concern for difficulties involving co- curricular activities which.were experienced by 2&2 first- year business teachers. The table also shows the number of respondents who did not experience these co-curricular activities during their first year of teaching. It can be noted from Table XVI, that only one co- curricular activity, ”assisting or advising the school paper and/or annual” was a difficulty of great or some concern to over 50 per cent of the first-year teachers who had experi- enced this activity. Each.of the other oo~curricu1ar ac- tivities was of little or no concern to more than 50 per cent of the first-year teachers. It is also interesting to note the co-curricular activities which.were not experi- enced by a large percentage of the firstdyear teachers. A brief analysis of each of the nine co-curricular activities follows: TABLE XVI 68 DEGREE OF CONCERN FOR FIRST-YEAR TEACHING DIFFICULTIES . INVOLVING CO-CURRICULAR ACTIVITIES Great Little Did not Co-curricular Difficulties or Some or 3° 311’9’1‘ Concern Concern once ’1? fie n is 11 $3!- Assisting or advising the M H - U school paper and/or annual 65 63.7 37 36.3 138 57.5 Assisting or advising Busi- ness Clubs (mu, PTA, etc.) 25 119.0 26 51.0 186 78.5 Organizing and/or teaching adult classes 27 116.6 31 53.1; 180 75.6 Assisting or advising Fr.. Soph., J’r., or 8r., elass 55 111.11. 78 58.6 106 1111.14 Conducting hase room sessions 53 37.3 89 62.7 96 140.3 Directing study halls 1111. 35.8 79 6h.2 115 h8.3 Administering ticket sales or fund-raising activities 35 25.5 102 7h.5 103 112.9 Chaperoning at school functions 119 25.5 1113 711.5 117 19.7 working with PTA or other parent-school functions 31 20.1; 121 79.6 89 36.9 «lull percentages figured on basis of total number who experienced each item. “No response items were not included in figuring per- centages . ”Assisting or advising the school paper and/or annual.” 0f.the 2170 first-year teachers who responded to this item. 57.5 per cent indicated they did not assist or advise the school paper and/er annual during their first year of teaching. or the 102 teachers who experienced 69 this activity, 63.7 per cent felt it was an activity of great or some concern, and 36.3 per cent felt it was of little or no concern. ”Assisting or advising business clubs (FBLA, FTA, etc.)” Only 21.5 per cent of the first-year teachers in- dicated they had assisted or advised business clubs dur- ing their first year. Thus, 78.5 per cent of the first- year teachers had no such experience. or the 21.5 per cent who did experience this activity, about one-half of thom felt it was an activity of great or some concern and one-half of them felt it was an activity of little or no concern. ”Organizing and teachi adult classes.” This activity was experienced by only 2 .h.per cent of the first-year teacher respondents. About 76 per cent of the first- year teachers did not organize or teach adult classes during their initial year of teaching. 0f the 2h.h.per cent who did, ue.6 per cent felt it was an activity which was of great or some concern, and 53.h.per cent felt it was of little or no concern. ”Assisting or advising the freshman, sophomore, junior, or.senior class.” 0ne~hundred thirty, or 55.6 per cent, of the 239 teachers who responded to this item experi- enced this activity during their first year of teaching, and hh.h.per cent did not. 0f the 133 teachers who did experience it, hl.h per cent felt it was an activity of great or some concern to them, and 58.6 per cent felt it was of little or no concern. ”Conducting home room sessions” was experienced by 9.7 per cent of the 238 teachers who responded thus 0.3 per cent had no such experience. 0f the teachp ers who did conduct home room sessions during their first year of teaching. 37.3 per cent felt it was of great or some concern, but 62.7 per cent felt that conducting hue room sessions was an activity which was of little or no concern to them. ”Directing study halls.” More first-year teachers experienced the directing.of study halls during their first ear than did not. One hundred twenty-three of the 23 respondents, or 51.7 per cent, experienced this activity, and h8.3 per cent did not. Directing study halls was of great or some concern to 35.8 per cent of the teachers who experienced it, but was of little or no concern to 6h.2 per cent of them. 7O ”Administering ticket sales or other fund-raising activities.” One hundred thirty-seven, or 57.1 per cent of the 211.0 respondents experienced this activity dur- ing their first year of teaching. Only 25.5 per cent felt it was a problem of great or some concern, but 711.5 per cent felt it was an activity of little or no concern to them during their first year. Approximately 14.3 per cent of the 2110 respondents did not experience this “ti'Itye ”Chaperoning at school functions” was the co-curricular activity experienced by the greatest number of respond- ents. One hundred ninety-two of the 239 first-year teachers, or 80.3 per cent, experienced chaperoning at school functions, 19.7 did not. or those who experienced this activity, only 25.5 per cent felt it was of great or sane concern, and 711.5 per cent felt it was an ac- tivity of little or no concern. ”Working with the PTA or other parent-school func- tions.” This co-curricular activity was experienced by 63.1 per cent of the 2111 first- ear teachers who re- sponded to this item. Only 20. per cent reported that working with the PTA or other parent-school functions was of great or some concern to them. However, a much larger percentage, 79.6, felt it was an activity which was of little or no concern to them during their first year of teaching. Egg-m difficulties 2; concern involvi_ng Adminis- trative 23333;. Table XVII presents data showing the de- gree of concern for administrative duties which were experi- enced by first-year business teachers. Six specific admin- istrative difficulties, which had been reported by previous research, were included. Two hundred and forty-two begin- ning teachers indicated whether or not they experienced these specific difficulties during their first year of teach- ing, and if so, the degree of concern which they had for them. 71 TABLE XVII DEGREE OF CONCERN FOR FIRSTJYEAR TEACHING DIFFICULTIES INVOLVING ADMINISTRATIVE DUTIES W Great Little Did not Administrative Difficulties 01' Some 01' No Emeri- Concern Concern ence N %* N Z4? N Preparing reports and records 78 33.9 152 66.1 10 Conferring with.parents of students 68 32.9 139 67.1 33 working with.the prin., supt.. or other administrative heads 59 27.1 159 72.9 23 Participating in faculty meetings 59 25.1 176 7ho9 5 working with faculty members in.committee work h3 23.2 1h2 76.8 55 Observing other teachers teaching classes 16 18.6 70 81.h 152 _— ——__._ _—v — *All percentages figured on.basis of total number who experienced each item. Data presented in Table XVII showed that ”preparing reports and records” was the administrative difficulty of great or some concern to the largest number of respondents. However, only 33.9 per cent of them felt that it was a diffi- culty of great or some concern. Approximately two-thirds of the teachers who prepared reports and records felt it was of little or no concern to them.during their first year. ”Conferring with parents of students” was experienced 72 by 207 of the 214.0 first-year respondents. 01‘ those who did experience this item, 32.9 per cent felt that it was of great or some concern, and 67.1 per cent had little or no concern with conferring with parents of students. ”Work- ing with the principal, superintendent, or other adminis- trative heads,” was an administrative duty of great or some concern to 27.1 per cent of the first-year teachers, while 72.9 per cent felt this was of little or no concern. ”Par- ticipating in faculty meetings” was experienced by allbut five of the 2110 first-year teachers who responded to this item. About 25 per cent of them felt this specific diffi- culty was of great or some concern, but 711.9 per cent felt it was of little or no concern. Working with faculty members in committee work” was of great or some concern to 23.2 per cent of the 185.re- spondents who experienced this item during their first year of teaching. Thus, 76.8 per cent of the first-year teach- ers who worked with faculty members in committee work felt that this was a difficulty of little or no concern. Fifty- five respondents, or 22.9 per cent, did not engage incom- mittee work during their first year. Only 36.1 per cent of the 238 respondents ”observed other teachers teaching classes” during their first year of teaching. or this 36.1 per cent who had an opportunity to observe other teachers teaching classes, 81.14 per cent had little or no concern for this specific item, whereas only 73 18.6 did have concern for this same item. It can be noted from Table XVII that all six of the administrative duties were of little or no concern to the great majority of the first-year business teacher respond- ents . Tables 1: through XVII presented data concerning first- year teaching difficulties reported by 2142 first-year busi- _ ness teachers. A total of 60 specific first-year difficul- ties were catagorized into these eight tables, with each table representing a certain area of the total teaching process. Each of the specific difficulties included in these eight areas was of great or some concern, or little or no concern, or not experienced during the respondent's year of teaching. The first-year difficulty of great or some concern to the highest percentage of respondents was listed first in each of the eight tables and the other diffi- culties followed in descending order. Table XVIII separates the specific difficulties from theiribroad area, and ranks each of the sixty first-year difficulties according to the percentage of respondents who indicated them to be of great or some concern. 7h anecdoo eaom he useac m mm eum emu «scenes hauee wsucsemu ou e.mm sum omu eseuceeceue moose mcueuee ea :.:m 0mm 0mm seesaw coca meaooe peep womuaeeqoo mm e.mm com emu ences». pounce on» ecu: uneaeeo em m.em ose emu use.» no eeeaesu on can: unusuasceco em m.oe use emu nee». ca apnoea». usuaeee ma H.Nb odd mmm aeeaaoenoo no condenses wamnooem dd :.ue we” emu eecseenu ences». mousueequem. mm e.me me uom asses. ao\oas noose moonoa on» mcaauboo no maaoeaaud NH m.mo :dm omm neoennse madam am heeaseoe ao\ons ocean waaomaom Hm m.ee mmm emu ences access. usuamaceeen om o.ee oem emu cease ensue causcccee e» accuse equeauues e e.ee med emu cease one eecmuee on see: me equeeceo m 0.0» uem emu nonsense. to .epueccnne unusuaeceeo e m.me oem emu. accuses eczema one one: mnemuca e o.ue use emu eeeeucea .ecee e.nee. one oeu:_wquueeo m 3.:h hem mmm nebaaoenno ebomnos on one on canoes one nosonmmd u.ee umm emu aeueeucee woueueesm m o.m~ 3mm 0mm upoeospa acumen ecu Mao: haeuQQEeHnaoa mnaoaboam N m.me oem Heu eeeme nu apnoea». secede omen ee ecu» meanest H u—floo Mom hon—=52 sauces ..uemeeuuuuo neemucecum scam onHmodma mo mH_flHmI0moos moanmooo< 0: once hem possum ‘ cusses eeuemeeuuuuo techno-cue scam choonoo oaom no useaw QMDBHBZGOIIHHHbH mnmda 77 Value of Student-Teaching Experiences A questionnaire containing sixty specific student- teaching experiences was submitted to a group of business teachers who were completing their first year of teaching, all of whom had completed their student teaching. The six- ty student-teaching experiences were similar in content to the sixty first-year teaching difficulties previously dis- cussed in this chapter. The sixty specific student-teaching experiences were classified into eight broad areas concerning various as- pects of the total teaching process. The first-year busi- ness teachers were asked to indicate whether or not they had these student-teaching experiences during their period of student teaching, and if they were of great, some, little, or no value to them in minimizing first-year diffi- culties. For purposes of this study, the four classifica- tions were dichotomised and classified into experiences of great or some value, or experiences of little or no value. It is the purpose of this part of the chapter to pre- sent data showing the value ef certain student-teaching experiences reported by 2152 respondents. 151.59. of. student-teaching experiences in _t_h_g are! _o_f_' Testing and Measurement. Eight specific student-teaching experiences concerning the area of Testing and Measurement were included in this study. The 211.2 respondents were 78 to indicate whether each of these eight items was experi- enced during their student teaching and if so, if it was of great or some value, or little or no value in minimizing first-year teaching problems. Values of eight specific student-teaching experiences included in the area of Test- ing and Heasurement, reported by the respondents, appear in Table 111:. TABLE III VALUE or erasure-23103116 sxrsarsncss Invonvxso rssrxns AND MEASUREMENT Great Little Did not Testing and Measurement or Some or No Experi- Experiences Value Value ence I in- II is N Weighting grades to determine final grade 161 75.9 51 211.1 28 Determining what to include in tests 160 75.1 53 zu.9 28 Converting test scores into . grades _ 1611. 72.9 61 27.1 15 Determining length of tests 1112 68.6 65 31.1; 32 Deciding on work to collect and grade l1i3 614.11 79 35.6 1? Determining how many tests to give 1214. 62.9 73 37.1 14.2 Guarding against cheating 122 59 .5 83 11.0.5 314. Eliminating test questions that can be taken two ways 10? 58.5 76 1|.1.5 57 *Percentages figured on basis of total number who experienced each item. 79 It is evident from Table XIX that each of the eight specific student-teaching experiences included in the area of Testing and Measurement was felt to be of great or some value to the great majority of all respondents who had ex- perienced it during their student teaching. Approximately 75 per cent, or three out of every four respondents felt that each of three student-teaching experi- ences were experiences of great or some value to them. These three were: ”Weighting grades to determine final grade,” ”determining what to include in tests,” and ”converting test scores into grades.” Thus, about 25 per cent of the respond- ents felt that each.of these three student-teaching experi- ences had little or no value in minimizing first-year difficulties. or great or some value to a little more than two-thirds of the respondents was the student-teaching experience of ”determining length of tests.” Approximately 65 per cent felt that ”deciding on work to collect and grade” was of great or some value. About 63 per cent of the respondents felt that ”determining how many tests to give” was a student-teaching experience which was of much'value. The experiences of ”guarding against cheating” and ”eliminating ambiguous test questions” ranked lastin the list of testing and measurement experiences. However, approximately 59 per cent of the respondents indicated that each of these experiences was of great or some value, whereas 80 11.1 per cent of the respondents felt that these student- teaching experiences were of little or no value to them. _V_a_]_.ll_e_ _o_f: student-teaching experiences in the £35 _o_f Classroom Organization £13 Management. Eight specific stu- dent-teaching experiences concerning the area of Classroom Organization and Management were included in this study. First-year teachers who had completed their student teach- ing indicated whether each of these eight experiences was of great or some value, little or no value, or was not ex- perienced during their program of student teaching. Table xx presents data showing their replies. The experience in- dicated to be of great or some value to the largest percent- age of respondents was listed first and the others listed in descending order. Data presented in Table xx revealed that the student- teaching experience of ”planning daily lessons” was felt to be of great or some value for 89.1 per centoof the begin- ning teacher respondents. Closely following with a percent- age of 82.0 was the student-teaching experience of ”making regular assignments. ”Approach and method to use to achieve objectives” was felt to be of great or some value to 76 per cent of the respondents, and 75.2 per cent of them felt that ”determining objectives or standards” during student teach- ing helped them in minimizing first-year teaching difficulties. Thus, each of these four student-teaching experiences was felt to be of much value to ever 75 per cent of all the 81 first-year business teachers who responded to them, and for one experience it was as high as 89.1 per cent. ”Making 'make-up' assignments” was of great or some value'to 514.8 TABLE IX VALUE OF STUDENT-TEACHING EJG’ERIENCES INVOLVING CLASSROOM ORGANIZATION AND MANAGEMENT Classroom Organization 021:3?” £31317: 32.313 angxggnggzlgznt Value Value ence N 75* M £45 N Planning daily lessons 212 89.1 26 10.9 3 Making regular assignments 191 82.0 14.2 18.0 8 Approach and method to use to achieve objectives 171-1 76.0 55 21;..0 10 Determining objectives or standards 170 75.2 56 211.8 15 Making ”make-up” assignments 109 511.8 90 14.5.2 kl Making minor machine repairs 58 17.2. 3 79 57.7 102 Selecting textbooks and in- structional materials 1.7 1.2.3 6h 57.7 130 Selecting equipment 28 30.8 63 69.2 1149 *— —— —— — {Percentages figured on basis of total number who experienced each item. per cent of the first-year teachers, but 15.2 per cent in- dicated this student-teaching experience had little or no value in minimising the making of these assignments during their first year of teaching. 82 For three experiences included in the area of Class- roan Organization and Management, more respondents felt these experiences to be of little or no value than they did great or some value. ”Selecting textbooks and instructional materials” and ”makingminor machine repairs” were of great or some value to 142.3 per cent, and ”selecting equipment” was of high value to less than one-thirdof the beginning teach- ers who had these experiences during their student teaching. It is also interesting to note from Table xx that more respondents did not experience ”selecting textbooks and in- structional materials” and ”selecting equipment” during their student teaching thandid experience these items. Also, ”making minor machine repairs” was not experienced by 102 ofthe 239 respondents. . 12.1113 _o_i; student-teaching meriences _i_n the £33 3; Teaching Subject Matter. Table III presents data showing the value of ten specific student-teaching experiences which were included in the area of Teaching Subject Matter. The number and per cent of respondents who attached great or some value to each of the specific experiences are shown, as well as the number and per cent of the respondents who felt that a specific student-teaching experience was of little or no value to them in minimizing first-year diffi- culties. The number of respondents who did not have the specific experience is also shown in Table XXI. Over 68 per cent of the first-year teachers who had 33 the ten.student-teaching experiences included in Table III felt that each.of these experiences was of much value to them.during their first year of teaching. TABLE XXI VALUE OF STUDENT-TEACHING EXPERIENCES INVOLVING TEACHING SUBJECT MATTER Great Little Did not Teaching Subject Matter or Some or No Experi- Experiences __Va1ue Value ence N %* N %* N Teaching skill subjects 188 90.1 21 10.0 25 Answering student questions 213 88.8 27 11.2 0 Teaching on student level 207 86.3 33 13.7 0 Teaching nonpskill subjects 139 79.9 35 20.1 63 Getting student co-operation and participation 189 79.h h9 20.6 1 Building speed and/or accur- acy in skill subjects 155 77.9 hh 22.1 38 Reaching standards or objec- tives 171 75.0 57 25.0 11 Guiding pupil discussions 155 73.5 56 26.5 27 Teaching advanced or second- year subjects 72 68.6 33 3l.h 133 Providing variation 157 68.3 73 31.7 10 *— — aPercentages figured on basis of total number who experienced each itmm. At the top of the list was ”teaching skill subjects” with 90.1 per cent of the teachers indicating that this ' 814 experience was of great or some value. Only ten per cent felt that the student-teaching experience they had in teach- ing skill subjects was of little or no value in minimizing this problem during their first year. Ranking a close second and third were the experiences of ”answering student questions” and ”teaching on the stu- dent level.” About 89 per cent’of the respondents indicated that ”answering student questions” was of great or some value, while 86.3 per cent felt that ”teaching on the stu- dent level” was of great or some value during their program of studentteaching. ”Teaching non—skill subjects” was of great or some valueto 79.9 per cent of the respondents. It is interest- ing to note that the student-teaching experience of ”teach- ing skill subjects” was of great or some value to a higher percentage of first-year teachers than was the student- teaching emerience of teaching non-skill subjects. ”Getting student co-cperation and participation” was of great or some value to 79.11. per cent of the firsts-year teachers, although 20.6 per cent felt this to be of little or no value to them in their first year of teaching. Approxi- mately 78 per cent of those who experienced ”building speed or accuracy” attached a high value to this student-teaching experience. It is interesting to note here that 38 teachers did not experience building speed or accuracy during their student teaching although only 25 teachers did not experience 35 the teaching of skill subjects. This leads to the specula- tion that even though respondents did teach skill subjects during their period of student teaching, some of them did not experience the building of speed or accuracy which is so vital in any skill subject. ”Reaching standards or objectives” was of great or some value to 75 per cent of the respondents, and ”guiding pupil discussions” was of great or sane value to 73.5 per cent. ”Teaching advanced and/or second-year subjects” was felt tabs of great or some value to 68.6 per cent ofthose who experienced this during their student teaching. However, over one-half (55.9 per cent) of the first-year teachers did not experience the teaching of advanced or second-year work during their entire student-teaching program. ”Providing variation” was the student-teaching experi- ence of great or some value to the smallest percentage of the first-year teachers in the Teaching Subject Matter area. However, a high percentage (68.3 per cent) felt that ”pro- viding variation” was valuable, while 31.7 per cent relt that it was of little or no value to them. Value _o_f_ student-teaching meriences in the area 33 Teaching Aid; and Technigues. Four specific student-teaching experiences were included in the area of Teaching Aids and Techniques. Table XXII presents data concerning the value of each of these student-teaching experiences. First-year teachers indicated whether these student-teaching experiences 86 were of great or some value, or little or no value to them in minimizing first-year difficulties. TABLE XXII VALUE OF STUDENT-TEACHING EXPERIENCES INVOLVING TEACHING AIDS AND TECHNIQUES W Great Little Did not Teaching Aids and Techniques 01‘ Some 01‘ N0 Experi- Rxperiences Value Value ence H ‘%«r H $41- 11 Using the chalkboard 210 88.2 28 11.8 3 Demonstrating to the class 203 86.0 33 111.0 5 Using available audio-visual aids 125 65 . 11 66 31+. 6 119 Acquiring audio-visual aids 87 55.1 71 1711.9 78 *Percentages figured on basis of total number who experienced each item. The student-teaching experiences included in the area of Teaching Aids and Techniques which were of great or some value to a very high percentage of first-year teachers were the experiences of ”using the chalkboard” and ”demonstrating to the class.” cm 11.8 per cent felt that using the chalk- board was not‘valuable and 11;..0 per cent felt that demon- strating to the class was not a valuable experience for them. ”Using available audio-visual aids” was a student-teaching experience of great or some value to more first-year teach- ers than was the experience of ”acquiring audio-visual aids.” 37 About 65 per cent of the respondents felt that ”using avail- able audio-visual aids” was of great or some value, and about 55 per cent of the respondents felt that ”acquiring audio-visual aids” was an experience of great or some value. Almost all the first-year teachers had experience in using the chalkboard and demonstrating to the class during their period of student teaching, but h9 of the 2&0 who re- sponded did not use available audio-visual aids, and 78 of the 236 respondents did not experience the acquiring of audio-visual aids. 1223 2_f_‘_ student-teaching floriences in the _a_l_-_e_3 pf Personal Considerationngf students. Six specific student- teaching experiences were included in the area of Personal Consideration for students. First-year teacher respondents were asked to indicate whether each of the student-teaching experiences was of great or some value, or little or no value in minimizing firstdyear difficulties. Data concern» ing their replies are given in Table XXIII. As can.be noted in Table XXIII, the student-teaching experience of ”learning pupil names and characteristics” was the student-teaching experience which.was felt to be of great or some value by 8h.2 per cent of the first-year teachp ers. More first-year teachers felt this experience to be of great or some value to them than any of the other experi- ences included in this area. About 67 per cent of the teachers felt that ”determining 88 TABLE XXIII VALUE OF STUDENT-TEACHING EXPERIENCES INVOLVING PERSONAL CONSIDERATION OF STUDENTS eat M Lt id not Personal Consideration or Some or No Experi- Experiences Value Value ence Nfld-Nfi N Learning pupil names and characteristics 202 8h.2 38 15.8 1 Determining student needs 151 66.8 75 33.2 13 Knowing student's past record 127 61.1 81 38.9 32 Finding time tehelp slower students in class 122 56.5 91+ 1.3.5 at Providing supplementary work for faster students 91 50.3 90 h9.7 58 Eblping students outside of class 83 h6.6 95 53.h 62 aPercentages figured on basis of total number who experienced each.item. student needs” was of much.va1ue, and 61.1 per cent felt that ”knowing student's past record” was an experience which helped them.during their first year of teaching. Only a little more than onenhalf (56.5 par cent) of the teachers reported that ”finding time to help slower students in class” proved valuable. Respondents were about equally divided as ' to the value of ”providing supplementary work for faster stu- dents.” Fifty per cent felt it was an experience of great or some value and about the same per cent felt it was on 89 experience which was of little or no value in helping them during their first year of teaching. ”Helping students outside of class” was reported to be of great or some value to less than oneéhalf of the teacher respondents. Approximately 53 per cent felt that this ex- perience was of little or no value. Sixty-two of the 21i0 teachers, or 25.8 per cent, did not help students outside of class during their student-teaching experience. 2133 _o_1_' student-teaching Experiences _i_._n the; £33 2;: - Discipline. In order to determine whether certain student- teaching experiences included in the area of Discipline were experiences of much or little value in minimizing first-year discipline difficulties, beginning teachers were asked to indicate whether or not they had each of nine experiences during student teaching and if so, to indicate the value they attached to the experience. Table XXIV presents the data concerning their replies. This table shows the number of first-year teachers and the per cent of the total first- year teacher respondents who placed either great or some value, or little or no value on nine specific student- teaching experiences included in the area of Discipline. ”Maintaining student interest” was the experience which ranked at the top with 88.3 per cent of the respondents in- dicating that it was of great or some value to them. Of great or some value to 811.2 per cent of the teacher respond- ents was the student-teaching experience of ”getting the class period under way.” 90 The student-teaching experience of ”controlling stu- dents' incessant talking” was found to be of great or some TABLEXXIV VALUE OF STUDENT-TEACHING EXPERIENCES INVOLVING'DISCIPLINE m Great Little Did not Experiences or Some or No Experi- Involving Discipline Value Value ence H %* N s. H Maintaining student interest 212 Getting the class period under way 202 Controlling students' in- cessant talking 155 Dealing with.the faster student lhl Dealing with the slower student 1&0 Dealing with the ”don't care” attitude . 129 Dealing with.the tempera- *mental student 118 Getting students to study 126 ”Punishing” offenders 90 88.3 28 11.7 0 8u.2 35 15.8 1 72.8 58 27.2 25 63.8 80 36.2 19 61.7 87 38.3 12 59.7 87 no.3 23 58.7 83 81.3 39 58.6 89 h1.3 25 h8.1 97 51.9 53 «Percentages figured on basis experienced each item. of total number who value to 72.8 per cent of the respondents. Approximately 6k per cent felt that ”dealing with.the faster student” was an 91 experience of much value, and approximately 62 per cent felt that ”dealing with the slower student” proved valuable in minimizing this difficulty during the'first year of teaching. Each of three experiences, ”dealing with the don't care attitude,” ”dealing with the temperamental student,” and ”getting students to study,” was felt to be of great or some value to approthately 59 per cent of the respondents. Thus, about kl per cent of them.fe1t that each of these three ex- periences held little or no value for them.in minimizing first-year difficulties. ”Punishing offenders” was the one experience included in.the area of Discipline for which.more teachers indicated little or no value than they did great or some value. About 52 per cent said this was of little or no value, whereas hfl per cent felt that the experience of ”punishing offend- ers” was of great or some value in.minimizing this first- year difficulty. M _o_f_ gtudent-teaching geriences in the are; _o_f_ Eggcurricular Activities. First-year teachers provided data concerning nine specific co-currioular activities. By doing so, it was possible to determine whether or not cer- tain co-curricular activities were experienced during the student-teaching program,and whether this experience was of high value or low value to the respondents who experienced it. Table XXV presents this data. TABLE XXV VALUE OF STUDENT-TEACHING EXPERIENCES INVOLVING CO-CURRICULAR ACTIVITIES 92 W Great Little Did not or Some or No Experi- Co-curricular Experiences Value Value ence N %s N I??? N %cc Conducting home room sessions 88 58.5 2h h1.5 157 65.7 Chaperoning at school functions 22 52.h 20 h7.6 198 82.5 Directing study halls 3h 52.3 31 h7.7 17h 72.8 Administering ticket sales or fund-raising activities 22 50.0 22 50.0 195 81.6 Assisting or advising busi- ness clubs (FBLA, FTA, etc.) 9 h5.0 11 55.0 220 91.7 Assisting or advising the school paper and/or annual 9 h2.9 12 57.1 219 91.3 Organizing and/or teaching adult classes 6 h2.9 8 57.1 226 9k.2 working with.PTA or other parent-school functions 20 no.0 30 60.0 190 79.2 Assisting or advising Fr.. Soph., Jr., or Sr., class 9 36.0 16 6h.0 215 89.6 eAll percentages figured on.basis of total number who experienced each.itom. echo response items were not included in figuring per- centages. It is readily evident from Table XXV that a large centage of the respondents did not experience the nine curricular activities during their student teaching. per- oo- Four 93 of the nine activities which were included were not experi- enced by approximately 90 per cent of the respondents. For only one activity was there more than.h0 per cent of all re- spondents experiencing it. A look at each.of the activities reveals some interesting findings. ”Conducting home room sessions” was listed at the tap of the list in Table XXV because more respondents felt this experience to be of great or some value than any of the other eight co-curricular experiences. How- ever, only 3h.3 per cent of the respondents experienced ”conducting home room sessions,” 65.7 per cent did not. Of those respondents who did experience it, 58.5 per cent felt that it was an experience which was of great or some value to them.in their first year of teaching. ”Chaperoning at school functions” was not experienced by.82.5 per cent of the respondents. The 17.5 per cent who had this experience during their student teaching were about equally divided as to the value derived from such experience. About 52 per cent felt it was of great or some value and about h8 per cent felt that it was of little or no value. ”Directing study halls” was not experienced by 72.8 per cent of the respondents during their period of student teaching. Those who did experience the direct- ing of study halls during student teaching were about equally divided as to the value this experience had in minimizing the problem of directing study halls during their first year of teaching. About 52 per cent felt it was of great or some value, and approximately 88 per cent felt it was of little or no value. ”Administering ticket sales or fund-raising activities” was a student-teaching experience engaged in by only 18.h per cent of the total respondents--81.6 per cent had no such.experionce during their student-teacher training. Those who experienced this activity were equally divided as to its value. Fifty per cent felt it was of great or some value and 50 per cent felt it was of little or no value. ”Assisting or advising business clubs” was not experi- enced by 91.7 per cent of the respondents during their student teaching. 0f the few who did experience such an activity, more of thom.(55 per cent) felt that it was 9h of little or no value than did those who felt it was of great or some value. ”Assisting or advising the school paper and/or annual” was not experienced by 91.3 per cent of the respondents. during their student-teaching program. Only 8.7 per cent of them.had the experience of assisting with or advising the school paper and/or annual. 0f the few who did experience this activity, 57 per cent felt that it was of little or no value and M3 per cent felt that it was of great or some value. ”Organizing and/or teaching adult classes” was experi- enced by only a few student teachers during.their period of training. A little over 9h.per cent of them.did not have this experience. The few who did experience it ins dicated that it was of little or no value to 57.1 per cent of them, while h2.9 per cent felt that it was an experience which.was of great or some value. ”working with the PTA or other parent-school functions” was not a part of the student-teaching experience for . 79.2 per cent of the respondents. Of the 20.8 per cent who did experience this activity, 60 per cent indicated that it was of little or no value and to per cent felt that it was of great or some value. ”Assisting or advising freshman, so homore, junior, or senior class” was not experienced by 9.6 per cent of the teachers during their student-teaching experience. Of the 10.h per cent who did experience working with classes, 6h per cent indicated that this experience was of little or no value and 36 per cent felt that it was of great or sane value. It is evident from.the data presented that a great majority of the student teachers did not participate in certain co-curricular activities identified in this study as part of their student-teaching program. It is also evident that the majority of those who had participated in and experienced these activities felt that they were of little or no value in helping them minimize these same diffi- culties during their first year of teaching. Although it is 95 not the purpose of this study to provide the reasons wig this is true, one can speculate that even those programs that did include these experiences were not providing valuable experiences to the majority of the student teachers who participated in them. £13: 2;; student-teaching wiences in the all; 2;: Administrative Duties. Table XXVI presents data showing the value of six specific student-teaching experiences which TABLE XXVI VALUE OF STUDENT-TEACHING EXPERIENCES INVOLVING ADMINISTRATIVE DUTIES Great Little Did not or Some or No Experi- Administrative Experiences Value Value on c e N fl N {a N Observing other teachers teaching classes 180 82.9 37 17.1 23 Conferring with parents of students 39 65 . O 21 35 . O 177 Working with the prin., supt., or other administrative heads 63 611.3 35 35.7 1112 Preparing reports and records 101 63.1 59 36.9 78 Working with faculty members in committee work 35 58.3 25 1.1.1.7 179 Participating in faculty meetings 71 57.3 53 112.7 115 *Percentages figured on basis of total number who experienced each item. 96 were included in the area of Administrative Duties. It also shows the number of teachers who did not experience each of the items. Readily seen in Table XXVI was the variation in the value attached to the administrative duties which were experienced. Ranking at the tap with the largest per cent of the respondents indicating great or some value for it was the student-teaching experience of “observing other teachers teaching classes.” Approximately 90 per cent of the re- spondents observed other teachers teaching classes, and 82.9 per cent of them felt it was of great or sane value. nconferring with parents of students“ was not experi- encedby 714.7 per cent of the 237 respondents to this item. 0f the 25.3 per cent who did confer with parents of stu- dents, 65 per cent felt that it was an experience of great or some value and 35 per cent felt it was an experience of little or no value. ”Working with the principal, superintendent, or other administrative heads” was not experienced by 59.2 per cent of the teachers during their student-teaching program. or those who did work with these administrators, 6h..3 per cent felt this was an experience of great or some value. ”Pre- paring reports and records” was experienced by all but 32.8 per cent of the teachers during their student teaching. About 60 per cent indicated this was an experience of great 97 or some value, but 36.9 per cent felt it was of little or no value. A large percentage of respondents did not work with faculty members in.committee work as part of their student- teaching experience. Seventy-five per cent of them did not participate in this experience. Of the 25 per cent who did, 58.3 per cent felt it was an experience of great or some value and h1.7 per cent felt it was an experience of little or no value in.minimizing the first-year difficulty of work- ing with.faculty members in committee work. 'Participating in faculty meetings” was experienced by a little more than one-half of the respondents during their student teaching. Approximately 57 per cent of those who participated in faculty meetings felt that it was of great or some value, while h2.7 per cent of them felt it was of little or no 73111. e Tables.XIx through.x1YI presented data concerning the value of certain student-teaching experiences reported by 2&2 first-year business teachers. A total of 60 specific student-teaching experiences were catagorized into these eight tables, with.each table representing a certain area of the total student-teaching process. Each of the specific experiences included in these eight areas was of great or some value, or little or no value, or not experienced during the respondents' program of student teaching. The 98 student-teaching experience of great or some value to the highest percentage of respondents was listed first in each of the eight tables and the other experiences followed in descending order. Table XXVII separates the specific student-teaching experiences from their broad area and ranks each of the sixty experiences according to the percentage of respond- ents who indicated them to be of great or some value. 99 o.mo NJH pom name» no npwnoa weanaahopon mm m.m~ mmfi mam masses» essences“ .musoospu mcaaaospsoo mm o.N~ zed mmm seesaw oped neaoou anon wnapaobnoo AN m.m> mmH HAN muoamusomao flame“ madcanm 0N o.m~ HNH mNN nobapoonno no announces mnfinomom ma H.ms cod mam new.» as confined on use: mnflnassopon ma N.m> 05H oNN mcaeondpu no nobupoomno magnaaeopon ha o.mh flea NAN oomam Assam onashopoc on mommaw waaanwaez 0H o.ow 35H mum mobapoowno oboanom on on: on coupes one nomonmmd ma o.~> mmH 00H spoonnnm Haaxm Ga hoehnoos ho\cnd ocean madcaasm :H 2.0w oma mmm coupsnaouphmm and noapdhogonoo anonspm wnappow ma o.o~ ame due essences Hedsmusoc meanness NH o.mm Hod mmm apnoenwammd amaswon magma: Ha o.mm oma NAN mommsao wnflnosop anemone» Aoflpo mnabnomno OH N45 mow odm 333933.35 one needs .395 wnauhsoq o N.:w mom o:m he: nevus nowhem mmmHo on» wnappom m .o.om mom omm mmeHo on» on mqapsapmuoeon w m.om how odm Hoboa unoospm no wnanosoa o m.mm oam mmm oesoesHEEo on» menus. m m.mm Nam ozm vmeaopua puoospn wuanaspnaez m.mm mam o:m uncapnosu asses». weasosus< m H.om mam mmm acouuoe sense weasssam m o.oo mma com «scones. 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In order to determine the relationship that might exist between student-teaching experiences of high or low value and first-year difficulties of high or low concern, the value of each specific student-teaching experience and the concern for each of the first-year difficulties were analyzed. Sixty specific student-teaching experiences were reported as being either of great, some, little, or no value to a respondent as a result of the student teaching he ex- perienced. Also, each.of the sixty specific first-year difficulties was reported as being of great, some, little, or no concern to a respondent during his first year of teachp ing. Thus, it was possible for a respondent to attach a high value (great or some) to a specific student-teaching experience and a low (little or no) concern for this item during his first year of teaching. It was also possible for a respondent to attach a low value to a student-teaching experience and a high degree of concern for the same item during his first year of teaching. Also, it was possible for a respondent to indicate a low-low relationship, or a 103 highphigh.relationship. For example, item number one in Part II and Part III of the questionnaire, “determining what to include in tests,” revealed answers to the following questions concern- ing a respondent's student-teaching experience and his con. corn for this item during his first year of teaching. 1. Has this specific student-teaching exp High Low perience of High Value (great or some) or Low Value (little or no), in.mini-_ mixing first-year difficulties? 155 52 2. was this specific first-year teaching difficulty of High Concern (great or some) or Low Concern (little or no), to you during your first year of teaching? 12h 83 A further tabulation of these totals was necessary in order to determine the data for sixty fourfold contingency tables. Each of the 2&2 respondent's reaction to a par- ticular item was tabulated in order to complete the 60 con- tingency tables,2 one for each specific item. For example, the completed table for item.number one is as follows: Item.# 1, Determining what to include in tests. Value of this item.during 5 Student Teaching 0 3'3FI __ ... 3 4: High Low i'otal gja Fish 95 29 121. ...} ... ‘3 g Total 155 52 207 '0 2. See Appendix,‘Exhibit C. 10h Ninety-five respondents indicated that the experience of “deciding what to include in tests“ was of high value dur- ing their student teaching, and these same 95 respondents felt this item was of high concern during their first year of teaching. Also, 29 respondents felt that the student- teaching experience of ”deciding what to include in tests” was of low value, but it was of high concern during their. first year of teaching. Sixty respondents felt that this item was of high value during student teaching and of low concern during their first year. Twanty-three respondents felt this item was of low value during student teaching and low concern during the first year. The question thus arises, “What relationship exists between student-teaching experiences felt to be of high or low value and first-year teaching difficulties felt to be of high or low concern?” In order to answer this question, the following null hypothesis was tested by couputing the phi coefficient3 for each of the sixty specific items. The obtained correlation coefficients were tested by referring Hfiz to a Chi-square table of critical values!!- with one de- gree of freed om. Null Hzpothesis-n-Hesponses made by a group of 21:2 first-year eac ers indicate that high or low values attached to certain student-teaching experiences are significantly unrelated or independent to certain first- year difficulties of high or low concern. 3. Halker and Lev, g. cit., p. 272. 1].. 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Testis; and Measurement egeriences. None of the eight specific student-teaching experiences which were included in the area of Testing and Measurement was found to be signifi- cant. For each of the eight student-teaching experiences representing this area, it was concluded that there was in- sufficient evidence of any real difference between the full- day student-teacher respondents and the one-period per day student-teacher respondents and the exposure to these eight experiences during their student-teaching program. glassroom Organization experiences. None of the eight specific student-teaching experiences included in the area of Classroom Organization was found to be significant. For each of the eight specific experiences, the obtained results 126 were close to those expected on the hypothesis of independ- ence and there is no evidence of any real difference between the full-day student-teaching group and the one-period per day student-teaching group and the experiences exposed to during their program of student teaching. Teaching Subject Matter _egeriences. Two of the ten specific student-teaching experiences included in the area of Teaching Subject Matter showed a significant difference between full-day student-teacher respondents and one-period per day student-teacher respondents and the experiences exposed to during their student-teaching program. The two experiences were: 1 “Teaching non-skill subjects'. was one specific experi- ence which showed a very significant difference between the student-teaching program engaged in and exposure to this item. Table mx showed that 83 full-day student teachers experienced this item, and only eleven did not. However, forty-four respondents in the one-period per day group experienced this, whereas 36 did not. A test of significance using the Chi-square statistic resulted in a Chi-square of 22.65, as shown in Table xxx. ”Teaching advanced or second-year subjects” was the second specific experience included in the area of Teaching Subject Matter which contradicted the null hypothesis of no significant difference between the two student-teaching groups. Table XXIX revealed that 51 full-day student-teacher respondents experienced the teaching of advanced or second-year subjects and 115 did not experience it during their full-day student-teaching assignment. Twenty-four one-period per day student- teacher respondents experienced it and 56 did not. The obtained Chi-square of 8.62 (Table xxx) was significant and the hypothesis of no difference between the two student-teaching groups was rejected. Teaching Aids and Technique floriences. None of the four specific student-teaching experiences included in the 127 area of Teaching Aids and Techniques was significant. There was insufficient evidence of any real difference between the full-day student-teacher respondents and the one-period per day student-teacher respondents and the four specific Teach- ing Aids and Technique experiences exposed to during their period of student teaching. Personal Consideration wriences. Six specific ex- periences included in the area of Personal Considerations were analyzed. Three of the six experiences were found to be significant. ‘For the three experiences found to be sig- nificant, the null hypothesis was rejected and thus it was concluded that there was a significant difference between the full-day student-teaching group and the one-period per day student-teaching group and exposure to the following: ”Knowing student's past record.” Table mx presented data showing that 88 full-day student-teacher respondents experienced this item and 9 did not experience it during their student-teacher training. Sixty-three one-period per day student-teacher respondents experienced this and 17 did not. Table xxx showed a Chi-square of h.10, which, at the 5 per cent level proved to be significant. “Providing supplementary work for faster students.” Table mx showed that 88 full-day student-teacher re- spondents provided supplementary work for faster students and only one did not. Fifty-eight one-period per day student-teachers did experience providing supplementary work for faster students and 22 did not. The Chi-square of 22.71]. (Table m) was very significant and thus the hypothesis. of no difference between the two student- teaching groups was rejected for this item. “Helping students outside of class.” Table mx show- ed that 79 full-day student-teacher respondents experi- enced helping students outside of class and 18 did not. Fifty-three one-period per day student-teacher respond- ents experienced helping students outside of class and 128 27 did not. A Chi-square of LS7 (Table 100:) was sig- nificant and the hypothesis of no difference between the two groups was rejected. Disciplinary gmriences. None of the nine specific student-teaching experiences included in the area of Disci- pline was significant. Thus, there was really no convincing reason to doubt that the two groups sampled were alike con- cerning the exposure to these nine specific disciplinary experiences. Sig-curricular Activities. line specific co-curricular activities were included in this area. A statistical analysis revealed that three of the nine specific experi- ences resulted in a Chi-square value which represented a significant difference between the two groups concerning the hypothesis being tested. The three which were significant are: ' ”Conducting home room sessions." Table mx revealed that #9 full-day student-teacher respondents. experienced the conducting of base rooms and 148 did not. Only 12 one-period per day student-teacher respondents e eri- enced the conducting of home room sessions, but 6 did not. Table m showed a Chi-square value of. 22.91.» and it was concluded that there was a very real difference between the two groups and exposure to the student- teaching experience of conducting home room sessions. ”Chaperoning at school functions” was experienced by 26full-day student-teacher respondents and 71 did not experience this activity. Only 7 one-period per day student-teacher respondents experienced chaperoning at school functions and 73 did not. Table m showed an Chi-square of 8.27, which at the 5 per cent level, proved to be significant. ”Working with the PTA or other parent-school functions.“ Monty-seven full-day. student-teacher respondents worked with the PTA or other parent-school functions and 70 129 did not. One-period per day student-teacher respond- ents indicated that 10 experienced this item and 70 of them did not. A Chi-square of 5.31; resulted, as shown in Table 100:, which was significant at the 5 per cent level. , Administrative Duties. Six specific experiences were included in the area of Administrative Duties or activities and three of the six were found to be significant. m... was a significant difference between the full-day student- teacher respondents and the one-period per day student- teacher respondents and exposure to the following: 'Conferring with parents of students.” Table XXIX presented data showing 33 full-day student-teacherre- spondents experiencing this item and 61; who did not. Only 10 one-period per day student teachers conferred with parents of students during their student-teaching training, and 67 of them did not. Table xxx showed a Chi-square of 9.11, which at the one per cent level proved to be significant. ”Participation in faculty meetings.” Sixty-three full-day student-teacher respondents participated in faculty meetings during their student-teacher training and 33 did not. Twenty-five one-period per day student- teacher respondents participated in faculty meetings during their student-teacher training, and 55 did not. These data were presented in Table XXIX. A test of these differences resulted in a Chi-square of 19.27 (Table xxx), which was very significant. The hypothesis of no difference between the two groups was thus re- JOOtOGe ”Working with faculty members in ccnmittee work.” Table XXIX showed that 30 full-day student-teacherre- spondents experienced faculty committee work and 67 did not. Twelve one-period per day student teachers experi- enced faculty committee work during their student- teacher training and 67 of them did not. In testing this sample, the Chi-square value of 5.10 as shown in Table xxx, was significant. The great majority. ’49 of the 60 experiences, showed no real difference between the two groups in exposure to 130 these experiences during student teaching, regardless of whether the respondents were engaged in the full-day student-teaching program or in the one-period per day student-teaching program. Eleven experiences showed a significant difference between the full-day student-teaching group and the one-period per day student-teaching group and the exposure to these eleven experiences during their program of student teaching. However, the data did not show the intensiveness of exposure to these experiences. For example, one can assume that experiences, such as ”getting the class period under way,” were experienced by the majority of the one-period per day student-teacher group for only one class, whereas this same- experience could have been experienced for as many as five classes for the respondents in the full-day student- teaching group. Thus, an analysis of the value of the student-teaching experiences which were experienced by the two groups seemed necessary. Relationship Between the Full-gay Student-Teach Group and the One-Period Per S’Euden't- eac @flnfin Wlue oWin u on -‘ eacgfirfiw An analysis of the relationship that might exist between respondents who had experienced a full-day student-teaching program and respondents who had experienced a one-period per day student-teaching program concerning the value of specific 131 experiences in minimizing first-year difficulties revealed certain relationships which have bearing on the problem. Data, showing the value of certain student-teaching experiences, are presented in Table m. This table shows the number and per cent of the full-day student-teacher re- spondents who attached either great or some value or little or no value to 60 specific student-teaching experiences. It also shows the number and per cent of the one-period per day student-teacher respondents who attached either great or sane value or little or no value to the same 60 student- teaching experiences. It is evident from this table that for an overwhelming majority of experiences more respondents derived great or sane value than those who felt they derived little or no value. This observation was true for both groups. Sane ex- periences, however, such as, ”selecting equipment,” ”assist- ing or advising classes ," and."working with the PTA or other parent-school functions'lwere reported to be of little or no value by a large majority of the respondents from both groups. For still other experiences such as, ”providing supplementary work,‘l ”helping students outsidebf class ," ”conducting home rodmhessions," and ”working with faculty members in canmittee work," over 50 per cent of the one- period per day student-teacher respondents reported that these experiences were of little or no value. Over 50 per cent of the full-day student-teacher respondents, however, 132 TABLE XXXI FREQUENCIES OF THE VALUE OF STUDENT-oTEACHING EXPERIENCES REPORTED BY TEACHERS WHO HAD EXPERIENCED A FULL-DAY STUDENT-TEACHING PROGRAM AND BY TEACHERS WHO HAD EXPERIENCED A ONE—PERIOD PER DAY STUDENT-TEACHING PROGRAM Value of Experiences Reported Value of Experiences Reported b y by One-Period Per Day Student-Teaching Experiences Full-Day Student Teachers Student Teachers Great or Some Little or No Great or Some Little or No Value Value Value Value N % N % N % N % TESTING AND MEASUREMENT Determining what to include in tests 63 75.00 21 25.00 50 70.h2 21 29.58 Determining length of tests 57 70.37 2h 29,63 ho 57,97 29 h2.03 Eliminating ambiguous test questions A9 65.33 26 3h,67 26 hh,o7 33 55.93 Determining how many teStS to give 85 56.25 35 h3.75 38 55.7h 27 hho26 Deciding on work to collect and grade 61 67.03 30 32.97 h0 Sh.79 33 h5.21 Converting test scores into grades 67 72.83 25 27.17 53 71.62 21 28.38 weighting grades to determine final grade 61 71.76 2h 28.2h 55 79.71 1h 20.29 Guarding against cheating 52 59.77 35 h0.23 3h 53.13 30 h6.87 CLASSROOM ORGANIZATION Planning daily lessons 85 88.5h 11 11.86 66 83.5h l3 16.h6 Determining objectives or standards 73 78.h9 20 21.51 57 76.00 18 2h.00 Approach and method to use to achieve objectives 73 77-66 21 22.3h 59 75.6h 19 2h.36 Selecting textbooks and instructional materials 21 h8.8h 22 51.16 17 h0.h8 25 59.52 Selecting equipment 13 36.11 23 63.89 10 27.78 26 72.22 making regular assignments 78 82.11 17 17.89 55 73.33 20 26.67 Making "make-up“ aSSignments ha 57.83 35 82.17 27 h3.55 35 56-85 making minor machine repairs 27 h5.00 33 55.00 15 35.71 27 6h.29 TEACHING SUBJECT MATTER Providing variation on 69.57 28 30.13 h9 63.6n 28 36.36 Guiding pupil discussions 67 77.01 20 22.99 83 6n.18 2n 35.82 Getting student co-operation and participation 80 82.h7 17 17.53 56 70.89 23 29.11 AnSWering student questions 86 88.66 11 11.3h 65 81.25 15 18.75 Teaching skill subjects 73 87.95 10 12.05 62 92.5n 5 7.h6 Teaching non-skill subjects 67 80.72 16 19.28 33 75.00 11 25.00 Teaching advanced or second-year subjects 37 72.55 1h 27.h5 1h 58.33 10 h1.67 Building speed and/or accuracy in skill subjects 62 7h.70 21 25.30 5h 85.71 9 1h.29 Reaching standards or objectives 66 70.21 28 29.79 61 79.22 16 20.78 Teaching on student level 81 82.65 17 17.35 68 86.08 11 13.92 TEACHING AIDS AND TECHNIQUES Demonstrating to the class 80 8h.21 15 15.79 65 83.33 13 16.67 Using the chalkboard 80 83. 33 16 16 .67 71 88. 75 9 ll. 25 Using available audio-visual aids 19 65.33 26 3h.67 38 58.h6 27 h1.5u Acquiring audio-visual aids 33 55.93 26 nu.o7 3o 5n.55 25 h5.h5 ((IIIICKAC ....CPanmnnm. \ 133 TABLE XXXI—-CONTINUED Value of Experiences Reported Value of Experiences Reported by by One-Period Per Day d t-m h’ _ Full-Day Student Teachers Student Teachers Stu en .eac ing Experlences Great or Some Little or No Great or Some Little or No Value Value Value Value N % N % N % N 5 PERSONAL CONSIDERATIONS learning pupil names and characteristics 82 83.67 16 16.33 61 77.22 18 22.78 Knowing student‘s past record 55 62.50 33 37.50 35 55.56 28 hh.hh Providing supplementary work for faster students 52 59.09 36 10.91 23 39.66 35 60.3h Finding time to help slower students in class 50 56.18 39 83.82 37 55.22 30 hh.78 Helping students outside of class bl 51.90 38 h8.10 17 32.08 36 67.92 Determining student needs 6h 68.09 30 31.91 h5 61.6h 28 38.36 DISCIPLINE Getting the class period under way 75 78.12 21 21.88 68 86.08 11 13.92 Maintaining student interest 83 85.57 1h lh.h3 72 90.00 8 10.00 Controlling student's incessant talking 60 70.59 25 29.11 119 70.00 21 30.00 Dealing with the temperamental student 87 58.02 38 81.98 36 52.17 33 h7.83 Dealing with the ndon't care“ attitude 60 66.67 30 33.33 37 52.86 33 h7.1h Dealing with the faster student on 69.57 28 30.113 37 52.11 38 117.89 Dealing with the slower student 62 66.67 31 33.33 39 517.17 33 15.83 “Punishing" offenders 38 h8.lO bl 51.90 28 38.71 38 61.29 Getting students to study 52 57.18 39 h2.86 36 52.98 32 87.06 CO—CURRICULAR ACTIVITIES Conducting home room sessions 27 55.10 22 hh.90 5 h1.67 7 58.33 Directing study halls l3 hh.83 16 55.17 11 55.00 9 85.00 Assisting or advising the school paper and/or annual A 50.00 A 50.00 3 50.00 3 50.00 Assisting or advising business clubs (FBLA, FTA, etc.) 7 70.00 3 30.00 0 00.00 b 100.00 Assisting or advising Fr., Soph., Jr., or Sr., class D 36.36 7 63.6h 1 20.00 D 80.00 Chaperoning at school functions It 53.85 12 h6.15 A 57.18 3 h2.86 working with PTA or other parent-school functions 10 37.0h 17 62.96 3 30.00 7 70.00 Administering ticket sales or fund-raising activities lh 60.87 9 39.13 5 50.00 5 50.00 Organizing and/or teaching adult classes 2 50.00 2 50.00 1 25.00 3 75.00 ADMINISTRATIVE DUTIES Conferring with parents of students 22 66.67 11 33.33 5 50.00 5 50.00 Preparing reports and records 39 59.09 27 h0.91 29 63.0h 17 36.96 Participating in faculty'meetings 37 58.73 26 h1.27 13 52.00 12 h8.00 Wbrking with faculty members in committee work 21 70.00 9 30.00 5 81.67 7 58.33 Observing other teachers teaching classes 75 88.2h 10 11.76 57 77.03 17 22.97 Nerking with the prin., supt., or other adm. heads 28 66.67 1h 33.33 16 53.33 18 b6.67 1.. 91 da 13h felt that these same experiences were of great or some value. Thus, a number of observable differences between the two groups were evident. The question then arises, "Is there any significant difference between these two groups in the value they attached to specific student-teaching experiences in mini- mizing first-year difficulti.es‘?'l In order to answer this question, the following null hypothesis was tested by com-- puting the Chi-square statistic: lull othesis-u-There is no significant difference be'FGB'e'n no responses of the full-day student-teaching group and the responses of the one-period per day student- teaching group concerning the value derived from certain student-teaching experiences. Data for testing this hypothesis were assembled into sixty 2 x 2 contingency tables. The following is an ex- ample: It” # 1, Determining what to include in tests. .3253; 33313.? :otf: Studifilggmng 6: w 21 81; Stugnethgzigging 5° 21 71 Total . ~ 113 M 155 The total of 155 respondents to this item included thosefirst-year teachers who had experienced this specific experience during their student teaching in either a full- day program or a one-period per day program. "Did not 135 experience“ and “no response“ items were not included in this analysis. Again the Chi-square statistic using the Yates' correction formula was computed, and the obtained Chi-square was tested by referring to a table of critical values with one degree of freedas. Findings. Table m1 presented the results of Chi- square tests of significance concerning the value of six- ty specific student-teaching experiences by teachers who experienced a one-period per day student-teaching program or a full-day student-teaching program. Four student-teaching emeriences contradicted the null hypothesis and showed a significant difference between the way the one-period per day group and the full-day group felt concerning the value derived from these experi- ences. The four student-teaching experiences which con- tradicted the null hypothesis are: 8 ' Eliminating anbiguous test questions Providing supplementary work for faster students Helping students outside of class Dealing with the faster students Fifty-six of the 60 student-teaching experiences were not significant at the 5 per cent level. Thus, for these 56 student-teaching experiences, the null hypothesis was accepted and it was concluded that there was no significant difference between the one-period per day group and the full- day group in the way they reacted to 56 of the 60 specific student-teaching experiences concerning their. value. 136 on on. wm.a 55H unouuacsd agendas wnaaozun4 on CA. ou.m oha noaucauoapndn one neapsaomotoo unopspu wnappec oz ow. 3d :3 3333.3 Sass manages 02 cs. NJ. 00H ..nOaucancb wnapaboam mmaa4: Homhmbm mszodma 02 cm. :m. No." madame.» 3.338 905:: means: 02 cm. om.m mda unncsuwamec snatches: manna: on on. H:.H 05H upnoshwaeuc acasmoa mnamc: . on ow. 0N. NF pnesnasve wnwpooaem on or. an. m encahevsa.acnoapeshpena one exoonpuep manpooaem 0: om. 5H0. mma nobaneonnc ebewnoc on on: on tonnes and nocoeag< 02 oo. emo. and consensus no aebapoonno maaqashopoa oz om. :m. mud encased hfiacp wnanqsam 20H94NHzHa.m NNH a»QQEHMamms adasmon madam: 02 cm. mw.a mod uncanflsuo manpooaom on em. 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NJH unannousn Hoonon as mndnonomuno 02 cm. oH.N NOH anode .nm no ..nH ..nmom ..nm wannabes no wqapuaund oz om. oo.H mm unnao muonausp wannabes no wnupuammd oz 0». mm. om Hogans no\nnd nomdn Hoonom can manuabcd no wnapmamn¢ oz om. oo.~ mo sans: noses monsoonnq new Ho. ob.ma NOH uncanmou.soon egos manposcnoo mmHaH>Hau« mdnbonmDouou. oz om. o:.n mun noon» on oooooooo monsoon oz om. o:. man anoooonno amneeonosn. Hosea mo. as m onsswunano z uoofioanomkm wqdnouepnpuoospm oooonnnomnm no cano> QMDZHBZOOII>HHKN mqmda 151 the teachers who had experienced full-day student teaching and the way they reacted to them concerning the degree of concern. For these five first-year difficulties, the null hy- pothesis was contradicted: Using available audio-visual aids Knowing student's past record Conducting home room sessions Administering ticket sales or fund-raising activities Working with the principal, superintendent, or other administrative heads The full-day student-teaching group and the one-period per day student-teaching group tended to report the same proportionate degree of concern for 55 of the 60 specific difficulties. It can be noted, however, that for eight items, a Chi-square value resulted, which at the 10 per cent level of confidence, would be considered significant. Sev- eral of these values were actually closer to the 5 per cent level of confidence than the 10 per cent level. A discussion of the findings concerning the concern for first-year difficulties reported by teachers who had com- pleted the full-day student-teaching program and by teachers who had completed the one-period per day student-teaching program follows. Testig £13 Measurement difficulties. The eight spe- cific first-year difficulties included in the area of Test- ing and Measurement showed no significant difference between the two groups concerning the degree of concern for first- (4. 152 year difficulties. The obtained value of Chi-square was not significant at the 5 per cent level for each of these eight difficulties. Classroom.0rganization difficulties. The obtained value of Chi-square for each of the eight specific first- year difficulties included in the area of Classroom Organi- zation was not significant and did not refute the null hy- pothesis of no difference between the two groups. Teaching Subject Matter difficulties. None of the ten specific firstdyear difficulties included in the area of Teaching Subject Matter showed a significant difference be- tween the two groups. There was insufficient evidence of any real difference between teachers who had experienced a full-day student-teaching program and teachers who had exp perienced a one-period per day student-teaching program and the degree of concern for these ten.specific difficulties. Teaching Aids and Technique difficulties. One specific first-year difficulty included in the area of Teaching Aids and Techniques was significant at the 5 per cent level. "Using available audio-visual aids“ was of great or some concern to 30 respondents and of little or no cone corn to 62 respondents who had completed the full-day student-teaching program. This same difficulty was of great or some concern to 12 respondents, and of little or no concern to 62 respondents who had completed the one-period per day student-teaching program. A.Chi- square value of 5.96 (Table XXXIV) indicated a signifi- cant difference between the two groups in the degree of concern.for this first-year difficulty. There was convincing reason to believe that the two Tut-:9!— 153 - groups were different concerning the degree of concern attached to the use of audio-visual aids. Although the 'majority of both groups had little or no concern for this difficulty, it appears that a preportionately larger number of teachers who had experienced the full-day student-teaching program indicated great or some concern for this item.than did the teachers who had experienced the one-period per day program. ‘Approaching the 5 per cent level of significance was the item, ”acquiring audio-visual aids.” Personal Consideration difficulties. Cne of the six first-year difficulties included in the area of Personal Considerations showed a significant difference between.re- spondents who had completed the full-day student-teaching program and respondents who had completed the one-period per day student-teaching program. ”Knowing student's past record"was felt to be of great or some concern to h9 of the full-day respondents and of little or no concern to #5 of them. The one- period per day respondents indicated that this difficulty was of great or some concern to 28 of them, but 50 of than indicated it was of little or no concern. Toble XXXIV presanted a Chi-square value of 3.91 whioh was significant at the 5 per cent level. Thus, the hypothesis was rejected and it was-concluded that the two groups reported different degrees of concern for this first-year difficulty. Again, a larger number of respondents who had experienced the full-day student-teaching program.felt great or some concern for this item than did the one-period per day group. Turf—:7“ —-‘—- ~.__ 15h Discipline difficulties. None of the nine specific experiences included in the area of Discipline proved to be significant. The hypothesis of no difference between the two groups was accepted. There was insufficient evi- dence of any real difference existing between the two groups regarding the degree of concern for the nine specific first- year difficulties included in the area of Discipline. ggecurricular Activities. Two of the nine difficulties included in the area of Co-curricular Activities were found to be significant at the 5 per cent level. “Conducting home room sessions.” Table XXXIII showed that conducting home rooms during.the first-year of teaching was of great or some concern to 29 respondents who had experienced the full-day student-teaching pro- gram. It was of little or no concern to 20 respondents who had completed a full-day student-teaching program. Respondents who had completed the one-period per day program.indicated that conducting home room sessions was of great or some concern for 12, but hl felt it was of little or no concern. A Chi-square value of 12.66 (Table XXXIV) was interpreted as being very significant. The null hypothesis of no difference between groups was rejected. “Administering ticket sales or fund-raising activities.” Table XXIIII showed that 20 teachers who had experienced the full-day student-teaching program had great or some concern for this difficulty during their first year, but 36 of them did not. Only seven.one-period per day student- teacher respondents felt this item to be of great or some concern during their first year, and an of them felt that it was a difficulty of little or no concern. Table XXXIV showed that a Chi-square value of 5.72 resulted. The hypothesis that the two groups tended to report the same proportionate degree of concern for this difficulty was rejected. For each of these co-curricular difficulties which re- futed the null hypothesis of no difference between groups, m... a C u ~I 155 more full-day respondents reported great or some concern than did the one-period per day group. Administrative»difficulties. Six specific first-year difficulties were included in the area of Administrative difficulties. One of the six proved to be significant. “working with the principal, superintendent, or other administrative heads was a first-year difficulty of great or some concern to 28 teachers who had experienced the full-day student-teaching program. However, 62 re- spondents from this same group felt it to be a difficulty of little or no concern. Eleven one-period_per day re- spondents indicated that this was a difficulty of great or some concern and 60 of them felt it was of little or no concern. A Chi-square of h.h6 (Table XXXIV) re- sulted. The null hypothesis of no difference between groups was rejected for this specific itom. Although the great majority of both groups indicated little or no concern for this first-year difficulty of working with administrators, again a significantly larger number of full-day respondents indicated great or some con- cern for this itam than did the one-period per day student- teaching respondents. In.an attempt to determine whether there was any sig- nificant difference between the group of teachers who had experienced a full-day student-teaching program and the group who had experienced a one-period per day student- teaching program, regarding the degree of concern each group had for 60 firstuyear difficulties, the Chi-square test of significance was used. It was found that for 55 of the 60 specific difficulties there was no significant difference between the groups as to the degree of concern felt for these ... q C u T 156 55 difficulties. Many of the first-year teaching difficul~ ties were of great or some concern to the majority of both groups, other difficulties were of little or no concern to the majority of both.groups, and for some difficulties each group was about equally divided concerning the degree of concern. Thus, the null hypothesis of no difference between groups was rejected for 55 of the 60 specific first- year difficulties. Only five first-year difficulties were found to be significantly different at the 5 per cent level of confi- dence. These difficulties were: “Using available audio- visual aids,’ “knowing student's past record,“ ”conducting home room sessions,” ”administering ticket sales and fund- raising activities,‘ and ”working with.the principal, super- intendent, and other administrative heads.” For each of these specific difficulties the two groups'reacted differ- ently regarding the degree of concern.they had for them during their first year of teaching. Thus, these five items refuted the null hypothesis and showed. a significant differ- ence between the two groups. For each of the five items which were found to be sig- nificant, a proportionately larger number of respondents ‘who had experienced full-day student teaching expressed great or some concern.for these difficulties than did the teachers who had experienced the one-period per day student- teaching program, 157 Although the purpose of the study was to determine whether or not there was any difference between the two groups concerning the degree of concern, it seems appro- priate to speculate as to the probable reasons why this situation existed for the five significant items. One probable reason might be that intensive exposure to these items during student teaching would tend to make first-year teachers more fully realize what is involved. whereas, if during student teaching he had a very limited experience with the item in question, the first-year teacher might not have been aware of the scape of the item. Another reason might have been that local conditions during the first year of teaching were a factor influencing their decision of great problem or no problem. For example, if a particular school had only a few audio-visual aids to be used, little or no concern for their use might have been felt. However, another local situation might have had plentiful audio- visual equipment available which might have resulted in a feeling of great or some concern for its use. Still another reason for the larger number of full-day respondents indi- cating great or some concern for these difficulties might have been the concentration given to these items during the program of student teaching. The student-teaching program offered to the one-period per day group evidently included extra assignments in addition to the one period of teaching. It was possible that these assignments for the one-period 158 group were more intensive than those offered to the full- day group although the student-teaching experiences of the full-day group were more extensive. m Chapter VI presented data reported by first-year teachp ters who had experienced a full-day student-teaching program and data reported by first-year teachers who had experienced a one-period per day student-teaching programe An attempt was made to discover whether any significant difference existed between.these two groups regarding (1) the student-teaching experiences which.were or were not experi- enced, (2) the value of certain student-teaching experiences, and (3) the degree of concern for certain first-year diffi- culties. The test of the null hypothesis of no difference be- tween groups regarding exposure to 60 student-teaching ex- periences revealed that eleven experiences showed a signifi- cant difference between.the full-day student-teaching group and the one-period per day student-teaching group. Forty- , eight experiences showed no significant difference between the two groups. The test of the null hypothesis of no difference be- tween.groups regarding the value derived from student-teaching experiences revealed that four of the 60 specific student- 159 teaching experiences were significant. Fifty-six experi- ences supported the null hypothesis. The test of the null hypothesis of no difference be- tween groups concerning the degree of concern for specific first-year difficulties revealed that five of the 60 items showed a significant difference. Fifty-five difficulties supported the null hypothesis. CHAPTER VII SUMMARY, CONCLUSIONS, AND RECOM'IENDATIONS The final chapter of this study includes (a) a summary of the problem investigated, the method of procedure, the design of the study, and the major findings; (b) certain conclusions based upon the findings; and (c) recommendations. Summary Statement agg_purpose g£_£hg problem, This study repre- sented an attempt to determine the difficulties of first-year business teachers and to show the relationship of these dif- ficulties to the student teaching they experienced. The ultimate purpose of this study was to obtain infor- mation.which.wou1d be helpful to teacher education institu- tions in evaluating and improving their programs of student- teacher training. The Specific purposes of the investigation were: 1. To determine whether certain first-year teaching problems listed by previous investigation were of great or some concern or little or no concern for the respondents during their first year of teaching. 2. To determine whether certain student—teaching experiences were of great or some value or little or no value in.minimizing first-year problems. 160 161 3. To determine the relationship which.existed be- tween first-year difficulties and student- teaching experiences. h. To determine whether there was any significant difference between the group of respondents who had experienced full-day student teaching and the group of respondents who had experienced one- period per day student teaching in terms of: exposure to student-teaching experiences, the value of student-teaching experiences, and the degree of concern for first-year teaching diffi- culties. The data, presented in the preceding chapters, attempt- ed tcfurnish.the answers to these statements. Method g£_procedure. The data for this study were derived from returns of questionnaires from 2&2 business teachers. Names of these respondents were secured from directors of Business Education.Departments from sixteen colleges and universities, representing eight states in the central region of the United States. A total of 296 ques- tionnaires were sent to 296 first-year teachers and 262 were returned for a response of 85.5 per cent. Two hundred forty- two of the 296 sent were usable, representing a usable re- turn of 81.76 per cent. All business teacher respondents were completing their first year of teaching and all of them had completed a program of student teaching. Desigg‘gf the study. In order to show certain.back- ground information, concerning the respondents which.was felt necessary to help teacher education institutions evalu- ate their program.as well as to make necessary comparisons between groups for use in the study, Chapter IV presented 162 information concerning the following: (1) the sex of re- spondents who graduated from business education programs, (2) the type of school in which the respondents accepted their first teaching position, (3) a comparison of the size of school in which.respondents taught during student teachp ing and during the first year, (h) a comparison of the sub- jects taught by respondents during student teaching and during the first year, (5) the amount of daily student teaching experienced, (6) the length of thme respondents were assigned to student teaching, and (7) the respondents' over- all rating of student teaching which they experienced. This information was not pertinent to the testing of a hypothesis and was reported on a percentage of response basis. This study attempted to determine whether certain first- year teaching difficulties, listed by previous investiga- tions, were of great or some concern, little or no concern, or not experienced for the respondents during their first year of teaching. A descriptive analysis showed the degree of concern for 60 specific first-year difficulties. This study also attempted to determine whether 60 spe- cific student-teaching experiences, which.were similar in content to the 60 first-year teaching difficulties, were of great or some value or little or no value in.minimizing first-year difficulties. A descriptive analysis, showing the value of student-teaching experiences, was presented. In order to show the relationship which existed between 163 the value of student-teaching experiences and the degree of concern for first-year teaching difficulties, a statistical analysis was made. The statistical method employed was the phi coefficient. The test of the null hypothesis of inde- pendence between high and low values and high and low diffi- culties was made through phi's relationship to Chi-square. The procedure used was that of deriving the corresponding Chi-square value from the obtained phi and then examining a table of critical values to determine whether for one degree of freedom the 5 per cent level of significance was met. In the presentation of data secured from respondents concerning differences existing between.full-day student teaching and one-period per day student teaching, three null hypotheses were tested. The null hypothesis of no difference between groups regarding exposure to 60 student-teaching ex- periences, the null hypothesis of no difference between groups regarding the value derived from student-teaching experiences, and the null hypothesis of no difference be- tween groups concerning the degree of concern for specific first-year difficulties were tested by using the Chi-square test. The formula employing the Yates' corrective factor was used throughout. This method was chosen because data obtained represented a ranking of the subjects according to their response to discrete categories. This method was used also because the null hypotheses under test stated that the two groups did not differ in regard to certain characteristics. 16& If the table of critical values showed that the value of Chi-square was significant at the 5 per cent level of con- fidence, the null hypothesis was rejected. Findings revealed concerning background information. An analysis of the data received from the 2&2 first-year business teachers revealed the following summary statements: 1. 2. 3. h. S. 6. The participation of male and female respondents was fairly equall distributed. Of the 2&2 firstdyear teachers, &8. per cent were male, and 51.6 per cent were female. An overwhelming percentage of first-year teachers, 92.1 per cent, accepted their first teaching assignment in a public high school. Eighty-six, or 38.2 per cent of the 225 respondents, did their student teaching and first-year teaching in schools of similar size. However, 139 teachers, or 61.8 per cent of the 225 respondents, did their student teaching in a school different in size from that in which they taught during their first year. Typewriting was the subject taught by more teachers during the first year than any other. Two hundred and three of the 2&2 respondents indicated that they taught typewriting during their first year of teaching. Book- keeping was taught by 120 teachers during the first year, shorthand was taught by 110 teachers, and 90 teachers taught general business. Other business sub- jects were taught by fewer than.51 teachers. Typewriting was the subject taught by the greatest nume ber of respondents during student teaching. One hun- dred seventy-six of the 2&2 respondents taught typewrit- ing during their student-teaching experience. Shorthand was taught by 105 respondents, bookkeeping was taught by 101 respondents, and general business was taught by 5 of the respondents during student teaching. Other business subjects were taught by 20 or fewer respondents during student teaching. Approthately 75 per cent of the respondents who taught typewriting as a beginning teacher had an opportunity to teach.typewriting during student teaching. Sixty- four per cent of the respondents taught Shorthand during 7. 9. 165 student teaching before teaching it the first year. Fifty per cent of the respondents taught bookkeeping with prior student-teaching experience. About 33 Per cent taught general business during student teaching before teaching it during the first year. The largest group of respondents, 91, or 37.6 per cent, indicated their length of the student-teaching assign- ment was for one quarter or term. Sixty-six, or 27.3 per cent, were assigned for one semester; 38, or 15.7 per cent, for nine weeks; 27, or 11.1 per cent, for one year; and 20, or 8.3 per cent, had various combinations. The greatest number of respondents experienced full-day student teaching. Ninety-eight, or &O.5 per cent, com- pleted a full-day student-teaching program. Eighty-two, or 33.9 per cent, completed a one-period per day student- teaching program; 23, or 9.5 Per cent, a two-period per day program; 22, or 9.0 per cent, completed a one-half day program; and 17, or 7.0 per cent, engaged in other assignments. Eighty-five, or 36.2 per cent, rated their over-all stu- dent teaching as ‘excellent.’ The largest group, 101, or &3.0 per cent, .rated their over-all student teaching as good." Forty-four, or 18.7 per cent, rated it as "fair,'I and only 5, or 2.1 per cent, rated it as “poor.” Findings revealed concerning the degree _o_f concern for ' first-year difficulties. An analysis of the data received from the 2&2 first-year business teachers, concerning the degree of concern for first-year difficulties, revealed the following information: 10. 11. Four of the eight first-year difficulties included in the area of Testing and Measurement were of great or some concern to over SO per cent of the respondents. They were: Deciding on work to collect and grade, 67.9 per cent; Weighting grades to determine final grade, 67.0 per cent; Determining what to include in tests, 59.3 per cent; Converting test scores into grades, 5&.& per cent. Three of the eight first-year difficulties included in the area of Classroom Organization and Management were of great or some concern to over 50 per cent of the 12. 13. 15. 16. 166 respondents. They were: Ap roach.and method to use to achieve objectives, 7fi.&.per cent; Determining objectives or standards, 70.0 per cent; Planning daily lessons. 53.8 per cent. Five of the ten first-year teaching difficulties in- cluded in the area of Teaching Subject Matter were of great or some concern to over 50 per cent of the re- spondents. They were: Providing variation, 76.2 per cent; Building speed or accuracy in skill subjects, 65.5 per cent; Reaching standards or objectives, 62.1 per cent; Guiding pupil discussions, 53.9 per cent; Getting student co-Operation and participation, 50.0 per cent. Less than 33 per cent of the respondents had great or some concern for each.of the four first-year difficul- ties included in the area of Teaching Aids and techp niques. Four of the six first-year difficulties included in the area of Personal Considerations were of great or some concern to over 50 per cent of the respondents. They were: Finding time to help slower students in class, 78.8 per cent; Providing supplementary work for faster students, 78.0 per cent; Determining student needs, 66.1 per cent; Helping students outside of class. 53.0 per cent. Six of the nine first-year difficulties included in the area of Discipline were of great or some concern to over 50 per cent of the respondents. They were: Dealing with the ”don't care'' attitude, 72.0 per cent; Dealing with the slower student, 71.1 per cent; Maintaining student interest, 62.& per cent; Getting students to study, 60.3 per cent; Dealing with.the faster student, 58.6 per cent; Controlling students' incessant talking, 50.0 per cent. One of the nine first-year difficulties included in the area of Co-curricular Activities was of great or 17. 18. 167 some concern to over 50 per cent of the respondents. It was: Assisting or advising the school paper and/or annual, 63.7 per cent. less than 3& per cent of the respondents had great or some concern for each of the six specific first-year difficulties involving Administrative Duties. Items which.were not experienced during the first year of teaching by a large percentage of business teachers were: Assisting or advising business clubs, 78.5 per cent; Organizing and/or teaching adult classes, 75.6 per cent; Observing other teachers teaching classes, 63.9 per cent; Assisting or advising the school paper and/or annual, 57.5 per cent; Directing study halls, &8.3 per cent; Assisting or advising the freshman, sophomore, junior, or senior class, &&.&.per cent; Administering ticket sales or fund-raising activities, &2.9 per cent; Conducting home room sessions, &O.3 per cent; Teaching advanced or second-year subjects, &l.6 per cent; Selecting equipment, &l.3 per cent; working with.PTA or other parent-school functions, 36.9 per cent; Selecting textbooks and instructional materials, 32.9 per cent. Findings revealed concerning the value of student- teaching experiences. An analysis of the data received from 2&2 first-year business teachers, concerning the value de- rived from specific student-teaching experiences, revealed the following information: 19. Each.of the eight specific student-teaching experi- ences included in the area of Testing and Measurement was felt to be of great or some value to the majority (58.5 to 75.9 per cent) of respondents. 20. 21. 22. 23. 25. 168 Five of the eight specific student-teaching experi- ences included in the area of Classroom Organization and Management were of great or some value to over 50 per cent of the respondents. However, three student- teaching experiences included in this area were felt to be of little or no value to over 50 per cent of the respondents. They were: Selecting equipment, 69.2 per cent; Making minor machine repairs, 57.7 per cent; Selecting textbooks and instructional materials. 57.7 per cent. Each.of the ten specific student-teaching experiences included in the area of Teaching Subject Matter was felt to be of great or some value to the great majority (68.3 to 90.1 per cent) of the respondents. Each of the eight specific student-teaching experiences included in the area of Teaching Aids and Techniques ‘was felt to be of great or some value to the majority (55.1 to 88.2 per cent) of the respondents. Five of the six specific student-teaching experiences included in the area of Personal Consideration for Students were of great or some value to the majority (50.3 to 8&.2 per cent) of the respondents. However, one student-teaching experience included in this area was felt to be of little or no value to over 50 per cent of the respondents. It was: Helping students outside of class. 53.& per cent. Eight of the nine specific student-teaching experiences included in the area of Disci line were of great or some value to thermajority (5 .6 to 88.3 per cent) of the respondents. However, one student-teaching ex» perience included in.this area was felt to be of little or no value to over 50 per cent of the respondents. It was: “Punishing” offenders, 51.9 per cent. Three of the nine specific student-teaching experi- ences included in the area of Co-curricular Activities were of great or some value to over 50 per cent (52.3 to 58.5 per cent) of the respondents. However, six of the nine student-teaching experiences included in this area were felt to be of little or no value to 50 per cent or more of the respondents. These were: 169 Assisting or advising the freshman, sophomore, junior, or senior class, 6&.O per cent; working with PTA or other parent-school functions, 60.0 per cent; Organizing and/or teaching adult classes, 57.1 per cent; Assisting or advising the school paper and/or annual, 57.1 per cent; Assisting or advising business clubs, 55.0 per cent; Administering ticket sales or fund-raising activities, 50.0 per cent. 26. Each of the six specific student-teaching experiences included in the area of Administrative Duties was felt to be of great or some value to the majority (57.3 to 82.9 per cent) of the respondents. 27. Student-teaching experiences which were not experienced by a large percentage of business teachers during their student teaching were: Organizing and/or teaching adult classes, 9&.2 per cent; Assisting or advising business clubs, 91.7 or cent; Assisting or advising the school paper and or annual, 91.3 per cent; Assisting or advising the freshman, sophomore, junior, or senior class, 89.6 per cent; Chaperoning at school functions, 82.5 per cent; Administering ticket sales or fund-raising activities, 81.6 per cent; Working with.PTA or other parent-school functions, 79.2 per cent; working with faculty members in committee work, 7&.9 per cent; Conferring with.parents of students, 7&.7 per cent; Directing study halls, 72.8 per cent; Conducting home room.sessions, 65.7 per cent; Selecting equipment, 62.1 per cent; ‘Working with the principal, superintendent, or other administrative heads, 59.2 per cent; Teaching advanced or second-year subjects, 55.9 per cent; Selecting textbooks and instructional materials. 53.9 per cent; Making minor machine repairs, &2.7 per cent; Preparing reports and records, 32.8 per cent. Findiggs revealed concerning the relationship between value ngstudent-teaching ggperiences and degree of concern 170 £33 {Lira-m teaching difficulties. A statistical anal- ysis of the data received concerning the value of student- teaching experiences and the degree of concern for first- year difficulties revealed the following information: 28. For 5& of 60 items tested, there was no statistically significant relationship between the value assigned to a particular student-teaching experience and concern for the same first-year difficulty. 29. For six of 60 items tested, there was a statistically significant relationship between high or low values attached to student-teaching experiences, and high or low concerns felt for the same first-year difficulties. These significant items were: Deciding on work to collect and grade Learning pupil names and characteristics Helping students outside of class Participating in faculty meetings Providing variation Using the chalkboard 30. For five of the six items which showed a significant relationship, the student-teaching experience did not result in minimizing this same difficulty to the level of little or no concern during the first year of teach- ing. 31. For only one significant item, ”using the chalkboard ," the sample seemed to favor the notion that a high level student-teaching experience helped to minimize this same first-year difficulty to the level of little or no concern. Findings revealed concerning the differences existig between the full-gay student-teaching grog}; and the one- period per 93.: student-teaching m. A statistical anal- ysis of the data received concerning the differences which existed between the full-day student-teaching group and the one-period per day student-teaching group in terms of 171 (l) student-teaching experiences which were or were not ex- perienced, (2) the value of certain student-teaching experi- ences which were experienced, and (3) the concern for cer- tain first-year difficulties, revealed the following: 32. 33. 31+. Eleven out of 60 specific experiences tested showed a significant difference between the full-day student- teaching group and the one-period per day student- teaching group and the exposure to these experiences during their program of student teaching. They were: Teaching non-skill subjects Teaching advanced or second-year subjects Knowing student' s past record Providing supplementary work for faster students Helping students outside of class Conducting home room sessions Chaperoning at school functions Working with PTA or other parent-school functions Conferring with parents of students Participating in faculty meetings Working with faculty members in committee work For each of the eleven experiences, prOportionately more teachers who experienced the full-day program were exposed to these experiences than were the teachers who experienced the one-period per day program. Fifty-six of 60 student-teaching experiences tested indicated no significant difference between the group that experienced a full-day student-teaching program and the group that experienced the one-period or day program in terms of value derived from these 52 ex- periences. Four student-teaching experiences showed a significant difference between the way the one-period per day group and the full-day group felt concerning the value derived from these experiences. They were: Eliminating ambiguous test questions Providing supplementary work for faster students Helping students outside of class Dealing with the faster student For each of the four significant items, preportionately more teachers who had experienced the full-day student- teaching program attached high value to these experiences than did the one-period per day group. 71.-4'59“: 35. 36. 172 Fifty-five of 60 first-year difficulties tested seemed to indicate there was no significant difference between the group that experienced a full-day student-teaching program and the group that experienced the one-period per day student-teaching program and the degree of con- cern for these 55 difficulties. Five of 60 first-year difficulties showed a significant difference between the teachers who experienced the full-day student-teaching program and the teachers who experienced one-period per day student teaching and the degree of concern for these difficulties. They were: Using available audio-visual aids Knowing student's past record Conducting home room sessions Administering ticket sales or fund-raising activities Working with the principal, superintendent, or other administrative heads For each of the five items which showed a significant . difference between the two groups as to degree of con- corn for first-year difficulties, a preportionately larger number of respondents who experienced full- day student teaching expressed great or some concern for these difficulties than did the teachers who experi- enced the one-period per day student-teaching program. Conclusions From an analysis of the data and of the findings of the study the following conclusions seem to be valid for the pepulation studied in this investigation. 1. Generally, first-year business teachers taught in schools very different in size, in terms of total pupil enrollment, from those in which they taught during their student teaching. 2. In general, the majority of first-year teachers of typewriting and shorthand taught these subjects during their 173 period of student teaching; and the majority of first-year teachers of other business subjects did not teach these other business subjects during their period of student teaching. 3. variation existed between teacher education in» stitutions as to the length of time assigned for student teaching and amount of daily student teaching offered. The largest group of first-year business teachers experienced a full-day student-teaching program. Also, the largest group of first-year business teachers experienced an assignment for one quarter or term. &. Generally, the firstdyear teaching difficulties of great or some concern were the specific difficulties in- cluded in the areas of Teaching Subject Matter, Personal Consideration for Students, Classroom Organization, Disci- pline, and Testing and Measurement. Specific first-year difficulties of little or no concern.tended to be in the areas of Administrative Duties, Teaching Aids and Techniques, and Co-curricular activities. ' ' 5. Generally, student-teaching experiences of high value were indicated in the areas of Testing and Measure- ment, Classroom Organization, Teaching Subject Matter, Teaching Aids and Techniques, Personal Consideration for Students, Discipline, and Administrative Duties. Low value was expressed for student-teaching experiences included in the area of Co-curricular activities. 17h 6. In general, student-teaching experiences even of high value did not result in similar first-year difficulties of little or no concern. For the great majority of items there was a tendency for high student-teaching values to parallel high first-year concerns, and low student-teaching values to parallel low first-year concerns. 7. Student teachers who were assigned to the full-day student-teaching program were exposed to significantly more experiences than were the student teachers who had engaged in the one-period per day student-teaching program and many of these experiences were related to the broader aspects of the total teaching process. 8. For all but four of 60 specific student-teaching experiences, there was no real difference between the group that experienced the one-period per day student-teaching program and the group that experienced the full-day student- teaching program in terms of value derived from these ex- periences. 9. For all but five of 60 first-year difficulties there was no real difference between the group that experi- enced the one-period per day student-teaching program and the group that experienced the full-day student-teaching program and the degree of concern they felt for these first- year difficulties. 17S Hecomendaticns Asstming that the data, findings, and conclusions of this study have validity for the population of first-year business teachers studied, the following recommendations were made. 1. Teacher education institutions should re-evaluate their present program of student-teacher training with careful consideration being given to a high quality program that will help to minimize first-year teaching difficulties. 2. The degree of concern for specific first-year difficulties and the value of specific student-teaching experiences should be considered by business educators as a basis for improving the present student-teaching programs in teacher education institutions. 3. Teacher education institutions and oo-operating high schools should work for more realistic student-teacher training so that all experiences more closely approximate the work of the first-year teacher. One of the significant findings of this study indi- cated that full-day student teachers were exposed to more experiences than were one-period per day student teachers. These experiences included: teaching non-skill subjects, teaching advanced or second-year subjects, knowing student's past record, providing supplementary work for faster stu- dents, helping students cutside of class, conducting home 176 room sessions, chaperoning at school functions, working with PTA or other parent-school functions, conferring with parents of students, participating in faculty meetings, and working with faculty members in committee work. Assuming that such experiences represent important and realistic aspects of the teaching process, it is rec- omended that an opportunity be provided for participation in programs which include these experiences. &. It is suggested that replication of this study be made to determine the difficulties of first-year teachers and the relationship of these difficulties to the student teaching they experienced for purposes of validating the findings of this study. 5. Further study should be made to determine the reasons why high or low values attached to student-teaching experiences are independent to first-year difficulties of high or low concern, why there is no significant difference betwun teachers who experienced one-period per day student teaching and those who experienced full-day student teaching in terms of the value derived from specific experiences, and why there is no significant difference between these two groups in terms of the degree of concern each group had for specific first-year difficulties. 6. Studies should be made to compare present programs of student teaching to an ”internship” type of program in 177 which the graduate is hired and performs the duties of a first-year teacher, with proper supervision given by a mas- ter high school teacher and college co-ordinator. BIBLIOGRAPHY 179 BOOKS Association for Student Teaching. Off-Campus Student Teachp in . Thirty-first Yearbook. Lock Haven, Pennsylvania: Issociation for Student Teaching, 1951. Association for Student Teaching. Guidance in Teacher Edu- cation. Thirty-sixth'Yearbook. Cedar'FZlIs, Iowa: IssocIation for Student Teaching, 1957. Association for Student Teaching. In roving Instruction in Professional Education. Thirty-sevenEhfiYEarboOk. Eeggr FaIIs, Towa: Adsociation for’Student Teaching, 19 . Association for Student Teaching. The Su ervisin Teacher. Thirty-eighth'Yearbook. Cedar Pal s, owa: Associa- tion for Student Teaching, 1959. charters, warrett‘wallace, and‘Waples, Douglas. The Common- wealth Teacher Trainin Study. Chicago: University of 3515530 Press, . Garrett, Henry E. Statistics in Ps cholo and.Education. new‘York: Longmans, Green and Company,-I9&7. Goetting, Martin Luther. Teachin in the Secondary School. New York: Prentice-Ha Inc.,'13fi25’ Good, carter V. Dictiona of Education. New'York: McGraw- Hill Book Company, 1 5. Good, Carter V., Barr, Arvil Sylvester, and Scates, Douglas K. The Methodolo of Educational Research. New'York: IppleEon-Century'aompany, Inc., 19&1. Guilford, J. P. Fundamental Statistics in Ps cholo and Education. fiew’TorE: McCraw-HIII Bab ompany, Inc., Schorling, Raleigh. Student Teachi . New‘York: McCraw- Hill Book Company, Tnc., I9E9. 'walker, Helen M., and Lev, Joseph. statistical Inference. New York: Henry Holt and Company, 1953. 180 Maples, Douglas, and Tyler, Ralph‘W. Research.Methods i2; Teachers' Problems. New'York: The Macmillan Company, Wiggins, Sam P. The Student Teacher ingction. Boston: (Allyn and Bacon, Inc., 1 . PERIODICALS Barr, Arvil Sylvester, and Rudisill, Mabel. 'Inexperienced Teachers Who Failed and‘Why,” The Nations Schools, V (February, 1930): 30'3“- Beckett, Alvin C. “Objectives and Curricular Pattern of Business Education in the Secondary School,” National Association of Business Teacher-Trainin Institutions, Bulletin F6.‘6'S_(——Bpecem e'r, I955). - . Burge, Lefton V. "Program for Directed Teaching at Western Michigan College of Education," Educational Administra- tion and.Supervision, XXI (April, I9H5) ZEI-EB. Callon, John H. "Evaluation in Student Teaching,” National usiness Education Quarterly, XXV (December, 1956), - 3. Calvin, Stephen S. "The Most Common Fault of Beginning High School Teachers, School and Society, VII (April 20, 1918): “51-590 Dettman, John A. "Factors Related to Success in Teaching the Business Subjects in the Secondary Schools," Journal g£ Business Education, XXXII (November, 1956), 91. Dickerson, Earl S. "Off-Campus Student Teaching," Journal 2; Business Education, XXXI (May, 1956), 352-5ET““' Douglas, L., Green 3., and Crank, F. "Problems of Beginning (first year) Business Teachers,” American.Business Edu- cation, XII (March, 1956), 160-61. Dvorak, Earl A. "The Preparation of Secretarial Teachers,” Nationa1_Business Education.guarter1y, XXIV (December, 1955) 375.142 e Eliasson, Reuben Hamilton. "Classroom Problems of Recent Teaching Graduates," Educational Research Bulletin, II (November 9, 1932)7-370:72:- 181 Eyster, Elvin, Lessenbcrry, D., and Via, D. Macil. "Fifth Annual Problem.Clinic--Prob1ems in Business Teacher Education," American Business Education, XII (march, 1956) , 162'63e Forrester, Gertrude. "Role of High School and College Counselors," National Agsociation.2£ Business Teacher- Training Institutions, BulletinIfio. 6&‘(August, I955), Franty, Louise W. ”A Challenge to Business Teacher Education,” Journal 2E Business Education, XXXI (March, 1956), 269- Gress, John J. "Challenge from Beginning Teachers for Im- provement of Business Teacher Education," NationalABusi- ness Education Quarterly, (Winter, 1951), 37e&5,‘58. Hahn, Walter. "Current Practices and Problems in Student Teaching," The Journal 2; Teacher Education, II (June, Hale, Geraldine I. "Is student Teaching Meaningful?” Journal g£,Business Education, XXX (January, 1955): 190. Hill, George E. "Teachers' Instructional Difficulties--A Review of Research,” Journal of Educational Research, XXVII (April, 19th). 5023157 Inlow, Harvey Edgar. "Problems of the Beginning Teacher," Educational Administration and Sgpervision, XXVIII (September, W Keily, Helen J., Popham, Estelle, and Brower, Walter A. "Area Conference Report—~Student Teachers Meeting," American Business Education, XIII (October, 1956), ‘37:}87‘51. Korstran, Kathryn G. "Let's Sell Teaching to Student Teach! ers," Business Education World, XXXVI (April, 1956), 26-27. Malsbary, Dean R. "Providing for a Variety of Worthwhile EXperiences," National Association of Business Teacher- Training Institutions, BulletinNou‘Bo‘TI9SETT'213267‘ . "Techniques for‘Evaluating the Business Teacfiir Education Curriculum," National Business Edu- cation.guarterlz, XXIV (December, 1955), 50-53. 182 Miller, Elizabeth M. "The Master Teacher in Business Edu- cation Can Help the Student Teacher," Balance Sheet, XXXVI (March, 1956), 300-2. Mosher, Howard H. ”The Modern Secondary School," National Association of Business Teacher-Trainin Institutions, fifiIIetIn No._65 (December, I956), 5-7, . Hulgrew, Ellen C. ”Student Teacher Training ” Journal of Business Education, XXXI (May, 1956), 362. "" Olson, Milton 0. "Business Teacher Education: the past, the present and yet to come," Business Education Fbrum, H (May. 1957). 3-5. . "Manual for Student Teachers in Business Education," National Business Education Quarterl , XXV (December, 193577—37 Oppelt, J. L. "Student-Teacher Planning at the College Level,“ The Journal of Teacher Education, III (March, 1952), M6. Peck, Gladys, and Thistlewaite, munchel. "Problems of Busi- ness Teachers in One-Business Teacher High Schools," American Business Education, XII (March, 1956), 155-56. Porter, Gerald A. "Evaluating the Competency of a Business Teacher," National Business Education.guarterl , XXIV (Mayo 195677—16:Igo Price, Ray G., wells, Inez Ray, and.wyllie, Gene. "Fifth Annual Problem.Clinic--Problems in Business Teacher Education,” American Business Education, XII (march, 1956) a 163.614 e Rowe, John L. ”Guiding Principles for Differentiated Busi- ness Teacher Education Curriculums," National Business Education Quarterly, XXIV (December, I955}, 3h-37. Severson, L. G. "How Teacher-Coordinators Rate Their Prob- lzmsé" Business Education Forum, XI (December, 1956), 2-2 . Smith, Henry P. ”A Study of the Problems of Beginning Teachers,” Educational Administration.and.Supervision, XXXVI (May, 1956,: 253‘6E: Spears, Harold. "what Disturbs the Be innin, Teacher,” The School Review, LIII (October, l9u ), hS -63. 183 Trytten, John M. “How Well Are Commercial Teachers Equipped for Meeting the Demands Made Upon Them?“ National Business Education Quarterly, XIII (May, 1955,, 29-37. . "Student Teaching-~On or Off Campus?" NationaI Association 22 Business Teacher-Training InsEIEuEions, Bulletin No. 60 (I95E), 13-17. Umstattd, James Greenleaf, and Johnson, Palmer 0. "Diffi- culties Encountered by Beginning Teachers," School Executive, LII (August, 1933): hon-S. Waples, Douglas. Teachers! Difficulties As a Basis for Sup- ervision," The Journal of Educational Method, VIII (April. 192977 39931153.— ‘Yerian, Theodore. ”Principles To Be Considered in Teacher Education," National Business Education Quartergl, XXIV (December, 1955’, 5-9. UNPUBLISHED MATERIALS Adams, Lucy Rose. ”Teacher Education Programs in the South." Unpublished Doctoral dissertation, Ohio State University, 19 7. Batchelder, Howard T. "An Analysis of Student Teachers' Difficulties in Directed Teaching." Unpublished Doctoral dissertation, University of Michigan, l9h2. Bell, Robert Paul. "The Relationship between the Problems Encountered by Selected Beginning Teachers and the Learning Experiences Provided in their Professional Education Courses." Unpublished Ed.D. dissertation, Indiana University, 1952. Bellis, Bertha Mary. ”The Problems of Beginning Teachers and their Implications for Teacher Development." Unpublished Doctoral dissertation, Northwestern Univer- city, 1939. Blanford, James Tracy. "The Relationship between the Prob- lems of Beginning Teachers and their Experiences in General and Special Methods Courses." Unpublished Doctoral dissertation, Indiana‘University, 1951. Burras, Darrell V. "Business Teachers' First‘Year of EXperi- ences--Se1ected Case Studies.“ Unpublished Ph.D. dis- sertation,‘University of Michigan, 1956. 18h Canfield, Mary Brower. "A Handbook for the Beginning Busi- ness Teacher." ‘Unpublished Ed.D. dissertation, New York University, 1955. Culver, Gordon F. "An Analysis of Student Teaching Experi- ence in Selected High School Business Subjects.” Unpub- lished Ed.D. dissertation,‘University of Nebraska, 1958. Green, Helen Hinkson. "A Study of the Relationship Which Exists between the Problems Encountered by High.School Business Teachers in Sponsoring;Extra-class Activities and the Preparation for Sponsoring Extra-class Activities Offered by Selected Business-Education Departments in Teacher-Training Institutions." Unpublished Ed.D.dis- sertation, Michigan State University, 1955. Gross, John J. "Teaching Difficulties of Beginning Teachers As a Basis for Improvement of Business Teacher Education." unpublished Ed.D. dissertation, New‘York University, 1951. Kessel, Robert Manley. "The Critical Requirements for Second- ary School Business Teachers Based Upon an Analysis of Critical Incidents." Unpublished Ph.D.dissertation, University of Wisconsin, 1956. Lansford, Raymond‘William. "An.Evaluation of the Student- Teaching Program on the Secondary Level at Central Missouri State College." Unpublished Ed.D. dissertation, New'York University, l95h. Musgrave, Alvin‘William. "Commercial Teacher Training in 92 Teachers Colleges in the United States." Unpublished Ed.D. dissertation, University of Texas, 19hh. Suggs, nary Frances. "Persistent Problems of Teachers.” Unpublished Ed.D. dissertation, Indiana University, 1955. Swanson, Robert. "The Principles and Practices of the Super- vision of Student Teachers in Business Education.” Un- published Ed.D. dissertation, Teachers College, Columbia University, 1953. Hey, Herbert. "A Study of Difficulties of Student Teachers and Beginning Teachers." Unpublished Ed.D. dissertation, Indiana University, 1950. APPENDIX 186 EXHIBIT A Exhibit A COPY OF QUESTIONNAIRE Part I -- Personal Data 187 1. Name: 2. Address: 3. Age: A - Sex: _____ Male, _____ Female 5. School in which I am now teaching: _____ public high school public Junior high Other (specify) First Year Teaching 6. Subjects I taught during my first year of teaching: (Please check) Typing, Bookkeeping Others, (please list) Shorthand, General Business SecretariaI TraInIng Business Law Office Machines Business Arithmetic Office Practice Retailing Economics, 7. Total number of teachers in our High School Business Education Department is: 8. Approximate total pupil enrollment in our high school is: Student Teaching 9. My classification as a student teacher was: Junior, Senior, Graduate. 0. Amount of daily student teaching: (Check one) one period per day _____ one-half day _____ other, specify two periods per day ‘_____ full day fl 1. Length of time assigned to student teaching: (Check one) one year _____ one quarter, (term) one semester _____ other, specify .i kg 2. Credits earned for student teaching: , Semester hrs., Term hours T'E'O'EEI 65531155) 1m one) 3. Subject(s) I taught while student teaching: (Please check) Typing, Bookkeeping Others, (please list) """' Shorthand, ‘* ""' General Business """' SecretariaI'TFaIfiIfig Business Law ‘I —"'"' Office Machines _" Business Arithmetic ""‘I" Office Practice Retailing Economics, u. Total number of teachers in the High School Business Education Department where I did my student teaching was: (Do not include student teachers) 5. Approximate total student enrollment in the high school were I did my student teaching was: 6. If I were to rate my overall Student Teaching Experience in terms of how it helped me in my first year of teaching, I would rate it: (Circle one) EXCELLENT GOOD FAIR POOR Comment (If you desire) DIRECTIONS: Part II - First-Year Teaching 188 Page 2 In Column A are listed many problem areas encountered by many teachers. Column B asks: (I) if tmme items were of concern to you (and the degree of concern); or (2) if you did not experience these pro- clems in your first-year teaching. Please place one check mark (J3 in Column B for each of the items listed in Column A as it con- :emmd you in your first yea? of teaching. COLUMN A COLUMN B Established or "known" Problem Areas For Many First-year Teachers During My FIRST YEAR OF TEACHING This was of Great, Some, Little, or I did not No Concern to Me ExpEFiefiUa This in My First Year GREAT SOME LITTLE NO CONCERN CONCERN CONCERN CONCERN N .Determining what to include in tests .Converting test scores into grades .Neighting grades to determine final grade .Guarding against cheating .Determining objectives or standards . Making regular assignments . Teaching advanced or 2nd year subjects . Building speed and/hr accuracy in skill subJects . Acquiring audio-visual aid: 7 '— Determining length of tests .Eliminating test questions that can be taken two ways_ Determining how many tests to give Deciding on work to collect and grade . Planning daily lessons .Approach and method to use to achieve objectives Selecting textbooks and instructional materials Selecting equipment Making "make -up" assignments Making minor machine repairs Providing variation Guiding pupil discussions Getting student co-operation and participation Answering student questions Teaching skill subJeq§§,. . Teaching non-skill subjects . Reaching standards or objectives . Teaching on student level . Demonstrating to the class . Using the chalkboard . Using available audio-visual aids . Learning pupil names and characteristics . Knowing student's past record BURST-YEAR TEACHING -- CONTINUED) 189 Page 3 I? 55 I COLUMN A COLUMN B During My FIRST YEAR OF TEACHING Established or "known" Problem Areas This was of Great, Some, Little, or I did not For Many First-year Teachers No Concern to Me ExEEFiencé This in My First Yeam GREAT SOME LITTLE N0 fl; CONCERN CONCERN CONCERN CONCERN w—w Y 53.Providing supplementary work for faster students 5H.Finding time to help slower students in class 5&.Helping students outside of class 56.Determining student needs 57.Getting the class period underflgay_,u -- 58.Maintaining student intezgst $9.Controlling students! incessant talking l0.Dealing "ith the temperamental student L1.Dealing with the "don't care" attitude_, .Dealing with the faster student .Dealing with the slower student . "Punishing" offendgzg . Getting students to study . Conducting heme room sessions .Directing study hall: . Assisting or advising the school paper and/or annual Assisting or advising Business Clubs (FBLA, FTA, etc.) Assisting or advising Fr., Soph., Jr., or Sr. Class Chaperoning at school functign§ . Horking with PTA or other parent-school functions .Administering ticket sales or fund-raising activities Organizing and/or teaching adult classes Conferring with parents of students Preparing reports and records Participating in faculty meetings Working with faculty members in committee work Observing other teachers teaching classes owmwmmnumwommwo‘wkwfi: . Working with the prin., supt., or other adm. heads H'others, please list and check) g g IRECTIONS: Part III - Student Teaching kmseitems (and the extent of their value): or, (2) if you did not experience these items. Please place one check mark (V6 in Column B for each item in Column A. 190 Page1 In Column A are listed many Student Teaching Experiences. Column B asks: (1) if you did experienc COLUMN A COLUMN B Student-Teaching Experiences DURING MY STUDENT TEACHING ASSIGNMENT I did experience this (Col. A) and it was of Great, Some, Little, or No Value (in Minimizing this Problem During my lst year of Teaching) GREAT SOME LITTLE NO VALUE VALUE VALUE VALUE I did not ExEEFience This in my Stu. Teach l 2 S l i 3 1 '.Selecting textbooks and instructional materials .Making regular assignmengs fi—fiv Determining what to include in Q5138 Determining length of tests Eliminating test questions that can be taken two ways Determining how many tests to give Deciding on work to collect and grade Converting test scores into grades Weighting grades to determine final grade Guarding against cheating Planning daily lessons Detemining objectives or standards .Approach and method to use to achieve objectives .Selecting equipment -.Making "make-up" assignments -.Making minor machine repaizs .Providing variation .Guiding pupil discussions .Getting student co-operation and participation .Answering student questions .Teaching skill subjects .Teaching non-skill subjects .Teaching advanced or 2nd year subjects -.Building speed and/or accuracy in skill subjects .Teaching on student legs; .Demonstrating to the class .Using the chalkboard .Acquiring audio-visual aids, .Reaching standards or objectives .Using available audio-visual aids .Learning pupil names and characteristics -Knowing student's past record SNEENT TEACHING -- CONTINUED) 191 Page 5 COLUMN A E COLUMN B DURING MY STUDENT TEACHING ASSIGNMENT I did experience this (Col. A) and it I did not was OT Great, Some, Little, or No Value Experience Student-Teaching Experiences (in Minimizing this Problem During my This in my lst year of Teaching) Stu. Teach GREAT SOME LITTLE NO VALUE VALUE VALUE VALUE *1 fir .Providing supplementary work for faster students .Finding time to help slower students in class .Helping students outside of class .Determining student neggs .Getting the class period under way .Maintaining student interest .Controlling students! incessant talkigg .Dealing with the temperamental student .Dealing with the "don't care" attitugs .Dealing with the faster student wmwomeO‘m-Fw .Dealing with the slower student ... ."Punishing" offendqzs, .Getting students to study U‘ V! Conducting home room sessions .Directing study halls I 3.Assisting or advising the school paper and/Or annual ).Assisting or advising Business Clubs (FBLA, FTA, etc.) ).Assisting or advising Fr., Soph., Jr., or Sr. Class l.Chaperoning at school functiqss 2.Working‘with.PTA or other parent-school functions 5.Administering ticket sales or fund—raising activitigs 1.0rganizing and/Or teaching adult classes: 5.Conferring;with parents of students U‘ I Preparing reports and records .Participating in faculty meetings w "V a Working with faculty members in committee work w .Observing other teachers teaching classes ).Iorkingjwith the prin., supt., or other adm. heads Efothers, please list and check) Please return to: Mr. Warren S. Theune Business Education Dept. Michigan State University East Lansing, Michigan 192 EXHIBIT B 1 Exhibit B. lo 93 COPY OF LETTER TO DIRECTORS OF BUSINESS EDUCATION DEPARTMENTS MICHIGAN STATE UNIVERSITY ammsmc COLLEGE OF BUSINESS AND PUBLIC SERVICE DEPARTMENT OF BUSINESS EDUCATION AND OFFICE ADMINISTRATION Dr. George ------------ , Director Business Education Department -------------------- College ---------------- , Missouri Dear Dre ........ 3 After much deliberation, revision, and committee approval, I have reached the point where I mm ready to gather data for my doctor's thesis in the area of student teaching and the experi- ences encountered. I need your help: I have selected colleges from each of the eight states in the UBEA Central Region (CRUBEA) and am.asking the heads of the Business Education Departments to send me the names and addresses of last year's business education graduates. From these names I will select my sample. Would you please send me the names and addresses of your last year's business education graduates who are now out in their first year of teaching. Also, if you can supply me with the grades each of these raduates earned in their student teach- ing, it will be most help ul in the study I am anticipatin . They, of course, will be held in strictest confidence. s study is designed to determine the experiences encountered in student teaching and the relationship of these experiences to first-year teaching. There will be no attempt to evaluate a particular participating school's student-teaching program. I realize the extra work and inconvenience these requests entail on your part, and I thank you in advance for your help. At the present time, I am teaching on the staff at MSU in Dr. Lyle Maxwell's Business Education Department. I havenfit had the pleasure of meeting you, but probably will have that opportunity at the Chicago NABTE convention. May I hear from you at your earliest convenience. Yours very truly, Warren S. Theune, Instructor Department of Business Ed. & Office Administration Exhibit B. 2. COPY OF LETTER TO BUSINESS TEACHER RESPONDENTS 191; MICHIGAN STATE UNIVERSITY munsmo COLLEGE OF BUSINESS AND PUBLIC SERVICE DEPARTMENT OF BUSINESS EDUCATION AND OFFICE ADMINISTRATION You are one of the 1957-58 business education graduates who has been selected to receive this letter and participate in a study of business education graduates who are now engaged in their first year of teaching. Now that you have almost completed your first year of teaching, you are in a position to give some honest answers to questions concerning: (1) your first- year teaching exPeriences, and (2) your student-teaching experiences. By answering these questions, you will be helping us to improve the help we can give to future business education graduates. The enclosed questionnaire was designed to take approximately ten minutes of your time. You will notice that it consists of: Part I -Personal Data Part II -First-year Teaching Experiences Part III-Student-teaching Experiences Please take the ten minutes right now to fill out the questionnaire and return it to me in the enclosed stamped envelope. This will, of course, eliminate the necessity for sending you a reminder. Your name will not be used in connection with this study, and the answers you give will be held in the strictest confidence. Thank you for your interest and cooperation. Yours very truly, Warren S. Theune Business Education & Office Administration 33 Enclosure Exhibit B. 3. COPY OF FOLLOW‘UP LETTER TO BUSINESS TEACHER RESPONDENTS MICHIGAN STATE UNIVERSITY am- mama 195 COLLEGE OF BUSINESS AND PUBLIC SERVICE DEPARTMENT OF BUSINESS EDUCATION AND OFFICE ADMINISTRATION May 13. 1959 Mr. Ronald -------- - High School ""'--------. Minnesota Dear m. ........ -..: A few weeks ago a letter and a questionnaire were sent to you asking for your help in a research study which I am con- ducting. This study, when completed, should provide valuable information for the improvement of student teaching in the business education area and other areas of teaching as well. The response to this request has been very encouraging, but your opinion concerning your experiences is necessary in or or to make this study a more valid study. If your questionnaire is on its way back to me, please disregard this letter. However, in case the original was misplaced, and since time is pressing, I urge you to fill out and return this questionnaire. Use the enclosed stamped, self-addressed envelope. I greatly appreciate your cooperation. 'Yours very truly, ‘Warren S. Theune, Instructor Dept. of Business Education & Office Administration WT:jj Enclosures P. S. If you do not wish to participate, if this question- naire does not apply to you, or if you do not have the time, please return it to me with that notation on it. 196 EXHIBIT C EXhibit C FOURFOLD CONTINGENCY TABLES 1. Determining what to include in tests + - 1“ 95 I 224 124_] - 60 I 23 83] 155 I 52 ZOTII 1 ¢' .09 x2 .5% 2. Determining length of tests 4* 9 ... I ‘ 6;} $0 911- ” 77 in 111 1L1 6h 205 X ¢ " 0089 x2 1.62 3. Eliminating ambiguous test questions + n I . 5b. 35 89 .. 50 he 90 101‘ 75 I79 X ¢-.osz x2 .h8 h. Determining how many tests to give + - I *l 51 25 76 .[ 72 1:6 118 I 12} 71 191: x . ¢- .062 12 .75 1 5. Deciding on work to 97 collect and grade + - M 9;. 5:. ‘ma ~[_h§ hJ 92 | 139 101 etc X £21233“ 6. Converting test scores into grades f a y + 83 36 119 - 79 2n 10;. 162 ‘ 60 222 X )5 '-.078 x? 1.35 7. Weighting grades to de- termine final grade 4- - Y +L_19(-L__.L__3L__L3§_| "‘ 55 16 71 159 So 209 l X ¢ . “.023 XZ .11 8. Guarding against cheat- ing 4- .. I + 52 29 81] " EAL ’59 4L8.) 120 79 199 x 56 - .066 x2 .87 X I value of this item as a Student-Teaching.Experience. (- represents high value; - represents low value). ‘1 3 Degree of concern for this item.during First‘Year of Teach, ing. (- represents high concern; - represents low concern). 9. Planning daily lessons + - y+—113 I 1; 126 - 95 | 13 108 208 I 26 231. 1: ¢- e027 1:2 .17 10. Determining objectives or standards 9 a 1‘. 11h ' h0 l 15“ ~ sh f 15 1 69 ....1168 l 55 I 221 X “’2' 23‘? ll. Approach and method to use to achieve objectives 4 .. Y *I 130 37- 167 - {.1 A 17 58 I, 171 .511 2‘2? X {5' .073 x2 1.20 12. Selecting textbooks and instructional materials + .. I 'l 11} 1h 28 .. L 21; 115 69 I 3Q x59 97 952 - x.0u5 .20 198 13. Selecting equipment «b .. y +I 3 ‘2 17 J ~|_ 16 an 60 I 2h 53 iii] 1 952 - .182 x2 2 5h 11;. Making regular assign- ments :12I 62 I 9 72 l 33 156 l 186 } ha 226'“ x 91 - .101; x? 2.h7 15. Making “make-up” assign- ments . + - Y *L 53 Ll...__93_.l "[ St in 101 L410? . “A88 195 | x ¢ - .029 x2 .16 16. Making minor machine repairs I’..__19 "1L 1 '._..3LL_____SZ__ 53 x 311 127 ¢- .065 x2 .511 r! . . . . . I I .0 _ -_ . .. , -..,‘ .... -.. .. ‘ _. ‘ ... . . , . _ - . .... . .- . _. . l I _ V . ' H . . . ,. -o 7'. . ,I . . ‘ . s v . .. _ . O . , . -.u. a Q 4‘ - i . ~ ‘ n . "'5 . _ . ..-. -...-- - - . . 1 \ I. . . .. . .. -- ~ -0 . .1 , _, .. . . . .. -. . ... . .. - .-.-.. - . .. . , .~ . . .. . » .. ..4. -. 1.. . ..' '5 ., e 9 * I . ‘ . ' e .. V . . 3 ,. .. n..- . . . .-- .... .-.-. ‘ ' . rs . I I . ....-.. .. . -.....0...- .. - - l . l -1 _ - -. v I - f .- ........ . ..... ... 4 . . . . ‘ . ,. ,. ._ ,........ I. ._.. .. ..-.-- -.-- -...” .. .. ‘ . . - 1 . . .. . .7 . ,- ..- . .- . ... Q 7 ‘ . '4, . - ._ . . I . u .s ... 700v.- . . ...-u»..- ‘ a!" -- . . . ... . . . . ... .. . V... . . . I . ” . O ‘ O I O 17. Providing variation 4- .. y'*L_;13__;F 60 173 ’,__LIJL__'.__11 55 __151_ I 11 228 , X ¢ " “e136 x2 h.22 18. Guiding pupil discussions 4' 9 ,.* 80 29 109 "___§8 26 9h Lil-ALB 55 201 x I6 - .012 x2 .03 19. Getting student cooperation and.participation + as IY*' 95 2; 118' - 92 26 118 L182 89 226 ' .0 1 £2 .23 20. Answering student questions + .. y" 82 7 89 .- 129 20 1119 211 27 238‘ x d' .085 12 1.72 199 21. Teaching skill subjects 4' Y'+ 7} 6 _ 79 ~ 103 12 115 176 g#_ 18 19h ¢zx h8 a. .0 x2 .85 22. Teaching non-skill sub- jects I +| 56 15 71 «I 65 12 77 I 121 I 27 188“ x ‘6 "’e072 x2 .77 23. Teaching advanced or second year subjects "___25______léa .37 ___52______26 78 (6 X 8 3-001 x? .03 2h. Building speed and/or accuracy in skill sub- jecta- .- 1“’ 95 “£92. 112. " h? 16 6 1&2 no 182 x I25 - .06 x2 .66 25. Reaching standards or objectives 4- .. Y" 107 L31 138 - 61 I 22 83 m_ I 53 221 1 ¢. 00’46 x2 .17 26. Teaching on student level 4' 9 I’L 97 12 I 109 I 7 106 21 'I 127 | I £53_ 13 I 236 I 1 ¢- .079 x2 1.h7 27. Demonstrating to the class + -. 1" 6 10 73 ~ 21 159 201 1 232 x 15"0007 12 .01 28. Using the chalkboard + - x ’I 511 1_3__ 67 0 1 1 169 I 208 25 236' X ¢-"el’-I-7 x2 5.10 200 29. Using available audio- visual aids + - I + 31 1e? 17— - 2 l5 137" w 123 61’ 18h x 75 - -.011 x? .02 30. Acquiring audio-visual aids " a _4‘ 1+” 3; 19 53 ~ 52 115 #97 +86 +368 150, x ¢-.102 X2 1.56 31. Learning pupil names and characteristics Y'5___1§_ 3 88 I "__1221_ 30 152 I .128 38 22§ I X ¢ ‘0133 xzh.17 32. Knowing student's past record + _ y ’ 62 3h 96] "___62__J___h§__ lQQ.’ 124 80 208 x I25 - .073 x2 1.09 . .. . a - ' ‘ . n e .. I e ' . . e ,_ . . , .. ¢§ . . . I ' - . I l ‘ ... l ,’ -- , .. .7. , r ...... .....-,,. . ..- . 1' . .. . .. . . . - . . . .. A . ”.....- -.. . ~ . . . l I . .. .. ..... A. . . . ..- __ _ _. . . - . . 7 . . .. - . 1 . .- - .. _ . . ." - _. 0 e . -. - i e . . . ...... . x .. ;_ 1 . .. - <... ‘ . A. .. -......... .,-.._..-....- I‘ \ . l ' G I ‘ ' . .7 -. ... r — V . .— .. ... g . .....-....-.-.. ---.r .- -.... . . A . .. 1 . s .. . .... . ,. -... -..(m._ -... .. \ . . , . O V ' t o ' e .. ‘ . .. . e . ' I e e l ‘ u f _ , ... v ‘ I I ' . " M I“ . _ . . . . . - , . p-y ..d' .4 -".Qh' odd. I 1 -- o . 4‘ ‘. , . . r- . . I - . I . r , 4 A .. u- ‘1... .-..--~' -. _ . _ ‘ . ‘ A I . ... -‘ . V . ’ - l , >- ..A .-- hwy: ~-. -0. .0 Q . n» - .7. . ‘ . . . . ~. -- ,,- , .. ,.... .- .--.-.M........ A . ' I I ~ ' . I e ; I . . . . I . . i . I ' ‘ e . . " ‘ '- ‘ ' *» ’ ~ -- s ’ - ., . 1.- .... -... .. ...—..r.\---~.-.-.—. ’ l ‘ I . . 7 s , . ' ' I.-- .-~.-. . . .. -.-- . ~- .. . . x I . _ . ‘ .- -vm- - ‘ ~v_- . Du.1>.-- ~~e . I 33. Providing supplementary work for faster students 4' ... II» I,._lI.L__I_(22__ "516 I19 —y*3§_-I 90-I88 17L 1 ¢- .0 8 x2 .uli 34. Finding time to help slower students in class 0 0 q. I 95 75 I110 , "_27 19 1 86 W ¢ X - .023 12 .11 35. Helping students outside of class + .. 1* 51 13 9t. .. 31 179 80 82 92 A 174 X b - .155 11211.18 36. Determining student needs 4' e- 1 'I 102 113 335 I 61 h? 31 78 I l 119 "(h 22;.1 I I6" .102 12 2.32 201 37. Getting the class period under way + - ’I 63 6 69 I "I 135 29 16111 I 198 35 233 I X 95 - .115 x2 3.08 I 38. Maintaining student interest 1A ’ . 2*7.__12§____1§___ 6 - 81 8 89 209 A * 26 23ij x ¢ " "eOSZ 12 .62. 39. Controlling students' incessant talking y * 80 LmLI " 71 123 191 ...151 58 209 I x I25 - .088 x2 1.62 ho. Dealing with the tan- peramental student + .- I’ 6111 33 L " 51 LJ_ 398 11 80 192 x ¢- .13 x2 1.32 on. .- v- a. ... I ... w. . - . - -. u . H . \ .' _ .. . - --e.. w ‘ . I "' —. 4 . ...,~ --. -.p. '0 I , . .¢ hl. Dealing with the "don't care” attitude + .. 3* 8;; I 66 150 ~ 93 I 20 63 127 I 86 213, 1 ¢ 0 “.1114. x2 2.77 I42. Dealing with the faster student 4 e 1* 85 I 86 I 131 " 55 I32 I 87 . 1kg I 18 I 218 93 x 17 n .0 x? .06 I43. Dealing with the slower student * 4 ~ a I ’ 97 61; 161 - I11 22 63 138 86 22h X 5" .0 S x2 .13 NM. ”Punishing" offenders + - y"I hZ ha 84 «I as 3 St 99 I 87 96 183‘ X 9 - .015 x? .37 202 us. Getting students to study + - 1'*I 6Q. 59 ‘7 127 " 29 32 I 121 .11 88 209 X ¢ .-.101 x? 2.13 146. Conducting homeroom sessions .4 ‘P .7 A- 1+I 11! I 10 2‘4 - 1 I -12 27 29 I 22 51 X ¢ ‘ .028 x2 .01 h7. Directing study halls + - 1" .___§_, 6 " 10 25 23 18 Q1 I x 8 =.098 x3 .39 AB. Assisting or advisin the school paper an or annual 1’ IL 3 7I “I.____1 3 LI ,5 )I 6 11 ¢ " (not co uted-- less than in each cell) 'v-u ,, . u. , ... ... e .., .. - '- ._ .- O O . “D! .. ,0 9 I e I .- I -. .. e, - 9 - I 1 -. a e - . -> a-.. . 'e \ ... e .. -.. . . x on . ' . ..- rm. . -ea- L \- —. -.1v-- u. .0 h9. Assisting or advising Busi- ness clubs (FBLA, FTA, etc.) 1'+____h I 0 M “4—41 I1 1'1 8 x ¢- (not computed- less than 5 in.sach cell) 50. Assisting or advising Fr., Seph., Jr., or Sr., class. é a 1'+ 3 6 9 "————3~+ 3 6 11 A 9 _15 x ¢ " (not computed-- less than 5 in each of 3 cells) 51. Chaperoning at school functions + - 7"I 5 6 11 ~ 13 11 2h 18 17 35 X 16 --.081 12 .23 52. werking with PTA or other parent-school functions + a. 1"I. 5 5 10 eI 12 16 284 I 17 21 ‘3§J x ¢ ' 0063 x2 .15 203 53. Administering ticket sales or fund-raising activities.- 1* 7 3 10 " A 9 ll 20 16 14 30 X e .236 :82 1.67 5h. Organizing and/or teach- ing adult classes. 1’?» . I2 LI I .3 3 I1I5 6I X ¢ ‘(not computed-- less than 5 in each.oell) SS. Conferring with.par- ents of students + .. 1” 16 9 151 ' 17 11 28 I ......23 20 52.! X ¢=e0 x2 .02h 56. Preparing reports and records ‘ + .- 1 7 33 lé " 61 39 ....JflL_x: .55 1H9 ¢ - .062 x2 .57 .eve 201g. 57. Participating in faculty meetings. + eh + as 4- 1 4. Y __J!L 7 31 Y 69. I151 129 X x ¢ " 0238 I- x2 6.80 ¢ 58. Working with faculty members in committee work Q '9 “ * as y-’ 11 5 16 1:* 7 21 20 I11 '- 132 25 _51 .~ ‘ X X 95 - .016 £6 - x2 .02 59. Observing other teachers teaching classes 1 '9 as + " Y + 13 0 I 13 Y * - w55 11 I, 66 " 68 11 AI 79 x ‘ X It - .018 I5 " x? .03 60. werking with the prin., supt., or other administrative head + as + e- , * 19 9 28 1 + I 2....10 22 62 " I 59 31 90 I x X 8‘ " .033 ‘6 ' 12 .09 \J. v ‘. a .e 205 EXHIBIT D Exhibit D 206 COMMENTS BY FIRST‘YEAR BUSINESS TEACHER RESPONDENTS CONCERNING STUDENT TEACHING Favorable Comments my own student-teaching experience helped me a great deal during my first year of teaching. my experience was for a full day for twelve weeks. (MG) Full-time teaching for three weeks was my biggest help. (JTB) I had a full load of classes where I had complete re- sponsibility for lesson planning, teaching, grading, and discipline. I got the full picture. I also helped with extra-curricular activities and took part in community affairs. (SS) I feel that student teaching helped me with such.matters as grading, planning lessons, and speaking in front of a class; but as far as teaching experience, it is quite differ- ent when you are actually in your own classroom.rather than having a supervising teacher there to answer questions. (PB) To me student teaching was the most beneficial methods course I had. Reading about children and working with.tham are two different things. Student teaching also gave me confidence to begin my first year of teaching. (SR) I was given full control of the classes and it made me realise the responsibility of teaching students to be able to comprehend the problems of everyday life. This created pride and self satisfaction in determining my future work and responsibilities of life. (JPM) It not only taught me how to teach the subject matter but also gave me an insight into the thinking and actions of teenagers and how I must deal with them. (MGS) I think student teaching was especially excellent for practice in being in front of classes and in preparing grades. (RES) I am.teaching a lower age level in the same school system as I student taught. I was familiar with the practices so it was easy to make adjustments. (DVS) H ‘- HEB 207 Gives you a better idea of the problems you will encoun- ter. (JCC) Many of the same experiences are extremely helpful when you are in charge of your own classroom. (EAR) Helped in that it gave you confidence and lessened the fear-~Can I answer all their questions? (DJK) My teaching experience was in shorthand and I am new teaching General Business and typing. I feel, however, my student teaching in general helped me adapt myself to these new subjects in.many ways. (MA) It helped me learn the basic fundamentals of teaching and gave me necessary self-confidence in the classroom. (MB) Training was very thorough and experience very help- I am a.D. E. teacher-coordinator. During student teach- ing we had two classes and the rest of the time was spent on coordinating coop, part time students, and setting up adult classes. The coordinating experiences under a good co- ordinator are invaluable. I did my student teaching away from)the college which.made it very natural and realistic. DHK Student teaching is a very worthwhile experience. Learning how to make lesson.plans and how to face a group of students were the most important things I gained from.it. (MG) ‘ Full responsibility was given to me as a student teachp er. This was a real chance to try my own ideas and experi- ment. (BM) I believe my student teaching has been a great help to me in.my first year of teaching. Before I did my student teaching I debated whether to do it on campus or off campus. Some said the on campus situation was "unreal." However, I think the actual assistance and methods furnished by my supervising teacher more than compensated for this differ- ence. (KLL) my supervisor gave me many worthwhile opportunities. I taught full-time under her observation which was a good learning experience. (FMF) my supervising teachers were very honest and exceed- ingly informative about "tricks of the trade." 208 The benefit one gains in student teaching I believe is almost solely dependent upon your advisor. (HGP) my student teaching was a valuable experience. We didn't encounter all things, but what we did encounter I'll never forget. Without it, I'm.sure I'd be a very confused beginning teacher. (LMZ) I worked under four different teachers-~these varied from excellent to poor in their help offered and attitude. my overall experience was ”fair." (DL) my supervising teachers allowed complete planning, control, etc., after a week or so, along with wonderful co- operation. (ME) I had two excellent supervising teachers who helped me immensely. They still are eager to do all they can for me. (JAW) I student taught in two schools and one school was excellent and the other about fair. One of my supervising teachers was very enthusiastic and extremely helpful and the other was very bitter and.learned very little working with her. (SAB) my student teaching supervisor was a person whom I felt free to talk to. He was willing to answer my questions and help nee (NW) I had a wonderful supervising teacher and credit my success as a teacher to her as far as teaching methods. (JD) my supervisor’built my confidence. This made me over- come many anxieties I may have had. (WEB) my supervising teachers were very qualified. They tried to help me in all ways and I am still trying to retain the "teacher" atmosphere of their classrooms and of themp selves as teachers. (SJA) I did.my student teaching in the campus lab school and had two supervisors who were very interested in helping pro- spective teachers gain as much experience as possible. I often remember hints and helps that I gained from these teachers. Perhaps the only thing I didn't really feel pre- pared for were some of the discipline problems I've met in this first year. (JAE) It helped a great deal in that one subject. (GM) 209 Unfavorable Comments I did my student teaching in two skill courses with little lecture being done. I did find it a little difficult at first to lecture in bookkeeping. I feel had I had some experience in teaching a lecture course, it would have help- ed me to be more fully prepared. (KRM) my student teaching experience was too limited. I had no experience in teaching typing, shorthand, or general business. If the student teaching program could be set up to give a student a more diversified teaching experience, I believe it would be more beneficial. (BB) I wish I would have practice taught in the fields I am new teaching. (JPN) my student teaching experiences which I had in typing were fine and certainly helped me. However, I had no experience of any kind for the teaching of shorthand'and bookkeeping. (GBS) It seems to me that to be of value, student teaching should be done in a school which meets certain standards, especially in the quality of teaching by the regular teach! er. This was not so in my case, and.my whole student teach- ing experience was a very discouraging ordeal from.which.I gained very little, if anything, of value to help me in this first year of teaching. (PM) The interests and attitudes of students at my present school vary so widely from those where I student taught it's almost impossible to use the same methods in both places. (SE) There is too much.of a restriction.placed on the student teacher. One cannot feel free to do something unless it was approved by the critic teacher. The student teacher is not made to feel that the class is his and the students in class recognize this fact. (JRA) I never really felt I had command of the class as far as grading and subject matter is concerned. I feel that the lesson plans I had to make are rather impractical as far as finding time to prepare them. my greatest problem was find- ing time to do the type of Job I would have liked to do this first year. (RGP) I had excellent training in.D. E. but am not teaching those courses this year. (Js) 210 Many aspects of student teaching just can't be applied to the real situation. (GRI) I found that student teaching was nothing like teach- ing on my own. It was unrealistic. (RB) I was required to do things that I didn't meet in my first year. (JEC) I found that by doing my student teaching in the sump mer I didn't get the experience or necessary preparation I felt I would and should have. I would.not take my student teaching during the summer if I had it to do over. (DJE) In my student teaching class I had seven top students. It was not an ideal situation as I had no discipline prob- lems with which to cope. Also, since it was an advanced class of very interested students very little real motivating and selling was necessary in their fourth semester. (MFK) term of student teaching was not much like this first year 0 teaching has been. I have found a need to know more about makin machine re airs vs 1 o tant determi n a grading egale, and pu lishing zyscggof paper, etc. (fiRf Far too much busy work, especially daily lesson plans. I always handed them in, but never did strictly follow them. It would take all evening to make out lesson plans now. (LH) The student teacher should be allowed to exercise his ability with a little more freedom. Conference with student teachers after they have had a year's experience would prove beneficial to both parties concerned. (JUH) The situation was unrealistic in many ways. The stu- dents had had mostly student teachers during their school life-~in actual teaching there is more respect given the teacher. (AFK) I never felt the class was entirely mine when I did my student teaching. During my first year I felt more at ease to try new ways and means of getting the lessons to the stu- dents. Of course, some failed and some worked. (RRC) We had too much observation and not enough participation. I learned more about teaching the first three weeks of actual teaching than I did in three months of student teaching. (CH) The average student teachers! complaint when I practice taught was that we were not ”backed" by the administration. Confidence is very important for a teacher without "backing" it was hard to get for many. (JF) 211 I spent five weeks in the school where the practice teaching was to take place--four weeks in observation, with an occasional class, and the fifth week took over the class for the 223 week. (FET) I feel that I observed only a very small portion of the teaching profession during.my nine week experience. I feel if I would have seen the entire year begin and end it would have been more valuable. (RGG) By teaching just one class a day every other week, the situation does not give you a true picture of what "a day in the life of a teacher" is like. You encounter a few of the same problems but it isn't typical. (EGH) I believe it was good, but not extensive enough. I think that only one period and one subject is not a realistic enough teaching situation. More should be required. (ERR) I feel that the two weeks of full-time teaching was more valuable than the one-period a day routine at the lab school. Lab school teaching is not as realistic as going into a school not used to student teachers. (VP) I don't feel that an hour a day is a very good plan. I didn't feel a part of the school. (GJI) I taught only five hours during the time assigned to student teaching. Five weeks of the course were spent observing which was of some benefit. The remaining three weeks were assigned to two other student teachers and my- self. I observed the two weeks in.which the others taught, then taught one week. (MO) I had three students in the business class I taught and there was another student teacher in the class with.me-- not a very realistic situation. My present classes range from 30 to 60 students. My critic was seldom in the class. (PM) For the first several weeks of practice teaching, my critic teacher was nowhere around during the class period. In other words, I had no way of knowing what I was doing was good, bad, or indifferent. (BK) my supervising teachers (h) were not informed as to what their responsibilities were toward me as a student teacher. Our co-ordinator was never available for advice. (CS) Critic teacher too critical. (SKB) 212 my cooperating teacher would not criticize my teaching. I wanted to know how I could improve, but she would just put off the discussion or say I was doing o.k. (FLB) Two of the teachers I taught under didn't uphold the standards I had been taught. I didn't have the respect I should have had for them. (KG) I had a supervisor that had the attitude-you either have it or you don't. He didn't think I had it. I needed help-~I didn't get it. (AS) ROOM USE ONLY _J L. d ‘- / I l s IV". 4' a, ,' ’2". .‘.q 4’_ gfiis ‘7 I