AN ANALYSIS OF ATTITUDES TOWARD. CHILDREN. AND THE TEACHING ROLE OF STUDENTS WHO HAVE PARTICIPATED IN EDUCATION 482. THE URBAN TUTORIAL PROGRAM Thesis for the Degree of PI’I. D. (MICHIGAN STAIE UNIVERSITY HOMER H. KEARNS, JR. 1971 ‘ LIBRARY Michigan State University This is to certify that the thesis entitled AN ANALYSIS OF ATTITUDES TOWARD CHILDREN AND THE TEACHING ROLE OF STUDENTS WHO HAVE PARTICIPATED IN EDUCATION 482, THE URBAN TUTORIAL PROGRAM presented by HOMER H. KEARNS, JR. has been accepted towards fulfillment of the requirements for Ph.D . degree in Educational Administratim Major professor / I Date July 20, 1971 0-7639 - {IIL a: h ch of [1 CO! III Pre and Ha III ”I M ABSTRACT AN ANALYSIS OF ATTITUDES TOWARD CHILDREN AND THE TEACHING ROLE OF STUDENTS WHO HAVE PARTICIPATED IN EDUCATION 482 THE URBAN TUTORIAL PROGRAM BY Homer H. Kearns, Jr. Purpose of the Study. The purpose of this study was to determine the extent to which Education 482, the Urban Tutorial’Program, enlelective clinical experience in the teacher prepara— Iflon.program at Michigan State University, effected changes in attitude toward children and the teaching role cfi'the participants. Two concomitant purposes were: ”J to determine the extent to which the participants considered the urban tutorial experience to be an effec— tive aid in the internalization of educational concepts Emesented in subsequent professional education courses, and (2) to determine the extent to which the urban tuto- rial experience was considered to be effective in the. hfitial development of certain teaching competencies as Compared to other professional education courses at- bfichigan State UniversitY- Homer H. Kearns, Jr. The two samples selected for this study were the experimental sample, composed of all students who par— ticipated in Education 482, during the spring quarter, 1971 and the longitudinal sample, which was composed of students who participated in Education 482, during the spring quarter, 1970. Certain demographic data, which was subsequently used for the establishment of the independent variables, were collected from both samples. The experimental sample was administered the Minnesota Teacher Attitude Inventory in a pre-test--post—test design. The longitudinal sample was administered the M35; on a post—test only basis along with the Teacher Competency Inventory which was developed for this study. Two-major hypotheses were developed and subse— quently tested statistically using a one—way analysis of variance. Fourteen research questions were also developed and tested. Major Findings With the alpha level established at .05, the following findings were revealed: 1. The college class of the participants of Educa— tion 482, was found to be significantly related to the pre-test scores on the MTAI. Homer H. Kearns, Jr. Participants' scores were higher as students advanced in college class. The number of professional education courses completed by participants of Education 482, was found to be significantly related to the pre—test scores on the MEAL. Participants who had com— pleted more than one professional education course prior to the administration of the pre—test of the MEAT, had significantly higher scores than those participants who had completed only one or no professional education course. The ethnic origin of participants of Education 482, was found to be significantly related to the pre-test scores on the M353. The scores of three ethnic categories; white, brown and black, were significantly different, with the white group scoring highest, the brown group scoring lower and the black group scoring lowest. Analysis of the pre-test and post—test scores of the experimental sample yielded a positive in— crease in score on the MEAL, but the significance probability did not reach the established alpha level. Analysis of gained scores on the M35; for each independent category variable yielded a consistent Homer H. Kearns, Jr. positive change, but none produced a significance probability that reached the established alpha level. Analysis of the post—test scores on the MEAT of the experimental sample and the longitudinal sample yielded a statistically significant differ- ence. The longitudinal sample had a significantly higher score on the M35; than the experimental sample. Analysis of the responses to the Teacher Compe— tency Inventory by the longitudinal sample re- vealed that Education 436, Student Teaching, was rated as the most helpful experience in the initial development of certain teaching compe- tencies. The Methods Block, which includes six courses in teaching methods in the various elementary subject areas, was rated as the second most helpful experience and Education 482, the Urban Tutorial Program was rated third. The majority of the longitudinal sample, 61 percent, rated Education 482 as being at least a substantial help in internalizing the educational concepts presented in professional education courses taken subsequent to Education 482, the Urban Tutorial Program. V we AN ANALYSIS OF ATTITUDES TOWARD CHILDREN AND THE TEACHING ROLE OF STUDENTS WHO HAVE PARTICIPATED IN EDUCATION 482, THE URBAN TUTORIAL PROGRAM BY Homer H. Kearns, Jr. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1971 For t on the doctor extend a sine Ir. Howard Hi It. Calhoun CI AppreI ship Program 3 Intern experie assistance, p1 aPIreciated. A spec colleaGlues who “I: to the Sn Iraduate StLIdy To my I Christopher, I Ia Innmrabh mccessful °°ml Id persistent effort a Worthy ACKNOWLEDGMENTS For the encouraging assistance and direction given on» the. doctoral program and the dissertation, I wish to extend a sincere "thank you" to my committee members: Dr. Howard Hickey, Chairman; Dr. Clyde Campbell, Dr. Calhoun Collier, and Dr. Vincent Salvo. Appreciation is also extended to the Mott Leader— ship Program staff for their efforts in making the Mott Intern experience so valuable and unique. The financial assistance, provided from the Mott Foundation, is likewise appreciated . A special note of thanks is due all my graduate colleagues who have contributed so much, each in his own way, to the success and enjoyment of the past year of graduate study. To my wife, Patricia, and to my sons Mark and Christopher, I owe my most sincere gratitude for making theinnumerable sacrifices which were necessary for the successful completion of this study. The understanding and persistent encouragement they provided made the effort - a worthwhile endeavor . LIST OF TAB! LIST OF FIGI CHAPTER I. THE Met} Slum TABLE OF CONTENTS LIST OF TABLES o. o c o o o o o o .9 o c o I. o o 9 LIST OF FIGURES o o o o o o c o o o o o o o 0 o INHQTER I. II. III. THE PROBLEM ' o o o c o o o o o o o o o 0 Introduction . . . . . . . . . Need for-the Study . . . . . ._ Statement of the Problem . . Statement of the Delimitations‘ Statement of Assumptions . . . Overview of the Thesis . . . . O O O O O O O O O O O O O O O O O A O O I O O 0 REVIEW OF RELATED LITERATURE . . . . . . Introduction . . . . . . . . . . . . . Teacher Education in the United States Teacher Education Programs and Research in Clinical Experiences . . . . . Recent Research in Teacher and Student Teacher Attitudes .‘. . . . . . . . summary 0 0 O O O O O O O O , O O O O 0 THE DESIGN AND PROCEDURES 0 o o c o o 0 Introduction . . . . . . . . .'. Statement of Hypotheses and Related Research Questions . . . . Selection of the Samples . . Instrumentation . . . . . . Personal Data Sheets . . . Minnesota Teacher Attitude Inventogy Teacher Competency Inventory . . . Statement of Procedures . . . . . . . Methods of Analyses of Data . . . . Summary . . . . . . . . . . . . . . iii 0 O O O C I Page ix 10 ll 11 12~ 14 14 14 27 4O 50 53 CHAPTER IV. PRESI BIBLIOGRAPHY APPENDIX A. PERSON B-MLNNE ('> - ADAPTE‘ w c ' TEACHE] m - LETTER SAMPJ CHAPTER Page IV. PRESENTATION AND ANALYSES OF DATA . . . . .» 67 Introduction .'. . . . . . . . . . 67 MTAI Pre—Test Data and Analyses . . .‘. . 67 MTAI Pre-Test--Post-Test Data and Analyses . . . . . . . . . . . . . . . 75 MTAI Post-Test Data and Analysis . . . . 86 Teacher Competency Inventory, Part A Data and Analyses . . . . . . . . . . . 87 Teacher Competency Inventory, Part A Data and Analysis . . . . . . . . . . . 96 Teacher Competency Inventory, Part C . . 97 Summary . . . . . . . . . . . . . . . . . 97 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . 109 o 0‘. o o o o o o o. 109 o o o o o o 0-0 I o 110 Summary . . . . . . The Problem . . . The Procedures . . . . .‘. . . . . . . 111 Findings . . . . . . . . . . . . . . . . 112 Conclusions . . . . . . . .~. . . . . . . 117 Recommendations . . . . . . . . . . . . . 121 Implications for Future Study . . . . . . 123 BIBLIOGRAPHY o o o o o o o o o o o o o o o o o o o 1.25 APPENDIX A. PERSONAL DATA SHEET . . . . . . . . . . . . 132 B. MINNESOTA TEACHER ATTITUDE INVENTORY . . . 133 C. ADAPTED NORM TABLE FOR MINNESOTA TEACHER ATTITUDE INVENTORY . . . . . . . . . . . 139 D. TEACHER COMPETENCY INVENTORY . . . . . . . 141 E. LETTER OF TRANSMITTAL TO LONGITUDINAL SAMPLE O O O O O O O O O O O I O O O .0 O 144 iv TAM L1. Resu Fa Ta L2. Resul Bet of Mir L3. Resul Bet Wit the L4. Resul Bet Rai Inv LS- ResulL Bet‘ Wit} on 1 Em ‘6' Result Betm With sion In 4.7, ReSult Betw of D m LIST OF TABLES TABLE Page 4.1. Results-of a One—Way Analysis of Variance Between the Pre-Test Scores of Male and Female Participants, on the Minnesota Teacher Attitude Inventory_. . . . . . . . .' 69 4.2. Results of a One-Way Analysis of Variance Between the Pre-Test Scores of Participants of Different College Classes, on the Minnesota Teacher Attitude Inventory . . . . 70 4.3. Results of«a One—Way Analysis of Variance Between the_Pre-Test Scores of Participants With Different Fields of Major Study, on the Minnesota Teacher Attitude Inventory . . 71 4.4. Results of a One—Way Analysis of Variance Between the Pre—Test Scores of Participants- Raised With a Different Number of Siblings, on the Minnesota Teacher Attitude Inventory, . . . . . . . . . . . .-. . . . . 72 4.5. Results of a One-Way Analysis of Variance Between the Pre-Test Scores of Participants With Different Degrees of Prior Experience, on the Minnesota Teacher Attitude Inventory_ . . . . . . . . . . . . . . . . . 73 4.6. Results of a One-Way Analysis of Variance Between the Pre- Test Scores of Participants With Different Degrees of Previous Profes- sional Education Coursework, on the Minnesota Teacher Attitude Inventory . . . . 74 4.7. Results of a One-Way Analysis of Variance Between the Pre-Test Scores of Participants of Different Ethnic Origin, on the, Minnesota Teacher Attitude-Inventory . . . . 75 TLBLE ll . Results and l Sampl .1129! ll . Results Betwe of Me Minne llo. Results Betwe of Pa Class 9m Lu. Results Betwe of Pa Major um: 4’12- Results Betwe of Pa Numbe 443- Results Battle Of Pa Prior m “4‘ Results BetWe( 0f Pa] Previ( work, LB. Results 4.8 . 4.9 . 4.10. 4.11. 4.12. 4.13. 4.14. 4.15. Page Results of the "t" Test Between the Pre-Test and Post-Test Scores of the Experimental Sample, on the Minnesota Teacher Attitude Inventory . . . . . .‘. . . . . . . . . . . 76 Results of-a One-Way Analysis of Variance Between the Pre-Test and Post—Test Scores of Male and Female Participants, on the Minnesota Teacher Attitude Inventory. . . . 79 Results of a One-Way Analysis of Variance Between the Pre-Test and Post-Test Scores of Participants of Different College Classes, on the Minnesota Teacher Attitude Inventory . . . . . . . . . . . . . . . . 80 Results of a One—Way Analysis of Variance Between the Pre—Test and Post-Test Scores of Participants With Different Fields of Major Study, on the Minnesota Teacher~ Attitude Inventory . . . . . . . . . . . . 82 Results ofia One-Way Analysis of Variance Between the Pre—Test and Post-Test Scores of Participants Raised With a Different Number of Siblings, on the Minnesota Teacher Attitude Inventory . . . . . . . . 83 Results of a One—Way Analysis of Variance Between the Pre-Test and Post-Test Scores of Participants With Different Degrees of; Prior Experience, on the Minnesota Teacher- Attitude Inventory . .'. . . . . . . . . . 84 Results of a One—Way Analysis of Variance Between the Pre—Test-and Post—Test Scores of Participants With Different Degrees of. Previous Professional Education Course— work, on the Minnesota Teacher Attitude Inventory . . . . . . . . . . . . . . . . . 85 Results of a One-Way Analysis of Variance Between the Pre—Test and Post-Test Scores of Participants of Different Ethnic Origin, on the Minnesota Teacher Attitude Inventor y C O O O O O O I O O O O O O O O O 86 TABLE 4.16. 4.17. 4.18. 4.19. 4.20. 4.21. 4.22. 4.23. 4.24. 4.25. Results ofla One—Way Analysis of Variance Between the Post—Test Scores of the Experimental Sample and the Longitudinal Sample, on the Minnesota Teacher Attitude Inventory . . . . . . . . . . . . . . . . . Results of the Longitudina1.Sample's Response to the Teacher Competency Inventory in the Area of Classroom Management--Discipline . Results of the Longitudinal Sample's Response to the-Teacher Competency Inventory in-the Area of Classroom Management--Schedulingr . Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Classroom Management--Routines . . Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Human Relations--the Student as a Person . . . . . . . . . . . . . . . . . . Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Human Relations-—Community Influences . . . . . . . . . . . . . . . . Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Teacher Behavior-—Learning Resources . . . . . . . . . . . . . . . . . Results of the Longitudinal-Sample's Response to the Teacher Competency Inventory in the Area of Teacher Behavior-—Educational Objectives 0 o o o o o o o a o o o o o 7 o o ' Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Teacher Behavior-—Lesson Plans . . Results of the Longitudinal Sample‘s Response to the Teacher Competency Inventory in the Area of Instruction—-Model Synthesis . . . vii Page 87 89 89 90 91 91 92 93 93 94 AME 416. Result to t Area 437. Result to t Area 448. The EX' tion Educ: quent 449. Summary Pre-l Attit 4.30. Summary Diffe Post- LET: 14- Summary the m L”' Summary in Pe Inven LB‘ SUmmary t0 the Part 1 Felt I the Ed SUbSeg 6'1 ' Adapted Attitu Equlva TABLE 4.26. 4.27. 4.28. 4.29. 4.30. 4.31. 4.32. 4.33. C.l . Results of the Longitudinal Sample's Response to the Teacher COmpetency Inventory in the Area of Instruction—-Teaching Process . . . Results of the Longitudinal Sample's Response to the Teacher COmpetency Inventory in the Area of Instruction--Learning Process . . . The Extent to Which Respondents Felt Educa— tion 482 Helped Them Internalize the Educational Concepts Presented in Subse— quent Education Courses . . . . . . . . . . Summary of the Analyses of Variance of the Pre-Test Scores on the Minnesota Teacher Attitude Inventory» . . . . . . . . . . . . Summary of the Analyses of Variance of the Difference Between the Pre-Test and Post—Test Scores on the Minnesota Teacher Attitude Inventory . . . . . . . . . . . . Summary of Additional Analyses of Scores on the Minnesota Teacher Attitude Inventory . Summary of the Longitudinal Sample's Response in Percentages to the Teacher Competency Inventory, Part A . . . . . . . . . . . . . Summary of Longitudinal Samples' Response to the Teacher Competency Inventory, Part B: The Extent to Which Respondents Felt Education 482 Helped Them Internalize the Educational Concepts Presented in Subsequent Education Courses . . . . . . . Adapted Norm Table for the Minnesota Teacher Attitude InventorngercenEile Rank Equivalents for Raw Scores . . . . . . . . viii Page 95 95 96 100 102 104 106 108 139 HEM Ll. Scatte Scor £122 LIST - OF FIGURES FIGURE Page 4.1. Scatter Diagram of Pre-Test and Post-Test Scores on the Minnesota Teacher Attitude Inventogy . O O O O O O I O O O O O O O O 78 ix Education is beyo radical reform- - reform is revolut As we labor i1 with the idealistic g< age 6 to 16, most edu< conscious of the fact limited by the magnitr quence of our limited enormity of criticism, teachers. The critics of system to be innocent tolehes all educators “Million to the class begins to descend on t mm fo ‘ Iassfflm I CHAPTER I THE PROBLEM Education is beyond repair! What is needed is radical reform. . . . Today, the alternative to reform is revolution.l Introduction As we labor in a system of free public education with the idealistic goal of educating every child from age 6 to 16, most.educators recognize and are continually conscious of the fact that our success will be somewhat limited by the magnitude of the undertaking. As a conse- quence of our limited success, education suffers from an enormity of criticism, even from.the ranks oflits teachers. The critics of education recognize no facet of the System to be innocent of their charges and the criticism touches all educators from the United States Office of Education to the c1assroom.teacher. When the criticism begins to descend on the classroom teacher, however, 1t 1Teachers for the Real WOrld (Washington, E.C.: American.Association of Colleges for Teacher Educa ion, 1969)! p. 90 L lands most heavily up indicated in this rec Sadly, we must co that we do have a system, unrespons changes, and that reinforcer of the permeating this s; In an editori. lenemark lists ten art programs that result : l. Inadequacies e Presently Cons liberal educat N The hostile ac education is c w eduCéltion ax . simplistic Vie education an Inadequate int Practical Stud 6". Continued aCce capable teaChe \. LOW SElectiOH Candidates on SChed Ule r~ . for c lgld urriCUIum . Absence of Stu. \ 2 16. g t W. A114 I ReVol . ' 4;, 51:485, May, 11 lands-most heavily upon their training institutions As indicated in this recent article: Sadly, we must concur with our educational critics that we do have an absurdly antiquated educational system, unresponsive to mass social and technological changes, and that teacher education serves as a major reinforcer of the stagnation and traditionalism permeating this system.2 In an editorial on teacher education, George Denemark lists ten areas of weakness in teacher education programs that result in poor preparation of teachers. 1.' Inadequacies and irrelevance of much that presently constitutes the general studies or liberal-education component 2. The hostile academic atmosphere in which teacher education is conducted 3. Lack of conceptual frameworks for teacher education 4. Simplistic views of teaching and teacher education 5. Inadequate interlacing of theoretical and practical study 6. Continued acceptance of the single model, omni- capable teacher 7. Low selection and retention standards for teacher candidates 8. Schedule rigidities and cumbersome procedures for curriculum change 9. Absence of student opportunities for exploration and inquiry 2Dwight W. Allen and Robert A. Mackin, "Toward '75: .A Revolution in Teacher Education," Phl Delta 11229111.. 51:485, May, 1970. re . 1o. Schizophrenic education de; These kinds c throughout the United have led teacher educ concern. In October, 1 Education issued a re develop educational s; undergraduate and in-. elementary teachers.4 With this plea tion programs, univers Common elements of all lonson in his article, Teacher Education , " calization and flexibi we self-evaluation and ad experiences with child , . Xnerlences than in pr \ 3 innotfor George W. Den . Larchm 197Revolution?" Jay A Mo onson 4J inc 1469 he er Education," Ph‘ education departmentsB These kinds of criticisms have been reiterated throughout the United States in_a variety of media and‘ have-led teacher education in America to become a national concern. In October, 1967, the United States Office of Education issued a request for proposals which would develop educational specifications for a comprehensive undergraduate and in—service teacher education program for elementary teachers.4 With this plea for up—dating the teacher prepara— tion programs, universities began to respond. Among the cmmmon elements of all the "new models" found by Jay hkmson in his article, "The New Models in Elementary Teacher Education," were, (1) greater stress on individ— ualization and flexibility in the form of self-pacing, self-evaluation and added selfvresponsibility, (2) earlier experiences with childrene-and often more and var1ed» eXperiences than in present programs, and (3) highly 3George-W. Denemark, "Teacher Education: Repair, Reform or Revolution?" Educational Leadersh1p, 27:539-42, March, 1970. 96 3 10. Schizophrenic role expectations for teacher_ I 4 1 selected laboratory e teaching and internsh Of particular Hichigan State Univer that, through its own teacher education and United States Office c anew model entitled 1 tion Program (BSTEP) .‘ In the overvis as follows: BSTEP emphasizes d begin in a prospec college and extend into the initial encompasses conten ehavioral science purpose modular de internship. 7 The objectives iducation Program are l. 5 . libido p. 101 . Michi fiche: Educ gan State muers1ty, agzon PEG 1 I . Ibid 0 selected laboratory experiences, simulations, micro- teaching and internships.5 Of particular significance to this study is that lfichigan State University was one of those universities that, through its own desire to improve the quality of teacher education and in response to the concern of the united States Office of Education, developed and submitted a.new model entitled the Behavioral Science Teacher Educa- tion Program (BSTEP).6 In the overview of the project, it is described as follows: BSTEP emphasizes developmental experiences which begin in a prospective teacher's freshman year of college and extend throughout pre-service education into the initial years of-teaching. The program encompasses content and modes of 1nqu1ry of the behavioral sciences, performance cr1ter1a, s1ng1e- purpose modular descriptions, and a full year of internship.7 The objectives of the Behavioral Science Teacher Eflucation Program are listed as three major goals. 1. Development of a new kind of elementary school teacher who is basically well—educated, engages in teaching as clinical practice, is an effec— tive student of the capacities and enV1ronmenta1 5Ibid., p. 101. 6Michigan State University, Behavioral Scienget Efipcher Education Program (East Lans1ng: M1ch1gan Sta e University, 1969), p. 5. 7Ibid. characteristj as a r eSPOnSJ (\J . systematic us ence in deals 9...: . A new laborat behavioral 5c graduate and prograIRSI and tools and per Located at th State University where the Mott Institute for institute, establishec Foundation of Flint, l funds to Michigan Stat efforts to improve edu Projects. These pro je teaching of reading, t staffing, and experime of school personnel . In 1968, an ex 4 he teacher education ' si ‘ tY- This course, Edi PKlglaiil . 13 i 1‘ I be ng adm J Cemun‘ 1ty Improvement , i.ecccsorship of the Col' characteristics of human learning, and functions as a responsible agent of social change 2. Systematic use of research and clinical experi- ence in decision-making processes at all levels 3. A new laboratory and clinical base, from the behavioral sciences, on which to found under— graduate and in-service teacher education programs, and recycle evaluations of teaching tools and performance8 Located at the College of Education at Michigan State University where the BSTEP model was developed, is the Mott Institute for Community Improvement (MICI). This institute, established in August, 1965, when the Mott Foundation of Flint, Michigan awarded a ten year grant of funds to Michigan State University, has focused its efforts to improve education by carrying out experimental pmojects. These projects include experiments in the teaching of reading, teaching methods and materials, staffing, and experimental programs for the preparation of school personnel. In 1968, an experimental program was introdubed to the teacher education program at Michigan State Univer— sflty. This course, Education 482, the Urban Tutorial r~“”" ITogram, is being administered by the Mott Institute for Cbmmunity Improvement, through the cooperation and Sponsorship of the College of Education. 8 Ibid., p. 6. This three CI of the college and un ences. One, a four-h designed to place 8“ one-to-one tutorial r can in the perfoman‘ second experience, a 1 about urban education possesses expertise iI the seminars. The objectives agreater awareness of chemise, through pla iional settings and th Seminars; (2) to provic uderachieving urban e. Provide the Michigan 8‘ fThrehensive View of 1 teacher to utilize them ”4109 teacher defined t 0f concomitant Lucation 482, is the e \ ,2 Clarenc REEL sing: in: 01 vement,1970) MOt I p‘ This three credit course, open to all class levels of thecollege and university, is comprised of two experi— ences. One, a four-hour-per—week field experience, is designed to place each enrollee in an urban school in a one-to-one tutorial relationship and engage the partici- pant in the performance of teacher aide tasks. The second experience, a bimonthly seminar, is constructed about urban education problems. A guest speaker who possesses expertise in urban education conducts each of the seminars. The objectives of the course are: (l) to create a greater awareness of urban problems, educational and otherwise, through placement in realistic urban educa- tional settings and through participation in urban related seminars; (2) to provide one—to—one tutorial assistance to underachieving urban elementary children; and (3) to provide the.Michigan State University student with a comprehensive view of the teaching role by permitting the teacher to utilize them as teacher aides in the perfor- mance teacher defined tasks.9 Of concomitant importance to the participant of Education 482, is the early experience afforded him on 9Clarence R. Olsen, An Urban Tutorial Program (East Lansing: The Mott Institute for Community Improvement, 1970), p. 3. which he may (1) late (2) develop realistic children and the teac The importanc ences in teacher prep established. Not 0111; participant to begin . along with his univer: tion, permits him to 1 In writing abr concept, James Collins Of his model as one wt , . . .xtenswe experiences . ”porthole" observation cuticipation. He fee tore than just one mod dating these experien Si0441 "life style . "10 Also concerned at ' lovthis critical 001 hites: 10 Eilcept; James F. C01: l .d . Unif ‘ Rational LeadlelfxslhsniApI which he may (1) later ‘base career decisions and (2) develop realistic and positive attitudes toward children and the teaching role. Need for the Study The importance of early teaching-related experi— ences in teacher preparation seems to have been clearly established. Not only does this experience allow the participant to begin collectingcareer choice data but alongwithhis university program in professional educa- tion, permitsehim to begin to growprofessionally. In writing about the "Teacher Education Center" concept, James Collins discusses the pre—service portion of-his model as one which includes-many intensive and extensive experiences, These experiences can be a "porthole" observation or- an extended'period involving participation. He feels that the latter plan allows for more than just one model and aids the student in inte- grating these experiences into his personal and profes— sional "life style. "10 Also concerned Ethat colleges of education should allow- this critical contact to be made early, John Etten writes: l‘oJames F. Collins, "The Teacher Educa-tion Center Concept: A Unifying Approach to Teacher Education," Ed_ucat1ona1 Leadership, 27:545, March, 1970. Arecent study* r teachers indicate asenior who had course and a con: prior to student classroom than st experiences . 11 n Study of Stude eastern Illinois The teacher e future teachers from "Prospective teachers reality through vario encounters with child: In reference 4 children in the classn Colleges for Teacher I Teachers for the Real The teacher must is world. Teachers c and stu ll .a John F can, ugeparatlon’ .. ‘ uarv. 1969.: Te achers f I. b\de‘" pa 8. A recent study* of-a selected sample of student teachers indicated that student teaching taken by a senior who had an educational field experiences course and a course in introduction to education prior to student_teaching, related better in the classroom than student teachers who lacked these experiences.11 *A Study of Student Teacher Development at North- eastern Illinois State College, 1966-67. The teacher education program should not isolate future teachers from the realities of classroom practice. "Prospective teachers must be brought into contact with reality through various training experiences and actual encounters with children in therclassroom."12 In reference to these early encounters with cmildren in the classroom, the American Association of Cblleges for Teacher Education in its publication Itachers for the Real World, writes: The teacher must be able to understand the student's world. Teachers currently build barriers between themselves and students because they have been pro— vided with inadequate theory and outmoded concepts. Students are eager to learn, and they cease to grow only when informed that they are intellectually in- competent, not useful to the classroom, and intruders into the educational process. Many teachers. willingly and witlessly deliver such messages daily because that is what they are trained to do.13 11John F. Etten, "Flexible Programming in Student Tbacher_Preparation," Peabody Journal of Education, 46:216, January, 1969. 12Teachers for the Real World, op. cit., p. 9. 13 Ibid., p. 8. Teachers shoe liked, wanted, accep' integrity, of worth a importance to the ch: Combs describes the c makes quite clear the attitude toward chilc' People learn who the ways in which who surround then PEOPle discover t 0f experiences th telling, but from feelings that the and able from hav and from havin‘T Positive EHIAft‘ ences that teach People.l4 Education 482 hides the prospective Children in a classroe icvhich their tutorii broader application. hat the Mott Institui College of Education, \ 14Arth Adequate per “r W. Cc H0 sohalit ll yigfiflouoquium, Sofii’fls lgan' March 11, 1e Teachers should learn to respond to children as liked, wanted, acceptable, able; as persons of-dignity and integrity, of worth and importance. This is of paramount importance to the children in our schools. As Arthur~ Cbmbs describes the development ofaa positive self, he, nukes quite clear the critical nature of the teacher's attitude toward children, as he states: People learn who_they are and what they are from the ways in which they have been treated by those who surround them in the process of growing up. People discover their self concepts from the kinds of experiences they have had with life; not-from telling, but from experience. People develop feelings that they are liked, wanted, acceptable and able from havingpbeen liked, wanted, accepted and from having been successful. To produce a positive self, It is necessary to provide experi- ences that teach individuals they are positive pe0ple.l4 Education 482, the Urban Tutorial Program, pro— vides the prospective teacher with early contact with children in a classroom setting and a practical seminar in which their tutoring experiences can be examined for tmoader application. It is necessary and indeed critical that the Mott Institute for Community Improvement and the (kfllege of Education, Michigan State University, determine l4Arthur-W. Combs, "A Perceptual View of the Adequate Personality," a monograph distributed at the lhmt Colloquium, SouthweStern High School, Flint, inchigan, March 11, 1971, pp. 3-4. whether changes in a teaching role result % As teacher PJ and subsequent changi the new aSPeCtS 0f 1;} in the new teacher pI Education 432 experimental program of the teacher prepar University since 1968 One of its ob is to provide the pro. with children in a re forming the role of a result in the developr attitudes toward child The attitude c and the teaching role 5409, immediately afte length 0f time after t “hinges in attitude, t h manence of any Chan 10 whether changes in attitudes toward children and the teaching role result from this experience. Statement of the Problem As teacher preparation programs undergo evaluation and subsequent change, it becomes necessary to evaluate the new aspects of the program to determine their value in the new teacher preparation scheme. Education 482, the Urban Tutorial Program, is an experimental program that has existed as an elective part cfi'the teacher preparation program at Michigan State University since 1968. One of its objectives, perhaps the most important, is.to provide the-prospective teacher an early association ndth children in.a realistic classroom setting by per- forming the role of-a tutor and teacher aide which will result in the-development of more realistic positive attitudes toward children. and the teaching role. The attitude of the participants toward children and the.teaching role must be measured, before the experi- emce, immediately after.the experience and a substantial length of time after the experience, to determine any Changes in attitude, the nature of any changes and the Ifirmanence of any changes. It is any scheme fo program at an; to include on.‘ program in the University. This 5 changes in att that might occ result of part Tutorial Pregrn Howevei iithered data e Other teacher 6 The dev broad aSSUmptio training progra 1‘ The such is rela‘ educati< tiVe Cii 2‘ M°st Chi eductiltic 11 Statement of the.Delimitations. It is not the purpose of this study to recommend any scheme for restructuring the entire teacher training gmogram at any university. This study delimits its scope to include only one aspect of the teacher education pmogram in the College of Education at Michigan State University. This study will concern itself only with the changes in attitude toward children and the teaching role that might occur in selected research samples, as a result of participation in Education 482, the Urban Tutorial Program. However, generalizations and predictions based on gathered data andtheir analyses may be applicable to cmher~teacher education programs at other institutions. Statement of Assumptions The development of this study is based on several kuoad assumptions relating to education and the teacher tmaining.program. These assumptions are: 1. The success or failure of our society to progress is related to the success or failure of our educational system to produce educated, produc- tive citizens. 2. Most children who drop out of schOOl become eduCationally disadvantaged. is and for edu for act prOg com; Chap study, estab Under whiCh listed the a; 12 3.’ Many children who-drop out of school become functionally illiterate in our society. 4. Reasons for students' decisions to drop out of school are related to poor educational decisions. made by teachers. 5. Reasons for students' decisions to drop out of school are related to the development of low self-esteem. 6. The development of low self-esteem in children is related to the inability of teachers to relate and interact with children in a positive manner. 7. Teacher education programs are partly responsible for teachers' lack of ability to make sound educational decisions. 8. Teacher education programs are partly responsible for teachers' lack of ability to relate and inter- act with children in'a positive manner. 9. A well conceived and functional teacher training program has a positive relationship to teacher competency.development. Overview of the Thesis Chapter I provided a brief introduction to the study, established its need, and presented the limitations Infler which the study was pursued. The first chapter also listed the assumptions on which the study was based. Ci relevant t includes a the United experience some “new" literature Che procedures. sample, the procedural methods of Cha; Presentation its hypothe: g} Chap Presents cor anali’Ses of 13 Chapter II undertakes a review of the literature relevant to the purpose of this study. This review includes an historical overview of teacher education in the.United States with particular emphasis on the clinical experience approach. The second chapter also investigates some "new" models of teacher education and reviews the literature on teacher attitudes. Chapter III discusses the research design and pmocedures. This discussion includes the selection of the sample, the statement of hypotheses and details such smocedural questions as kinds of data, sources of data, methods.of'securing data and methods of analyses. Chapter IV presents the analyses of the data. The smesentation of each analysis is given in the context of its hypothesis or related question. Chapter V provides a summary of the findings and ruesents conclusions and recommendations based on the analyses of the data. To cc volume of lit ration of tea to delimit th in the United development 0; minus and J reseaICh in t6 E PUblic beliming at t Wheel in Phil established by nhblic School "isle :Harry In G .‘ i s. “at- CHAPTER II REVIEW OF RELATED LITERATURE Introduction To condense into a pertinent review the vast volume of literature pertaining to the professional prepa— ration of teachers in the United.States, it was necessary to delimit the review to three areas: teacher education. in the United States, an historical description of the . development of teacher training;- teacher education rmegrams and research in clinical experiences; and recent research in teacher-and student teacher attitudes. Teacher Education in the United States. Public education in the United States had its beginning at the establishment of the first Lancasterian 1 This institution was school in Philadelphia in 1806. eestablished-by the "Free School Society," later the "Public School Society," to provide schooling for children E 1Harry G. Good and James D. Teller, A History of EE§tern Education (London: The Macmillan Company, 1969), . 452.‘ ‘ l4 'uho do not religious 'so Alth l853, finance the case of 1 city school < ment'of a 130: The l rapid develop of corrmaon sch schools.4 A typ may be descril Canandaigua A The defect teaching 1 pens, the of school school 11! instructic class in t A typi single buildin 15 "who do not belong to, or are not provided for by any religious‘society."2 Although the Public School Society continued until 1853, financial difficulties dissolved the society, and in the case oerew-York, all prOperty was transferred to the city school district which was created by the establish- ment of a Board oanducation in 1842.3 The-hiStorial period from 1865 to 1900 boasted of rapid development of the public school system in the form cm common schools, high schools, academies and normal schools.4 A typical academy offering for teacher training may be described by the following account of the Canandaigua.Academy: The defects of common schools, the methOds of. teaching the several school subjects, the making of Pens, the government of schools, the construction of school houses, the formation of lyceums and school libraries, and 'Pestalozzi and his mode of ' instruction' were among the topics of the teachers class in this New York academy in 1829.5 A typical normal school of 1860 consisted of a single building (including dorms and model school), 21bid. 31bid. 41bid., p. 469. 51bid., p. 480. to prepare The public moo,B bec century. In Department schools“ t to four yea accreditati Alt recognized the "best“ ' iircation in item 5 Ce 95am Derolution, " his), grit lead and Con l6 5 teachers, less than 100 students, 17 or 18 years old. The curriculum was one year in length.6 Just 20 years later, in 1880, the typical normal school had 240 students, separate model school, a 3 year curriculum, 12 staff, some academic or college prep courses taught.7 Many students were not in attendance to prepare to teach, but rather, were college prep. The public normal schools, numbering about 167 around 1900,8 became teachers colleges after the turn of the century. In 1908, the National Education Association, Department-of Normal Schools, officially changed "normal schools" to teachers colleges and the.curriculum from two to four years.9 The actual change was long and slow, accreditation, even slower. Although special training-for teachers had been recognized since about 1870, there had existed a debate on the "best" way to educate teachers-since the establishment 61bid. 7Ibid. 8Gordon J. Klopf and Garda W. Bowman, Teacher Education in a Social Context (New York: ' Menta I Health Materials Center, Inc., 1966), p. 21. 9Sam P. Wiggins, "Teachers Colleges: Evolution or Devolution," in Emanuel Hurwitz and Robert Maidment (eds ), Criticism, Conflict and Change (New York: Dodd, Mead and Company, 1970) , p. 470. of the first in magnitude institutions From the end some kind of demand.10 The : spread from 1 1873 the Stat education cot and art of te courses had 1: since its ope science and a teaching as a secondary sch In-se 'Summer Schoo 1902 by Charl 2000 students 10K10} 116000 121122 133.01% 17 of the first normal school in 1839. This debate increased in magnitude as the demand for teachers grew and more institutions began responding with training programs. From the end of the Civil War to 1918, every state passed some kind of compulsory education law which increased this demand.10 The idea of specialized training for teachers spread from the normal schools to other institutions. In 1873 the State University of Iowa made the transition to eduCation courses for secondary teachers in "the science 11 and art of teaching." Although elementary education courses had been offered at the University of Michigan since its opening in 1841, in 1879 a new "chair of the science and art of teaching" was established to "develop teaching as a profession and promote cooperation between secondary schools and the university."12 In-service training had its beginning in the "Summer School of the South" at Knoxville, held in 1902 by Charles W. Dabney with an enrollment of 13' 2000 students. Thereafter, many colleges and 10Klopf and Bowman, op. cit., pp. 23—24. 11Good and Teller, op. cit., p. 481. 12Ibid., p. 482. 13 Ibid., p. 481. univers it portion 0 A rent of A 1908, a D hits was complete sional ed At recognized engaged in teachers Cl began over continues 0 and the tea institution professors. w 14‘ iichi an Si hwersaty. 156 tion of Tea 0a , Inc., 18 universities began summer schools for teachers and a large portion of their students were prospective teachers. At Michigan State University, although a Depart- ment of Agricultural Education had been established in 1908, a Department of Education in the Division of Liberal Arts was established in 1924. The Department of Education was changed to the Division of Education in 1944 with the other divisions being changed to schools. In 1952, the Division of Education became the School of Education, complete with a dean and a.complete complement of profes- sional education courses being‘offered.l4 At the time when colleges and universities had recognized the need for special training for teachers and pengaged in some aspects of training and at the time whenr teachers colleges began granting degrees, the real battle began over that "best" way to train teachers. The issue continues to be debated between the liberal arts college and the teachers college, private institutions and public institutions, and academic professors and education professors.15 . l4Victor H. Noll, The Preparation of-Teachers at hgghigan State University_TEast Lansing: Michigan State University, College of Education, 1968), pp. 50—166.. 15G..K. Hodenfield and T. M. Stinnett, The Educa— tion of Teachers (Englewood Cliffs, New Jersey: Prenticev Ha . I Inc.’ )1 p‘ IX' Paul Woodri iraditionsof Teach states that the two education: which resa totally different cc learning process, a: of free public schoc One traditio the academic or libe this philosophy, whi secondary teachers, I centered in knowledge tradition, that of ti stress on the "whole process to extend far learning. Woodring fur in University school William Van 090016 have discerni 16Paul Woodri Education in the Unit Robert Maidment (eds. [New York: Dodd, Mea “William Van (Indianapolis: The Be ii: 111‘112. 19 Paul woodring, in his article entitled, "The Two Traditions of Teacher Education in the United States,"16 states that the two different philosophies of teacher education which resulted from this battle "represent -unally different concepts of the nature of man, of the learning process, and of the proper role and limitations of free-public schools." One tradition, the older of the two, represents the academic or liberal arts view of teacher education. This philosophy, which long controlled the education of- secondary teachers, holds that formal education should be_ centered in knowledge and mental development. The newer tradition, that of the professional educator, places the stress on the "whole child" and considers the learning rmocess to extend far beyond academic or intellectual learning. Woodring further concludes that "teacher education in University schools is an unhappy marriage of both." William Van Till7 suggests that not many lay~ people have discernible attitudes toward the education of. 16Paul Woodring, "The Two Traditions of Teacher- Education in the United.States," in Emanuel Hurwitz and‘ Robert Maidment (eds.) , Criticism, Conflict and Change wa York: Dodd, Mead and Company, 1970), p. 462. 17William Van Til, The Making of a Modern Educator. (Indianapolis: The Bobbs-MerrilIECompany, Inc., 1961), “— pp. 111-112. teachers so that the preparation program: forces and academic The critics 1957. This event ca everyone else. The vere teachers colleg The Bowling anattempt to get th teacher training in the focal point of t] been labeled "scatter Some critics like those written ir year. Hodenfield e 20 teachers so that the bulk of-the criticism concerning the preparation programs in existence comes from reactionary forces and academic critics. The critics were unleased along with Sputnik in This event caused open war and everyone blamed 1957. The most convenient scapegoats, however, everyone else. were teachers colleges and schools of education. The Bowling Green Conference of 1958 was held in an attempt to get the opposing camps together and improve teacher training in the United States. The teacher was the foCal point of the conference, and his education had 18 been labeled "scattershot scholarship." Some critics at the conference expressed ideas like those written in an article by John Keats in the same year. If your Johnny can’t read, write, or do arithmetic, it may be due to the fact that his teacher can't do And the reason she can't these things well herself. do them is that her instructors in teachers college were told she should be taught other things instead. In teachers college they told her that all children should not be expected to read, write, or do arith— She heard it was more important for metic anyway. Johnny to be well adjusted and happy than it was for him to be asked to use his head. In teachers college she spent far more time learning to ventilate a classroom than she spent learning anything she might Then she was told she could be asked to teach. teach students a foreign language without being able laHodenfield and Stinnett, op. cit., p. 4. to read, write. she was warned in what formal_ college, she 1111 Jack Allen, College for Teacher the conference when One of the prim chief function, boys and girls I only be accompl. tion with inforv help. So can la tYPGS of learnir the teacher, alv center. What he he does not knov Other critic our entry into the an improvement along wi in his testimOny on 19 Ta“vita John Keats 0:51.52 Never Worsep ' May, 1953. 20 HOdenfield 21 to read, write, or pronounce it herself. Finally, she was warned-that if she made a brilliant record in what formal studies there were in her teachers college,-she might not be allowed to teach at all.19 Jack Allen, professor of History at George Peabody College for Teachers, spoke for the entire membership of the conference when he declared: One of the prime functions of the school, indeed the chief function, is to provide a-setting within which boys-and-girls can grow intellectually. This can only be accomplished through the learner's associa- tion with information, knowledge, facts. Books can help. So can laboratories. So can numerous other types of learning-materials. But always there stands the teacher, always on the stage, often front and center. What he knows can make a difference. What he does not know can be an irreparable loss.20 Other critics who expressed themselves soon after our-entry into the "space age" offered suggestions for improvement along with their criticism. Admiral Rickover, in his testimony on Capital Hill in August, 1959, offered: I-would suggest that we aim in having teachers in the last-three years in high school who have had the equivalent of a first-rate legal education; that would be‘a bachelor's degree plus three years post- graduate study in their chosen subjects. Elementary teachers would need somewhat less knowledge of< subject matter and more of pedagogy. All teachers- need some special instruction in pedagogy and a good deal of practice teaching. We might consider copying the internship in education which is common abroad-— teacher candidate practicing under the supervision 19JohnKeats, "How Well Are Our Teachers Being Taught?_ Never Worsel"-Better-Homes and Gardens, 36:51-52, May, 1958. 20Hodenfield and Stinnett, op. cit., p. 20. bile. of experienced ‘ all by themsele A specially United States by the suggests that: Perhaps the grea tion is the wide are a few more t little more mone disastrous . . . and tardily patc will be perpetua the future in ed as we built othe the past,22 One year fol. asimilar meeting wa: ence concluded that i doubt remained as to training program the Some institut lions such as Marshal Virlinia and Pacific Pacific Lutheran Coll plan. 1- As part of "I. student spend. children in a 22 of experienced teachers before they take on a class all by themselves.21 A specially commissioned study of education in the. United States.by the Rockefeller Brothers.Fund, Inc., suggests'that: Perhaps the greatest problem facing American Educa— tion is the widely held view that all we require are a few more teachers, a few more buildings, a little more money. Such an approach will be- disastrous . . . an educational system grudingly and tardily patched to meet the needs of the moment will be perpetually out of date. We must build for the future in education as daringly and aggressively as we built other aspects of our national life in the past. 22 One year following the Bowling Green Conference, a similar meeting was held in Kansas. The Kansas Confer- ence concluded that student teaching is the crux but some doubt remained as to the whereabouts within a teacher training program the experience should take place. Some institutions offered alternative considera- tions such as Marshall College in Huntington, West Virginia and Pacific Lutheran College, Washington. Pacific Lutheran College offered the following five—part plan. 1. As part of "Introduction to Education," the student spends two hours per week working with children in a community agency or school. 211bid., p. 14. 22The Pursuit of Excellence: Education and the Future of America (New York: Doubleday and Company, Inc., COpyright by Rockefeller Brothers Fund, Inc., 1958) , p. 33. . When the S1 DevelOPmeni observing 1 through jur N when the St he Spends t E’l‘i childre c.) a; Before the he Spends t U1 AS part Of Teaching I" of 15 weeks level of te' Marshall C01 asimilar program- Another crii "research" findings of American Teachers \\ arguments about teac to"proof" than do d is nevertheless pres clusions from the da very few "data" exis to teach in public so u - i suumarized as fo' \ 23 Hodenfield has James D. K % (Boston: H: 23 2. When the student takes "Human Growth and Development,"_he spends two hours per week observing in classrooms from kindergarten. through junior high school. 3. When the student takes "Methods and Observation," he spends two hours per week observing teaching and children. 4.. Before the student begins his student teaching, he spends two full weeks in a public school. 5. As part of "Curriculum Methods-and Student Teaching,"-the student spends the afternoons of 16 weeks observing in his "less preferred" level of teaching.23 Marshall College in Huntington, West Virginia has a similar progrann Another critic, James Koerner, presented his "research" findings in his book titled The Miseducation of American Teachers.24' Although he states that his arguments about teacher education no more lend themselves to "proof" than do debates about other educational issues, he nevertheless presents his findings and draws his con- clusions from.the data collected. He admits also that very few "data" exist on the best way to prepare people to teach in public schools. Koerner's research findings are summarized-as follows: 23Hodenfield and Stinnett, op. cit., p. 83. 24JamesD. Koerner, The Miseducation of American Thachers (Boston: Houghton Mifflin Company, 1963). ._. xx.) w A (J1 ow \- There is mc education t internal cr academic fa standards a Professiona a lack of c mance of it through whi' Education a: credentials The greatesi education is The inferior tion facult§ the field. The academic problem in Ir The course w repute. It dull and amb ' The quantity ' The Graduate same ills as moreso. ' The anthoritl for change , The» academic 24 1. There is more and greater ferment about teacher eduéation than ever before. There is more internal criticism, more interest on the part of academic faculty, more support for raising standards and more actual changes. 2. ProfesSional education suffers very greatly from a lack of congruence between the actual perfor- mance of its graduates and the training programs through which they are put. 3. Education as an academic discipline has poor credentials. 4. The greateSt obstacle to reform in teacher education is administrative inertia. 5. The inferior intellectual quality of the Educa— tion faculty is the fundamental limitation of the field. 6. The academic caliber of students is also a problem in maintaining quality. 7.. The course work in education deserves its i11- repute. It is most often puerile, repetitious, dull and ambiguous-—incontestably so. 8. The quantity of education courses is too much. 9. The graduate courses in education suffer the same ills as the undergraduate courses only moreso . 10. The authority in education is too centralized fer change. 11. The academic component of programs is also weak. 12. Educatortha e abandoned the English language and thrive on slogans and incantations--communi— cation is difficult even between.themselves.25 Harry S. Broudy, in his article "Criteria for the Professional Preparation of Teachers," lists what he ZSIbido I pp. 15—210 considers four esse tion program. They (2) professional co 26 and (4) research. He further : sistent role that a . "27 being, a person . Speaking to in "Education and Re Teachers don't in what they have :1 students have in process breaks d out--we can almo failure is' in th teacher's head b the stuff in the Ernest Melby tilt that prospectiv‘ ration program that 4 H°Writes; 28 from .1 F rank Micel Postm %W | an and u. “We Activit 25 considers four essential components of a teacher prepara- tion program. They are; (1) specialty foundations, (2) professional content, (3) technological concerns, and (4) research.26 He further states that, "the first and.most con-- sistent role that a teacher plays is that of‘a human being, a person."27 Speaking to a similar consideration, Frank.Miceli in "Education and Reality" says:' Teachers'don' t work with materials. They work with what they have in their heads and With what their students have in their heads. When the schooling process breaks down--that is, when students drop out--we can almOS-t be sure that the origin of the failure is in the fact that the stuff in the ‘teacher's head bore an inadequate8 relationship to the stuff in the learner's head.2 Ernest Melby also concerns himself with the cOn- cept that prOSpective teachers_need to undertake a prepa— ratidn program-that allows them to develOp as individuals. He writes: 26Harry S. Broudy, "Criteria for the PreparatiOn of Teachers," cited from Frank H. Blackington, III and Rgbert S. Patterson,,School Society and the Professional Elucator (New York:‘ Holt, Rinehart and Winston, Inc., I968) I p. 1710 27Ibid. 28Frank Miceli, "Education and Reality," cited from Neil Postman and Charles Weingartner, Teaching as a SUbXersive.Activityg(NeW'York. Delacorte Press, P 71 Unless we in te what the teache environment in person--in all do will have a the teacher as central problem addition, even it gets little The America Education in their . States titled Te_ac_iu institutional mechai the university pers< inadequate.3O They Programs: 1. Programs shc Youth and ac' cultures anc‘ M ' Program shc universities related pub] 1..) Programs she in an intern The AACTE go \ 29 . , p.469, % 30T e The Mericwé tion, ,1969) an AsStgagia 31 , Ibid., pp, 26 Unless we in teacher education come to grips with what the teacher is and set about producing the environment in which the teacher can grow as a person--in all his uniqueness-~litt1e else that we do will have a substantial effect. The growth of the teacher as an individual human being is the central problem of teacher education. . . . In~ addition, even though this is our central problem, it gets little attention in teacher education.29 The American Association of Colleges for-Teacher Education in their report on education in the United States titled Teachers for the Real World, call for a new institutional mechanism for the training of teachers since the university personnel and existing facilities are inadequate.30 They offer three suggestions for training programs: 1. Programs should have easy access to children, youth and adults who.represent a variety of cultures and raCes. 2. Programs should involve public schools, universities and colleges, the community and related public agencies. 3._ Programs should offer training to future teachers in an intern approach.31 The AACTE goes on to state that most so called "intern" programs require.a related seminar and are at 4 29Criticism, Conflict and Change, op. cit., p‘ 690 30Teachers for the Real WOrld (Washington, D.C.: The American Association of Colleges for Teacher Educa— 3lIbid., pp. 95-102. best only apprentic teaching is rated h it is the only work ence.33 “The contra on to say, "is one 1 program of teacher 1 @243 Direct expe: teacher preparation during the colonial existed for "appreni “master" teacher. taking place in 12 s "is the longest time Practice was conside normal schools.35 1 R- Freeman Butts obs the Public of religi \_ 321m 33\. ’ P- M‘ I P. 3’13 p. The 011 Jane Eller 3300mm 12:18:33: :3. (f l——' Ow OUT f. O 27 best only-apprenticeships. They reason that student teaching is rated high by prospective teachers because it is the only work which resembles a training experi- ence.33‘ "The control of the teacher's behavior," they go on to say, "is one of the main outcomes of an adequate program of teacher preparation."34 Teacher Education Programs and Research ‘in Clinical Experiences Direct-experience in the field as part of a teacher preparation program is not a new concept. Even during the colonial period (1647-1776), opportunity exiSted for "apprentice" teachers to learn directly-from a."master" teacher. By 1869, actual student teaching was- taking place in 12 state normal schools, although 2 weeks was the longest time required, and by the Civil War, the practice was considered necessary by virtually all state normal schools.35 In reference to this time in history, R» Freeman Butts observes that, "Whereas much was made by the public of religious, political and moral worthiness of 32Ibido' p. 1020 33Ibid., p. 105. 34Ibid., p. 125. 35Jane Ellen McAllister, "Glimpse.of the Past,"- The Outlook in Student Teachin (Cedar Falls, Iowa: The Assoc1ation. or Stu ent Teac 1ng, 1962), pp. 3-26. their teachers, thE tions concerning ti teachers. " 36 The quality proved, however, an the first recognize in 1909.37 Here, t half-time salaried Schools. The Unive internship program By 1920, similar pr Cleveland, Minneapo Notable into °ftw° types; those amuniCiPal school : iuniversity. The 3 “it and the Public \ 28 their teachers, the public seldom had very high expecta— tiOns concerning the professional training of the teachers."36 The quality of teacher education steadily im— proved, however, and at Brown University in Rhode Island, the first-recognised internship program was established in 1909.37 Here, the students spent one full year as half-time salaried teachers in the Providence Public Schools. The University of Cincinnati, in 1919 began an internship program with the Cincinnati Public Schools.38 By 1920, similar programs were established in Boston, Cleveland, Minneapolis, Seattle, Buffalo and Gary.39 Notable internship programs of the thirties were of two types; those sponsored jointly by a university and a.municipal school system, and those sponsored solely by a university. The former is exemplified by Wayne Univer— sity and the Public Schools of Detroit, while the latter — 36R. Freeman Butts and Lawrence Cremin, A History 9; Education in American Culture (New York: Holt, Rinehart and Winston, Inc., 1953), p. 133. 37Harrison Gardner, "The Teacher Education Intern— ship inHistorical Perspective," Internships in Teacher Education (Washington, D.C.: The Association for Student- Teaching, 1968), p. 3. 38Ibid. 391bid. is best represented provided the base f ship.40 The Master existence in the la or five year sequen teaching credential Two undergr; different for their Michigan University teaching and study 5 general education. 4; Michigan Sta Elementary Intern Pr liberal arts program 0f courses in arts a the third calendar y “mills internship ce: "ere integrated with teaching in the loca.‘ \ 4 01nd \" p. .1 1le pp. “Lid 9.1 29 is best represented.by Northwestern's internShip which provided the base for the present day fifth year intern- ship.40 The-Master of Arts in Teaching (MAT) came into existence in the latter 1950’s with other kinds of four or five year sequences which lead to a degree and a teaching-credentia1.4l Two undergraduate programs which were distinctly‘ different for their time were both in Michigan. Central lfichigan University was'conducting a three year alternate teaching and study program.after two years' base of general education.42 Michigan State University, in 1959, began the_ Enementary Intern Program which consisted of a two year liberal arts-program followed-by a ten week summer session of courses in arts-and sciences. During three quarters of. the third calendar year, the student resided at an off- campus internship center where methods and foundations' were integrated.with observation-participation and student teaching in the local schools. The-fourth year the 4oIbid., p. 7. 4lIbid., pp. 10-11. 4ZIbid., p. 12. ' " Mat. -‘ student taught as $3500, under close In 1958, j began its Elementa already financing ; intensified its ef: known as the "Breai To become a proposal had to den ‘ following is a sum the features favore 1. They were d future job N They were ments of ed departments administratv w - They were e; elementary : as in the C< A ' The public 5 U1 I EducatiOn We higher Educa They Were 4\ ‘ James c hon S ' . S mitts”: 30 student taught as an intern teacher at,a salary of about $3500, under close‘supervision.43 In 1958, just before Michigan State University began its Elementary Intern Program, the Ford Foundation,' already financing some experimentation in education, intensified its effort through a new group of experiments known as the "Breakthrough Program."44 To become a member of the.Breakthrough group, a proposal had to demonstrate a leadership quality. The- following is a summary of Paul Woodring's description of the features favored by the foundation: 1. They were designed to prepare teachers for the. future job of teaching and its-technology. 2. They were planned jointly by university depart- ments ofaeducation, representatives of academic departments, and public school teachers and administrators. 3. They were expected to incorporate changes in the ‘ elementary schools and secondary schools as well as in the colleges. 4. The public shared part of-the responsibility. 5. Education was to made part of the mainstream of higher education. 6. They were to build upon earlier Ford-supported programs by providing for (a) scholarly academic 43Ibid. 44JamesC. Stone, Breakthrough in Teacher Educa- tion (San Francisco: 'Jossey-Bass; Inc., Publishers; 1968), p. 13. instructioa secondary ‘ the SOPh°m‘ courses, a] ship durin‘. accompanie< seminars. \l The prospec teaching 6) teaching te Among the 1 educated teachers a teachers were train tutions offering th to part of the "Era lobster College and elementary preparat. tion; and Marshall, elementary and seco: Internships education preparatic critics, although it difficult to disting Comonly practiced. student teaching and \ 45P ‘ “Hectic aul Woodr n H December/19% Stone . n 31 instruction at the-graduate level for-all secondary teachers, (b) liberal education beyond. the sophomore year, (0) improved professional“ courses, and (d)-an extended supervised intern: ship during the postebaccalaureate period accompanied by closely correlated professional seminars. The prospective teacher was to get his initial teaching experience as~a junior member of a teaching team.45 Among the 1200 colleges and universities which educated teachers at that time, about 90 percent of the teachers were trained onva 4 year basis.‘ Only six insti- tutions offering that type of curriculum were selected to be part of the "Breakthrough" group. These.six were: webster College and Michigan.State University, for. elementary preparation; Barnard, for secondary-prepara— tion; and Marshall, Middlebury and Missouri for both elementary andsecondary.46 Internships in teaching as part of profeSsional education preparation seem to have support from most: critics, although in many cases those experiences are. difficult to distinguish-from student teaching as it is commonly practiced. About clinical experiences such as student teaching-and the.internships, James-Conant states: 45PaulWOodring, "The Ford Foundation-and Teacher. Education,“ Teachers College Record, 62:229—231, December , 19 60 . 46Stone,- op. cit., p. 37. Few if any H.101 art of teachln‘. suitable Condfl indisputable as education is p1 Although t} practice has been I 48 1917, Thompson , 1 1946,51 Bishop, 194 pertinent data, unt regard to its effec teacher training pr K 47Jam teachers (Nam Y “B11? ew or pp.113, 142. 4811 1111111111111 c Professional Educat: tration and Supervi: 49 Internsh Glienn S. I] 1p ro ram' September 1943. I 50C “till“ tron Hart of Teac W, 28 :32:I lL' Lmdley J. 1 0313011001 Teache iesr rnal. of Educ on 52c c1 ff Internshis 1 ord L 3=~435 43 P15" ”\4 Educat 53m as leacherI i ord L 2712513121tern;hi§9,2 32 Few if any thoughtful people have denied that the art of teaching can be developed by practice, under suitable conditions. . . . As we have seen, the one indisputab1e~essential element in.professional, education is practice teaching.47 Although the internship experience as a clinical practice has been researched for years (e g.—Brink 1937,48 Thompson, 1942,49 Harvey, 1942,50 Stiles,, 1946,51 Bishop, 1948,52 anduBishop, 194853), little pertinent data, until recently, have been collected in regard to its effectiveness as part of the regular teacher training program. 47James Bryant Conant, The Education of-American TEachers (New York: McGraw-HillfiBoEk COmpany,*l963), pp. 113, 142. 48William G. Brink, "Internship Teaching in the ProfeSsional Education of.Teachers," Educational Adminis- tration and Supervision, 23:89—94, February, 1937. 49Glenn S. Thompson, "The Development of an Internship Program," Teacher Education Journal, 4: 63, September, 1942. 50C. C. Harvey, "Internship in the Professional Education of Teachers," Educational Administration and Supervision, 28: 375- 381, May, 1942. 51 . Lindley J. Stiles, "Internships for Prospective Ifigh School Teachers Being Trained in Universities " Journa1.of Educational Research, 39:665, May, 1946: 52Clifford L. BishOp, "The Purpose of Teaching Internships," Educational Administration and Supervision, 34: 35- 43, 1948. 53 Clifford L. Bishop, "The Supervision of the Inacher Internship," Education Research Bulletin, 27: 125 132, May, 1948. Margaret L note recent studie: include a plea for pants in the progra In describi ship, Ronald Rex is internship as he we The internship vides face-to-f Practice. For decision-making assignment whicj professional fu; of resource, son t° suPplement t] unpracticed jUdS In 1962, Jun colleges and univers professional laborat PIOSpective teachers After surVey 1' Only 20% pro. eXPErienCes \ 54 Directio sMaggaret L: ‘ ash' EW- 1970) ingu 55 , hn William B. cago: and McNa] ships in Ronald G. F lunatic) r°fessional n n (WaSh' no lag, 1968>i~ngtor21 33 MargaretrtLindsey54 anerilliam Levenson,55 in nmre redent studies, support the.internship approach and include a plea for-experiences as varied as the partici- pants in the programs. In describing a conceptual model of the intern- ship, Ronald Rex isSues the following definition of an internship as he would like to see it practiced: The~internship should-be an experience which pro- vides_face—to—face contact with the realities of practice.' For teachers it should be a fullefledged. decisionemaking, instructing, and strategy designing asSignment-which carries the full weight of profeSsional function. There-should be some avenue of resource, some source of assistance and counsel, to supplement the intern's limited experience and unpracticed judgement.56 In 1962, June Johnston surveyed some Southern colleges and universities to determine the extent to which professional laboratory experiences were being offered prospective teachers. After surveying 50 institutions, she found: 1. Only 20% provided professional laboratory experiences as an integral part of the. ’ '54 Margaret Lindsey (ed.), Teacher EducatiOnsFuture Ifirections.(Washington, D.C.: Association of Teacher Educators, 1970), p. 11. 55Williath.‘ Levenson, The Spiral Pendulum (Chicago: Rand McNally and Company, 1968), pp. 72-75. 56 Ronald G. Rex, “A Conceptual Model of Intern- ships in Professional-Training," Internships in TeaCher Education (Washington, D.C.: The Association for*Student Teaching, 1968), p. 21. coursework . Provision was made 1 I\.> 3. Forty—four determinino vising stun In the near universities which their teacher preps which added the Mas In 1965, ti“. sponsored six regic 0f the 24 programs Piling the results 1. Improved co: cooperating 2» $pecialized Interns. 3- Greater acce f9r providix cra support 4- Curriculum i eory and g 34 coursework throughout the entire college program. Provision for post-student teaching experience was made in only 14% of the institutions. 3. Forty—four percent had no policy or formula for determining work loads of staff members super- vising student-teachers.57 In the next-few years, the number of colleges and universities which utilized some clinical exPerience in their teacher preparation program grew, especially those which added the Master of Arts in Teaching. In 1965, the United States Office of Education Sponsored six regional seminars to evaluate MAT programs. Of the 24 programs studied, those responsible for com- piling the results concluded a need for:, l.‘ Improved communications between university and cooperating schools. 2. Specialized preparation of school supervisors-of interns. 3. Greater acceptance of responsibility by schools for providing supervision of interns and finan— cial support of teacher education programs. 4. Curriculum to_achieve greater integration of- theory and practice. 57June S. Johnston, "Professional Laboratory Emperiences Provided Elementary Education Majors in Southern Education Programs" (unpublished doctoral dissertation, The University of Tennessee, 1962), cited from Fredrick R. Cyphert and Ernest Spaights, An Analysis and Projection of Research in Teacher Education (Columbus, Cmio: Oh1o State University Research Foundat1on, 1964), pp. 48- 49. 5. A C°mprehe experience As the cli pand, colleges and to some of the ab0‘ tion are cooperatii to achieve an imprc described by E. Brc The clinical ex enormously stre universities an agencies and pr clinical approa element in the well as in pre- and the interns The partner: those with the univc agencies and organi: and (3) affiliated s centers. 60 \ 59E and Pitfall. Brooks , EdBrcos s Smith} :1: I gfllcati Mo on egeWashiggtoi L . E. Broo Tergmg Partnersiii t 35 5. A comprehensive evaluation of the internship experience through a program of research.58 As the clinical experience has continued to ex— pand, colleges and universities apparently.haveresponded to some of the.above cited needs. More colleges of educa- tion are cooperating with other agencies and organizations to achieve an improved training program. This trend is described by E. Brooks Smith and John Goodlad: The clinical experience in teacher education can be enormously strengthened through collaboration between universities and schools with support from state agencies and professional organizations. . . . A clinical approach to teaching should be a priority element in the continuing education of teachers, as well as in pro-service programs of student teaching and the internship.59 The partnerships which seem to be forming are those with the university and (1) state-and regional agencies and organizations, (2) student teaching centers, and (3) affiliated schools and research and development centers.60 58John B. Whitelaw, The Potentialities of the. raid Teaching Internship (Washington, D.C.: Office of. Eflucation, U.S. Department of Health, Education, and Welfare, October, 1965), p. 11. 59E. Brooks Smith and John I. Goodlad, "Promises and Pitfalls in the-Trend Toward Collaboration," in FL Brooks Smith (ed.), et al., Partnership in Teacher Emucation.(Washington, D.C.: The American Association CE Colleges for Teacher Education, 1966), p. 19. 60E. Brooks.Smith, "Description and Analyses of Ikerging Partnerships," in E. Brooks Smith (ed.), et al., one such P that between unive: laboratories. In ‘ tion, Acheson and < vhich find it necei teacher education, service activities connon. They find ship on teacher tra developing educatio use. Less clear, t training efforts on In a summar: ngrams in 1966, H4 W of which would “1°56 representative unit’erSities: Unive University of Califc 9,66) n \ SmgtTEIShil in Teach it lean A:ociat1o 5 2Ma' igni;?ingtg 31313an In' 171 18s 36 One such partnership which has been studied is that between universities and regional educational laboratories. In their examination of this collabora- 61 relate that some universities tion,.Acheson and Olivero which find it necessary to alter existing programs of teacher education, are using the regional labs for pre— service activities rather than in-service, which is-more. common. They find that the major effect of this relation- ship on teacher training is in helping teachers in developing educational products, their installation and use. Less clear, they report, is the effect of teacher training efforts on university education departments. In a summary of representative internship programs in 1966, Henry.62 briefly describes 13 programs, must of which would be considered cooperative efforts. Those representative programs existed in the following universities: University of California, Berkeley; University of California, Davis; Central Michigan Tortnership in Teacher Education (Washington, D.C.: The American Association-of Colleges for Teacher Education, 1966), p. 35. 61Keith Acheson and James L. Olivero, "Educational Ieboratories and Teacher Education," Journal of Teacher Education, 21:325—334, Fall, 1970. 62Marvin A. Henry, "Summary of-Representative Intern Programs," Internships in Teacher Education (washington, D.C.: The Association for Student Teaching, 1968) , pp. 171-188. University; C°1°r5 San Rafael; Indian University; . Univer Education; Univers University of Wise Milwaukee . 63 One year a: programs, Schloerke education instituti American Associatic found that only 51 ngrams. The foll survey probably rep acurrent clinical date. They found: 1- A majority 1 found in st: een in open and (C) were Pr°9rams. N ICriteria f0; 1“ order 0 ImT-nt‘Of facu directors ( field I :and( \ 63 37 University; Colorado State College; Dominican College of San Rafael; Indiana State University; Michigan State University; University ofOregon; Oregon College of' Education; University of Southern California; Stanford; University of Wisconsin; and University of Wisconsin at Milwaukee. 63 One year.after Henry's summary of representative programs, Schloerke and Czajkowski64 surveyed 733 teacher education institutions that were listed as members of the American Association of Colleges for Teacher Education-and founthhat-only‘ 1 indicated that they offered internship programs; The following summary of findings from their survey probably represent the nature of the internship as a current clinical experience as well as any research to date. They found: 1. A majority of the internship programs (a) were found in state-supported institutions, (b) had been in operation for a period of three years, and_(c) were post-baccalaureate or fifth year. programs. 2. Criteria for admission to the internship program, in order of frequency of mention were (a) judge- ment of faculty-members or_intern-program directors; (b) scholastic rank in major teaching field, and (c) character. 63Ibid. . 64Wallace C. Schloerke and Theodore Czajkowski, "Internship Surveys-1957:" Internships in Teacher Educa— tion (Washington, D.C.: The Association for Student Teaching, 1968), pp. 161-1705. 3. Thirty-sev that at le went direc 4. In order 0 found teac the genera 5. At the und interns we while grad to attract i the second. 6. The grade 1 as prerequ: program was 7. Less than c tions cons: a criterior Procram. co . The stipenc‘ from $1200 for the sch \o . Most intern of a beginn 96% 0f the the local 5 Tile length With slight (51%) teach seventY‘One permitted t: courSework . Practhe Of n We: Semester. 65 \ 65 . Ib\1d" P. 10. ll. 12.' 38 Thirty-seven of forty—four respondents claimed that at least 90% of their internship graduates went directly into the-teaching profession. In order of frequency, secondary interns were found teaching in English, social studies; and the-general area of science.‘ At the undergraduate level, the greater number of interns were preparing for elementary teaching, while graduate level internship programs tended to attract candidates interested in teaching at the seCOndary level. The grade point average most frequently indicated as prerequisite for entrance into the internship program was 2.5 (0+). Less than one-fourth of the responding institu- tions considered success in student teaching as a criterion for admission to the.internship program. The stipend for internship involvement ranged from $1200 to $6220, with an average of $3500 for the school year. Most.interns received at least-75% of the salary of a beginning teacher in their community. In: 96% of the cases the intern's salary was paid by the loCal school system. The length of the internship involvement varied, with slightly more than one-half of the interns (51%) teaching for two semeSters- Seventy—one percent of the responding institutions permitted the student to carry additional academic coursework during his internship tenure.i The practice of granting college credit for internship teaching was nearly universal (94%). . A plurality of college supervisors had respon- sibilities for ten or more interns and visited each an average of from one to five times each semester.55 651bid., p. 168. Three not. include clinical c State University, described on page Science Teacher Ec' Chapter I, pages 4 operational, and t Institute for Comm The Mott I. study), currently 1 program for the su] Level I is an inner euperience 'availabl education majors. Hider StUdY- Level ence for secondary oriented Setting. experience in the i: the Level II Prograi teacher assistant is I \ befou *1} more deta The In 1“ .Berhard 39 Three notable programs in teacher education which include clinical experiences are in existence at Michigan State University, the Elementary Intern Program (briefly described on page 29 of this study*), the Behavioral Science Teacher Education Program (briefly described in Chapter I, pages 4-5, this study), currently not fully operational, and the.fiVeelevel program of the Mott' Institute for Community Improvement. The Mott~Institute-(Chapter I, page 5, this, study), currently-conducts a five-level experimental program for the.supplementa1.training of teachers. Level I is an-inner-city school visitation and observation experience available to all Michigan State University eGUCationumajors. Level II is the Urban-Tutorial Program. under study. Level III is-a pre-student teaching experi-. ence for secondary students in a problem-centered, action- oriented setting. Level.IV is a two~term training exPerience in the inner city. The first-term, much like the Level II program, the student tutors and works as a teacher-assistant_in additibn to taking the standard 'hmthods" courses. The second term is actual student *A more detailed, developmental description may- he found in Bernard Corman's and Ann C. Olmstead 3 book, The Internshi in the Pre aration of Elementar. School 4 East Lansing: Michigan State Univer31ty, 196 ). teaching with pari Level V is an elen studentspends abc an inner city schc certification requ res e A review 0 education of teach« lay-critics and pr< teachers' attitudes are critical detern Itis apropos, ther professional organi be reviewed, as wel teachers' and futur The America Edueation, in their M, make the fol‘ concerning teachers training program f r °r C° mun‘fig‘xzifiw 19 40 teaching wittharticipation in problem-centered seminars. Level'V is an elementary intern program in which the student spends about one and two-thirds years working in an inner city school before completing his degree and certification requirements.66 Recent Research.in Teacher and Student Teacher-Attitudes A review of the literature in the professional education of"teachers finds many professional educators, lay-critics and professional organizations who agree that teachers' attitudes toward children and the teaching role are critical~determinants of success in the classroom. It-is apropos,-then, that the positions of authors and profeSSional organizations in regard to teacher attitude rm reviewed, as well as research conducted in the area.of teachers' and'future.teachersi attitudes. The American Association of Colleges for Teacher Education, in their publication, Teachers.for the Real World, make the following representative statements concerning teachers' attitudes in relation to their. training program; 66Programs for Change in Education (Mott Institute State University, 1969).. hm theoretica all in all, r6 that they (:ng social origin: help bring thl have a riCh SU reproductionS material. Teachers' atti important to b tmn. A defin problems and a program 0f tea Even more hmalSupplement, ~___________ important than rig] Many kinds hendeveloped in a and groups of attit teacher from the be dnhdin the area t. he instrumentation Inventory (MTAI) \. The researc n' titudes seems to h lareusually st Teachers pp~,661 92\ 68.,T Times Educ c'at TeaChirgl 41 The-theoretical preparation of the teacher should, all in all, reconstruct the teachers' attitudes so that they come to see the children, regardless of social origin, as having extended potential. To help bring this about, the teacher educator must have a rich supply of realistic descriptions and reproductions'of-actual situations as instructional material.. * Teachersi attitudes and their effects are too important to be left to accidents of human associa- tion. A definite plan for identifying-personality problems and attitudes should be developed in every program of teacher education.57 Even more strongly stated, in the Times Educa- tional Supplement, is that "Right attitudes are more "'68 important than right techniques- . . . Many kinds of attitude measurement devices have been developed in an attempt to identify those attitudes and groups-of—attitudes that might distinguish the poor teacher from the better one. Much of the research con- ducted in the area of teacher attitudes use as a part of the instrumentation, the Minnesota Teacher Attitude- Inventory (MTAI). The-researCh in teacher and student teacher attitudes seems to fit into one of three types of studies. They are usually studies using attitudes for prediction 67Teachersfor-the Real World, op. cit., pp. 61, 920 ' I I . 68"TeachersNeed to Alter Their Attitudes," Efimms.Educational Supplement, 2873:3, June, 1970. purposes, studies and those studies afunction of some Two studit attitude measurem< to have conflictir Michaelis, in 1954 Personality Invent Inn/gm and the predict success in student teaching an analysis yielded a concluded that the accurate prediction Maxine Graj tion between the M: any Other instrumer adequate for use ir t IMaxine Gr 0 Stu nventor 42 purposes, studies relating attitudes to other variables and those studies which investigate attitude changes as a function of some treatment. 69 70 Two studies, Gray and Michaelis, using attitude measurement for the purpose of prediction seem to have cOnflicting results at first glance. John Michaelis, in 1954, used the Minnesota Multiphasic Personality_1nventory, the Minnesota Teacher Attitude Inventory and the Heston Personal Adjustment Inventory to. predict success in student teaching. Using grades in student teaching as a measure of success, the statistical analysis yielded a correlation coefficient of .82. He. concluded that these three measures could yield a fairly accurate prediction of success in student teaching. Maxine Gray, in 1956, found no prediction correla- tion between the Minnesota Teacher Attitude Inventory and any other instrument and concluded that no one method is adequate for use in prediction. She suggests, however, 69Maxine Gray, "The Use of the Minnesota Teachera Attitude Inventory in Selection, Counseling and Placement- cf Student Teachers" (unpublished doctoral dissertation, Whyne University, 1956), cited from Frederick R. Cyphert and Ernest Spaights, An Analysis and Projection of Re- gearch in Teacher Education (Columbus, Ohio: Ohio State UniVersity Research Foundation, 1964), pp. 70—71. 70John V. Michaelis, The Prediction of Success in §tudentheaching from.Personality and Attitude Invento- ries (Berkeley: University of California Press, 1954)? that multiple mea: to prediction. . Represents to other variables and Peters,72 Eman Tennyson,75 and He Kenneth St Attitude Inventory which were control field, (2) partici; ~._______ . 71Kenneth J Attitude Inventory Students in the Ar} tron," Journal of 1 April, 1958. 72 Anthony I T Values and the n Educational ResearE 73 of Valu Robert En es " the, 1965;. Journal iiiflier, 19708, “ Joxu 43 that multiple measurements may be a more valid approach to prediction. Representative reSearch relating teacher attitude to other variables include studies by Stafford,71Riccio and Peters,72 Emans,73 Silberman,74 Wannamaker and Tennyson,75 and Henrikson.76 Kenneth Stafford compared the Minnesota Teacher Attitudeulnventory_scores of two groups, Negro and white, nmich were controlled for (1) college level and major. field, (2) participating in the same program, (3) desire 71Kenneth R. Stafford, "The Minnesota Teacher Attitude Inventory Scores of Negro and White Fifth Year Students in the- Arkansas Experiment in TeaCher Educa- tion," Journal of Educational Research, 51: 633— 634, April, 1958. 72Anthony Riccio and Herman J. Peters, "The Study of Values and the Minnesota Teacher Attitude Inventory," Educational Research Bulletin, 39:101-103, March, 1960. 73Robert Emans, "Teacher Attitudes as a Function of Values," Journal of Educational Research, 62: 459— 463, June, 1969. 74Melvin L. Silberman, "Behavioral Expression of Teachers' Attitudes Toward Elementary School Students," ggurnal of Educational Psychology, 60:402-407, October, 1969. 75Mary Wannamaker and W. Wesley Tennyson, "The value Orientation of Beginning Elementary Teacher Educa- tion Students," Journal of- Teacher Education, 21: 544- 550, Winter, 1970. 76Harold A. Henrikson, "Role of Teacher Attitude in Educating the Disadvantaged Child, " Educational leadership, 28: 425- 429, January, 1971. to become teacher college in Arkans Negro 91‘0“? to be white group to be reported. Anthony R: search to ascertai on the Minnesota T areas, "aesthetic" were found to be c of these two areas confidence . Robert Ema] teachers' attitude: than Riccio and Pet values ofcteachers cf the school ' 5 cu: Melvin Silb cf teachers ' attitu primary findings: 1. Teachers ' their t a actiov 0 contain ' 2. Diff ‘ eren Ways . t at 44 to become teachers, (4) age, (5) sex, and (6) attending college in Arkansas. He found the mean scores of the Negro group to be 11.27 and the mean scores of the white group to be 48.77. No statistical test was reported. Anthony Riccio and Herman Peters conducted.re- search to ascertain the relationship of values to scores on the Minnesota Teacher-Attitude Inventory.' Only two areas, "aesthetic" and "political," on the value-scale were found to be correlated with the MTA;, Correlation of these two areas was significant at the .01 level of confidence. Robert Emans also studied the relationship of teachers' attitudes to values. Using a different approach than Riccio and Peters, Emans found that conflicting. values of-teachers were related to the lack of acceptance of the school's curriculum. Melvin Silberman, in his study of the expression of teachers' attitudes toward children, states three primary “findings : 1. Teachers' attitudes are generally revealed in their actions, in spite of many forces operating to Contain their expression. 2. Different attitudes are translated in different ways. 3. Students of most b teacher's Mary Wanna education students They suggest that to students' value Attitude Inventory Harold Hen experimental vs co 17.1 point differe groups. In compar, children, using tea Variable, Henriksor the self~fulfillins Jacobson.78 The followi research efforts wh measurement of atti treatment . \ 77 . Silberman in Robert Ro: Classro \icclu om: Teac] 1968.ecrelo ment Ne 45 3. Students who-receive transmissions are aware of most behavioral eXpressions of their teacher's.attitudes.77 Mary Wannamaker and W. Wesley Tennyson used the_ Differential Values Inventory_and found that elementary education students were more emergent than traditional. They suggest that for obtaining better evidence in regard to students' value orientation, the Minnesota Teacher Attitude Inventory would be useful. Harold Henrikson, using a pre-test--post—test, experimental vs control design, demonstrated a positive 17.1 point difference in achievement scores between- groups. In comparing the two groups of kindergarten children, using teacher attitude as the independent variable, Henrikson concluded that his study supported the self-fulfilling prophecy studied by Rosenthal and Jacobson.78 The following studies are recent representative research efforts which examine the gain or loss in the neasurement of attitude as a function of some type of treatment. 77Silberman, op. cit., p. 406. . 78RobertRosenthal and Lenore Jacobson, Pygmalion in Classroom: Teacher Expectation and ngils} Intellec- _?gfl.DeveIopment (New-York: Holt, Rinehart and Winston, 968). a 7A.__1.~“ ._.'- 7S Rogers, program as his in six week treatmen significance grea Intensive Teacher successful in its teacher candidate: Harriett I an experience in a 0f prospective tea deSign, she found in the scores. Robert Am in attitude as a fv \\ 9 Vincent 1 0f Studer Eleme iiOVember, #2 Rob sass University (unpublis Sr An 46 Rogers,79 using an intensive teacher training program ashis independent variable, found that after the six week treatment, the post-test scores on the Minnesota teacher Attitude Inventory were higher with a statistical significance greater than .001. He concluded that-the Intensive Teacher Training Program appeared reasonably- successful in its attempt to build desirable attitudes in :eacherccandidates. Harriett Darron80 researched the extent to which an experience in a laboratory schoolchanged the attitudes )f prospective teachers. Using the MinnesotaTeacher tttitude Inventory in a pro—test, mid—test and post—test iesign, she found no statistically significant-differences 'n the scores. Robert Asmon,81 in attempting to ascertain changes n attitude as a function of student teaching, by using a 79Vincent Rogers and James A. Smith, "Professional ttitudes of Students in an Intensive Teacher-Training rogram," Elementary School Journal, 57:100-101, ovember, 1956. 80Harriett Driskall Darron, “The-Effects of a rticipation Program on the Attitudes of Prospective achers at Indiana State Teachers College," The Teachers lle e Journal, 31:18—21, 1959. 81Robert Vance Asmon, "Associative Factors in -anges in Student Teachers' Attitudes During Student aching" (unpublished doctoral dissertation, Indiana iversity, 1959), cited from Frederick R. Cyphert and nest Spaights, An Analysis and Projection of Research i t-Test, found a m teacher Attitude Dan Cox82 students who part: during a pre-servi than students taki teacher Attitude I he found both grou significant level groups. The chang attributed to the field experience . Wilbur Dutn the student teachir concluded: (l) the anxious and non-am; non~anxious groups X iitTeacher‘ Educatio mm 3 I Sthool Wilbur H il S Udent . mm RSSearchTeggl. 47 t-Test, found a mean regression of scores on theMinnesota Teacher.Attitude.Inventory. Dan3Cox82 conducted a study to find whether students who participated in a laboratory experience during a pro-service course developed better attitudes than students taking the.course only. Using the Minnesota. Teacher Attitude Inventory on a pre—test, post—test basis, he found both groups' score higher at a statistically significant level but no difference was found between groups. The change, he concluded, would-have to be attributed to the course instruction rather than to the fieldcexperience.- Wilbur Dutton,83 relating attitude and anxiety to the student teaching experience using the Minnesota Teacher.Attitude Inventory as the attitude instrument, concluded: (1) there was no difference in changes between anxious and non—anxious students, (2) both anxious and non-anxious groups had regressive scores, and (3) the in Teacher Edugation (Columbus, Ohio: Ohio State Univer- sity Research Foundation, 1964), p. 62. 82Dan Cox, "An Objective and Empirical Study of the-Factors of Laboratory Experience in a Professional Enucation Course Prior to Student Teaching," Journal of Experimental Education, 29:89—94, September, 1960. 83Wilbur H. Dutton, "Attitude-Change of Elementary Sehool Student Teachers and Anxiety," Journal.of Educa- tgpnal Research, 55:380—382, May, 1962. aontrolgroup no positive scores. George, Pi an introductory e attitudes of stud those who took th higher scores 'on were student . teac Corrigan , tory which they dc found: (1) a big] supervisors, and 1 others, (2) a higl in laser grades ar. grades, (3) high P assignment“ and les rents, and (4) les undeggraduate majo those: in other fie 84George A Attitudes Toward - c Educational Psycho 85Dean Cor Changes of,Student issearch, 57:93-95 48 control group not taking student teaching maintained high positive scores.' GeorgePinkney,84 in his study of the effects of- an.introductory educational psychology course on the. attitudes of students during student teaching, found that those who took the course had statistically significant higher scores on a test of behavior traits than those who- were student teaching-only. Corrigan and Griswold,85 using an 80 item inven- tory which they designed, tested student teachers and" found;‘ (1) a high positive change with certain college‘ supervisors, and less positive or negative change with others, (2) a high positive change for student teachers‘ in lower grades and 1ess_for those working in upper grades, (3)high-positive change with one student teaching assignment and less for-students with two or more placeé mefits, and (4) less positive changes in.students whose undefgraduate majors werepsychology-or sociology than those in other fields; = 8ZlGeorge A. Pinkney, "Changes in Student Teachers' Attitudes Toward Childhood Behavior Problems," Journal of gduoational.Psyohology, 53: 275- -278, December, 1962. 85Dean Corrigan and Kenneth Griswold, “Attitude Changes of Student Teachers," Journal of Educational Research, 57: 93- -95, October, 1963. Elmer- Ja Teaching Practic‘ place both durint course and studeJ Herbert F of 77 education 11 tudes of -64 pract tutors scored 1.2! good, controlling variable of pupil higher on the var; controlling and p1 controlling and at Lusty and tionnaire, found f attitude as a func remark, however , t Education: Changing Teachers ' {1311, 19:410—415 , 87Herbert and Practice Teach' Education Students 194283-291, Fall, 88Beverly 'Ifffects of 'an NDE city Elementary Tea l8:.217-222, Septemb 49 Elmer Jacobs,86 using the Valenti-Nelson Survey of~ Teaching Practices, found that significant changes took‘ place both during the initial professional education course and student teaching. Herbert Walberg, gt;al,,87 compared the attitudes of 77 education majors engaged in tutoring to the atti— tudesof-64.practice.teachers. After the experience, the tutors scored lower on thevariables of neat, stable, good, controlling and authoritarian and higher on the variable of pupil—centered. The practice teachers scored higher on the variables of expressive, narcissistic, controlling and puritanical. The-tutors became less, controlling and authoritarian and more pupil—centered. Lusty and WOod,88 through a.self—prepared ques- tionnaire, foundfew significant changes had occurred in attitude as a function of an NDEA Institute. They_ remark, however, that "The very fact that attitudes can 86Elmer B. Jacobs, "Attitude Changes in Teacher Education: An Inquiry into the Role of Attitudesin~ Changing Teachers' Behavior," Journal of-Teacher Educa- tion, l9e4lO—415, Winter, 1968. 87Herbert J. Walberg, et.al., "Effects of Tutoring and Practice Teaching on Self-Concept and Attitudes in Education Students," Journal of Teacher Education, 19:283-291, Fall, 1968. 88Beverly L. Lusty and Barbara Sundene Wood, "Effects of an NDEA Institute Upon Attitudes-of Inner City Elementary Teachers," The Speech Teacher, 18:217-222, September, 1969. be influenced ir teacher trainers Since ed preparation of to general public, 1 educational publ: seems to indicate from 1839 in the establishment of present. The confl education has exi opened its doors. touched off sever! America. Two nat: Conference, 1958 called in an atte together toward a teachers; The un that the teacher tion of children training would hel w ”Iota. . p 50 be influenced in eight-weeks should be of interest to teacher trainers."89 Summary Since eduCation's public beginning in 1806, the preparation of teachers, while not a concern of the general public, has been a continued concern_of the educational public. Study of the historical literature seems to indicate that teacher educatiOn has improved from 1839 in the first public normal sChool, through the establishment of the teachers college in 1908, to the preSent. The conflict of Opposing philosophies in teacher education has existed since that first normal school opened its doors. The-launching of Sputnik in 1957- touched off severe criticism of teacher educators in erica. Two national conferences, the Bowling Green onference, 1958 and the Kansas Conference in 1959, were alled in an attempt to bring the opposing parties ogether toward a better solution to the education of eachers; The unanimous feeling of both-conferences was hat the teacher was the crucial ingredient in the educa-' ion of children and that more clinical experience in raining would help them become more competent. 891bid., p. 221. Although- after Sputnik, t! parts of teacher the 1ast-decade’. experience adopts addition to etude ship and in most Master of Arts in Michigan : programs have app: teacher edudation. IBreakthrough" efi Program in 1959, c for Community Impr federal government tion Program in 19 Research 1 therience- in teac tossess no - support experience is valu Expanded to offer the prospective to Research i ”Idea to have a dir ‘ Mitive attitudes ' 51 Although-clinical eXperiences were not invented after Sputnik, the growth of those experiences as integral parts of teacher education programs was most rapid during the,lastrdecadel The most common type of clinical eXperience adépted by colleges and-universities, in addition-to student teaching, was the fifth year intern- ship and in mostcases resulted in the awarding of the Master of Arts in Teaching. Michigan State University's teacher education programs have appeared in almost all national research in teacher-eduCation. This university was part of the "Breakthrough" effort of 1958, began its Elementary Intern Program in 1959, opened its doors to.the Mott Institute. for Community Improvement in 1965 and submitted to the federal gOvernment the Behavioral.Science-Teacher Educa- tion-Program.in-1967. Research in internships as a pertinent clinical eXperience in teacher-preparation (although many studies possess no supporting-data),.indicates that this type of eXperience is valuable, should be continued and even, expanded to offer a.more.varied clinical background to theprospective‘teacher. Research in-teacher attitudes shows those atti- tudes,to have a direct effect on pupil behavior and that Fwsitive attitudes are critical to effective teaching. of attitu 52 he research also indicates that these attitudes can be hanged as a reSult of training. Most research recommends hat since attitudes toward children can be altered,. eacher preparationprograms should embark upon a purpose- ul endeavor‘to change those attitudesof futureteachers n a positive directionand-not~to leave the.development f attitudes to chance. Th the resear conduct th identifica‘ 0f the hyp¢ Cussion of kinds of da methods of given of th To a Tutorial Prc Participants designs: and the 1leach “homely, . CHAPTER III THE DESIGN AND PROCEDURES Introduction The purpose of this chapter is to describe e researchdesign, methodology and procedures used to nduct this study. Included in this chapter is the. entification and description of the samples, statements the hypotheses and related research questions, a dis- ssion of the instruments used, and a description of the ds of data collected, the sources of those data and the hods of securing the data. Finally, an explanation is on of the methods of analyses used. Statement-of.Eypotheses*and Related Research QuestiOns To ascertain whether Education 482, the Urban orial Program.has any effect upon the attitudes of its ticipants, it was necessary to consider these two stions: "Do participants' attitudes toward children the teaching role change, either-positively.or- tively, as a result of the experience?" and "If icipants' attitudes toward children and the teaching 53 role ( of the inan hypoth Tutoria cantly teachir measure Program toward a the com; haiku: a change Experime here dev. SUb‘grou] ( °f the pa Used to C 54 Le change, either positively or negatively, as a result the experience, is that change maintained over time?" Two major directional hypotheses were developed an attempt to answer the above questions. These potheses are: Hypothesis I Upon completion of Education 482, the Urban orial Program, the participants will score.signifi— tly higher in their attitudes toward children and the. ching role than they did prior to the experience,-as. sured by the Minnesota Teacher Attitude Inventory. Hypothesis II Participants of-Education 482, the Urban Tutorial gram, will score significantly lower-in their attitudes 1rd children and the teaching role one year following completion of the course, as measured by the.Minnesota ger Attitude Inventory. In order to determine whether or not there exists ange in attitude, either positive or negative, in the, rimental sample as a whole, several research questions developed to ascertain any changes in attitude of groups within the experimental sample. Certain demographic data were collected on each fie participants in the experimental sample and were to categorize the sub-groups. These groups were identifi major st‘ raised, 1 to the Ed coursewor T I participar Is Participan Is participam he MTAI? \ Is participant Is 1 participahts 0n the "fl? 55 entified by participants' sex, college class, field of jor.study, the number of siblings with whom they were Lsed,.related experiences with younger children prior _the Education.482 experience, professional education Lrsework completed, and ethnic origin. These related research questions are: Research Question 1 Is there a significant relationship between ticipants‘ sex and the pre-test scores on the MTAI? Research Question lA Is there a significant relationship between :icipants' sex and the difference between the pre-test the post-test-scores on the MTAI? Research Question 2 Is there a significant relationship between icipants' college class and the pre-test scores on @353? Research Question 2A Is there a significant relationship between iCipants' college class and the difference between Pre-test and the.postetest soores on thengAI? Research Question 3 Is there a significant relationship between .cipants' major field of study and the pre-test scores he MTAI? - particip, between 1 number of the pre-t I: number of the differ on the [112 do partiCipan and the pr: IS and the d if Scores on t Is‘ phl‘iJ|.(;]'_pants ind the Pre- 56 Researcthuestion 3A Is there a significant relationship between participants"major field ofstudy and the difference between the prestest and postrtest scores on the QTAI? Research Question 4‘ Is there a significant relationship between the number of siblings with whom participants were raised and the pre-test scores on theagTAIP Research Question 4A Is there a significant relationship between the number of siblings-with whom participants were raised and the difference.between the pre-test and post-test scores an the ygggg?- Research Question 5 VIs there a significant relationship between articipants"prior experiences with younger children nd the pre—test scores on the $251? Research Question 5A Is there a significant relationship between articipants'prior experiences with younger children ad the difference between the preetest and post-test acres on the ETAI? Research Question 6 Is there a significant relationship between mticipants' previous professional education coursework d the pre-test scores on the MTAI? parti: and ti $0018! partic theME Particj the pre nity Im] State u, quarter, he time for 9 qu mental Si studehts 57 Research Question 6A Is there a significant relationship between participants' previous professional education coursework and the difference between the pre—test and post-test scores on the MTAI? Research Question 7 Is there a significant relationship between participants' ethnic origin and the pre—test scores on the MTAI? Research Question 7A Is there a significant relationship between participants"ethnic origin and the difference between the pre-teSt and post—teSt scores on the MTAI?- Selection of the Samples Previous records of the Mott Institute for Commu—— nity Improvement indicate that approximately 100 Michigan State University students enroll for Education 482 each quarter. From the initiation of the course in 1968, to the time of this study, Education 482 has been offered for 9 quarters, involving about 800 students. Two samples were selected for this study. The first sample, referred to in this study as the experi- nental sample, is composed of 66 Michigan State University students who enrolled for Education 482 in the spring 7. quarts studer as an. studen illnes, progra: sample, student quarter and adm; Sample ; professo Pets pal r J sub‘group hta Shee to both t “his. ”inns % As children a 58 quarter, 1971. This number does not include those students participating in the urban tutorial experience as an-independent study, nor does it include those~ students on whom incomplete data were collected due to illness, course withdrawal or late admission to the program.. The second sample, referred to as the longitudinal sample, was composed of 35 Michigan State~University- studentswho participated in Education 482 in the spring. quarter of the 1969-70 academic year and could be located and administered the instruments used in this study. Both the experimental sample and the longitudinal sample participated in Education 482.under the.same professor using the same course format. Instrumentation PersonalaData. Sheets - The collection of demographic data from which the sub-groups.were identified, was secured from the.Personale [Eta Sheet (Appendix A). This data sheet was administered to both the experimental sample-and the longitudinal sample. bflnnesotaTeacher Attitude Inventory As a measure of participants’ attitudes toward cmildren and the teaching role, the Minnesota Teacher hll {haw 59 Attitudeulnventory, Form A (Appendix B), was used. This inventory is composed of_lSO-items to which the subject must respond "strongly agree," "agree," "uncertain,"- "disagree," or "strongly disagree." Describing the MTAI, its creation and its uses, the authors state: Investigations carried on by the authors over the’ past ten years.indicatethatthe attitudes of teachers toward_children and school work can-be \ measured with high reliability, and that they are significantly correlated with the teacher-pupil relations found in the teachers' classrooms. The~ Minnesota Teacher Attitude Inventory has emerged. from theSe researches. It-is designed to measure those-attitudes of a teacher which predict how well he will get along with pupils in interpersonal relationships, and indirectly how well satisfied he willbe with teaching as a vocation.. The most direct use to which the MTAI can be put is in the selection of students for teacher preparation and. the selection of teachers for teaching positions. A parallel use is in counseling students about a vocational choice. These two uses stem.directlyv from research evidence available at present: Logically, the.use of the Inventggy may possibly be extended to other areas, suchfas measuring the- effectiveness of a teacher-education program or. measuring the_ability to work with youth groups.1 As the authors of-the MTA£_developed the rationale E the inventory, they admit that it inherently reflects w some extent their personal educational philOSOphy. hey caution users of the instrument to determine whether hat philosophy is congruent with that they hold for hemselves. lWalter-W. Cook, Carroll H. Leeds and Robert. allis, Minnesota Teacher Attitude Inventory, Manual, New York: The PsychologicalEorporation), p. 3. duh 60 Pertinent to-thisstudy is that part of the authors' rationale that describes-the characteristics of. teachers. About those teachers who score high on the. MTAI -, they say : It is assumed that a teacher ranking at the high end of the scale should be able to maintain a state of harmonious relations with his pupils characterized by mutual affection and sympathetic understanding. The pupils should like the teacher and enjoy school work. The teacher should like the children and enjoy teaching. Situations requiring disciplinary action should rarely occur. The teacher and pupils should work together in a Social atmosphere of cooperative endeavor, of intense interest in the work of the day, and with a feeling of security growing from a permissive atmosphere of freedOm to- think, act and speak one 's mind with mutual respect for the feelings, rights and abilities of others. Inadequacies and shortcomings in both teaCher and pupils should be admitted frankly as something to overcome, not ridiculed. Abilities and strengths should be recognized and used to the utmost for the benefit of the group. A sense of proportion involving humor, justice and honeSty is essential. Group solidarity resulting frOm common goals, common understandings, common efforts, common difficulties, and common achievements should' characterize the class.2 Regarding those who score low on the scale, the authors write:. At-the other extreme of the scale is the teacher who attempts to dominate the classroom. He may be successful and rule with an iron hand, creating an* atmosphere of tension, fear and submission; or he. may be unsucCessful and become nervous, fearful and distraught in a classroom characterized by frustra- tion, restlesSness, inattention, lack of respect, and numerous disciplinary problems. In either case, both teacher and pupils dislike school work, there Ibid. Tea \. den from hes on 61 is-a.feeling of mutual distrust and hostility. Both. teacher and pupils attempt to hide their inadequacies from each other. Ridicule, sarcasm and sharp—1 tempered remarks are common. The teacher tends to think in terms of his status, the correctness of the position he takes on classroom matters, and the” subject matter to be covered ratherthan_in-terms of what the pupil needs, feels, knows, and can do.3 This instrument has been normed for the following student groups: high school seniors; university fresh- men; university juniors majoring in early childhood education, elementary education and secondary education; graduatingseniors majoring in early childhood education, elementary education and secondary education; and graduate students in education. Norms have also been established for the following categories of teachers; rural teachers, elementary teachers with two years' training, elementary teachers with four years' training, secondary teachers with four years' training and secondary teachers with five years' training. Epcher Competency Inventory The Teacher Competency Inventory (Appendix C), was' leveloped by listing various teachercompetencies taken tom the "Tri-U Teaching Competency Model"4 and asking the 3Ibid. 4Ambrose A. Clegg, Jr. and Anna S. Ochoa, ”What oes Today's Teacher Need to Know and to Do?" Educational Eidership, 27:568—72, March, 1970. C 88* T 62 respondents to indicate the-extent to which each of their professional education courses helped them develop each teaching competency. Part B of the Teacher Competency Inventory requires the subject to-rate Education 482 on a four point scale on the extent to which the course helped him-inter-. nalize the educational concepts presented in education. courses he had taken subsequent to the Urban Tutorial Program. Part C requests each respondent_to comment on the experience in such a manner as to contribute to the evaluation of-the Urban Tutorial Program. Since the modal participant in Education 482 is a college junior and takes the bulk of his professional education courses as-a senior, the Teacher Competency Inventory was administered to the longitudinal sample only. This is the sample in which the greatest number had :ompleted the required education courses. Statement of Procedures Prior to the commencement of Education 482, the khan Tutorial Program for the spring quarter, 1971, the «perimental sample was assembled and administered the. ersonal Data Sheet and the pre-test of theMinnesota gacher Attitude Inventory, The demographic data 63 necessary to subdivide the.experimental sample was retrieved from-the Personal Data Sheet. Near the end of the quarter, a letter of trans- mittal was-sent to each of the longitudinal sample, for which_a local address could be secured, asking for their- cooperation in this evaluation. At their assembly, administration ofthe Personal Data Sheet, the MTAI and the Teacher Competency Inventory was performed. At the termination of the spring quarter, the experimental sample was administered the post-test of the MTAI at their final meeting. Methods of Analyses of Data The first analysis made was that of testing the null hypothesis of-no difference between the mean of the experimental sample‘s pre—test scores (X1), and the mean. of the experimental sample's post-test scores (X2) on the TAI. For this analysis, the "t"-was used as a test statistic in the following manner: 5 x - x t__ 1 2 F32 S2 __..1_..+._?_ N1 N2 5Georgefl. Weinberg and John A. Schumaker, tatisticgj. An Intuitive Approach (Belmont, California: adsworth Publishing Company, Inc., 1966), p. 203. 64 The alpha (a), level of statistical significance was selected,as .05 for the "t" test. A second analysis of the experimental sample's pro—test scores (X), and postetest scores (Y), was that of testing for correlation. The Pearson product-moment formula was used to determine the correlation cbefficient (r), at the alpha level of .05 as follOws:‘ Nzxy - (2x) (ZY) . 2‘- /NZY: - / (ZY)2 Nzx (2x)2 In addition to a quantitative statement of corre- lation coefficient (r), a scatter diagram of the pre—test and post-test scores will be presented in Chapter IV to- diSplay graphically the degree of correlation between the two measures. ' The demographic_data collected on each participant- in both samples and their pre-test, post-test and the i difference scores, were coded and then punched on IBM data proceSsing cards.* These cards were then processed by the-Michigan State University CDC 3600 Computer.which used the UNEQl program and performed a one-way analysis 6E§i§fr p. 264. *It should be noted that a constant factor of 100 was added to each raw score from the MTAI to remove all. negative scores. 65 of variance to establish the significance of difference between the-means of each of the sub—group's scores on the pre-test of the ygggfl This analysis was also performed to_establish the significance of difference between the means of each of the sub-group's difference scores (post~test-—pre-test), and to establish the significance of difference between the-mean of the experimental sample's post-test scores and the mean of the longitudinal sample's post-test scores. The final analysis of data was that_of establish- ing a frequency distribution of the responses to then Teacher Competency Inventory by the longitudinal sample. This distribution will be displayed.graphically as well as by the quantitative statement of variance. Summary. The student participants in Education 482, the Urban TutorialProqram.in the spring quarter 1970, and those students who-participated in the program the spring quarter 1971, constitute the longitudinal and the experi_ nental samples respectively. Both samples were adminis- tered the Personal Data Sheet and the Minnesota Teacher ttitude Inventory and the longitudinal sample only was lso administered the Teacher Competency Inventory. 66 As a consequence of the statistical analyses of the data collected from these instruments, each hypothesis will be tested and each related research question will be analyzed inChapters IV and V. The data will be-graphically and quantitatively presented so that the reader may more easily conceptualize the analyses being presented. CHAPTER IV PRESENTATION AND ANALYSES OF DATA Introduction The major purpose of this study is twofold: (1) to determine whether any significant change in atti— tude toward children and the teaching role occurs on the part of the participants of Education 482, the Urban Tutorial Program as a function of that experience, and (2) to determine whether any change in attitude as a result of that experience is endured over time. To implement this study, two groups were selected: the experimental sample-—those students who participated in Education 482 the spring quarter, 1971, and the longi— tudinal sample—-those students who participated in Education 482 the spring quarter, 1970. MTAI Pre-Test Data and Analyses Preceding the first hypothesis relating to the analysis of pre-test and post-test scores, are several research questions which require an investigation of the pre—test scores. These questions were formulated to 67 Val 68 ascertain any significant relationship between the pres test scores on the.§EA£ and certain independent variables- deriVed from the demographic data secured from theexperi-. mental sample. Any sub-group, identified by-a certain independent variable, which might-score significantly higher or-lower on the pre—test, will be given appropriate consideration in-the;pre-test-—post-test analysis. The first research question relates to the sex of- the experimental sample as the independent variable. It reads: R0 1 Is there a significant relationship between participants' sex and the pre-test scores on the.MTAI? As seen in Table 4.1, the mean score of the female participants was higher-than~that of the males. The— nalysis of variance-indicates the significance-proba-~ ility to be 0.170, which exceeds the established.alpha. evel of 0.05. It may be said, then, that there is no ignificant relationship between the mean pro-test scores n thegTAI and the independent variable of sex. The second research question established the ollege class of the participants as-the independent ariable. This question reads: E0 2. Is there a significant relationship between participants' college class and the pre—test scores on the MTAI? 69 TABLE 4.1.-—Results of a One-Way Analysis of Variance Between the Pre—Test Scores of Male and Female Participants, on the Minnesota Teacher Attitude Inventory Category Statistics Analysis of Variance Table "F" Significance Group* N Mean S.D. DF‘ Statistic Probability (1) 13 129.154 43.176 1/65 1.930 0.170 (2) 53 144.585 33.980 *Groups are: (1) Males, and (2) Females. The following data (Table 4.2), indicate a higher mean score for each sub—group as the classes are ranked from Freshmen to Graduates. The analysis of variance table indicates a significance probability of 0.001, which falls within the established significance level. It seems, then, that there exists a significant relationship between the pre—test scores on the MTAI and the inde- pendent variable of college class. (It should be noted, however, that the single graduate score within the experi- mental sample does not yield a necessarily reliable estimate of graduate scores.) The third research question places the field of major study as the independent variable. It reads: 70 TABLE 4.2.-~Results of a One-Way Analysis of Variance Between the Pre-Test Scores of Participants of Different College Classes, on the Minnesota Teacher Attitude Inventory Category Statistics Analysis of Variance Table "F" Significance Group* N Mean S.D. DF Statistic Probability' (l) 14 115.286 33.529 (2) 14 132.143 34.225 (3) 25 147.520 33.432 4/65 5.122 0.001 (4) 12 167.500 25.018 (5) 180.000 0.000 *Groups-are: (1) Freshmen, (2) Sophomores, (3) Juniors, (4) Seniors, and (5) Graduates.‘ R0 3 Is there a significant relationship between participants' field of major study and the pre—test scores on the MTAI? The data in Table 4.3 reveal that participants with fields of major study outside the college of educa- tion have a mean score of 138.500, while those partici— pants with a major in Elementary Education and Secondary Education have mean scores of 141.850 and 145.200 respec— tively. The analysis of-variance table shows a Significance probability of 0.899, which does not meet the criteria for significance established for this study. 71 It may be stated, then, that there is no significant orelationship between the pre-test scores on the MTAI and the independent variable of fieldsof major study. TABLE 4.3.--Results of a One-way Analysis of Variance Between the Pre-Test Scores of Participants With Different Fields of Major Study, on the-Minnesota Teacher Attitude Inventory J ‘ 7 _‘ .. - ' ,A =i===l’ .— -__ Category Statistics Analysis of Variance Table ~"F" Significance Group*. 1N Mean S.D. DF Statistic Probability (1) 40 141.850 37.262 (2) 10* 145.200 30.422 2/65 0.106 0.899 (3)- 16' 138.500 38.412 *Groups-are: (1) Elementary Education, (2) Sec— ondary Education,and (3) Other.” The next research question to be answered-places the number of-siblings with whom-each participant was- raised as the independent variable. The question reads: RQ 4 Is there a significant relationship between the. number-of.siblingS~with.whomrpartiCipants-were raised and the.pre-test scores on the MTAI? Although considerable difference is shown in Table 4.4 between.the mean score_of-the two.sub-gr0uPS, the standard deviation remains about the same. The analysis-of variancetable, therefore, indicates a 0nd; the rais Tab1. the : anal} 71 It~may be stated, then, that there is no significant .relationship between the pre-test scores-on the MTAI and the independent variable of fields of major study. TABLE 4.3.--Results of a One-Way Analysis of Variance* Between the Pre-Test Scores of Participants With Different Fields of Major Study, on the Minnesota TeacherAttitude Inventory Category Statistics Analysis of Variance Table I"F" (Significance Group*. N Mean S.D. DF Statistic. Probability (1) 40. 141.850 37.262 (2) 10= l45.200 30.422 2/65 0.106 0.899 (3)- 16* 138.500 38.412 *Groups-are: (1) Elementary Education, (2) Sec- ondary.Education, and (3) Other. The next research question to be answered-places the number of siblings with whom each participant was. raised as the independent variable. The question reads: R0 4 Is there a significant relationship between the. number-of.siblings with.whom part1c1pants.were raised and the.pre-test scores on the MTAI? Although considerable differenceis shown in Table 4.4 between the mean score of the two.sub-gr0uPS: the'standard deviation remains about the same. The analysis of-variancetable, therefore, indicates a 72 significance probability of 0.159, which-exceeds the established limits of significance. There seems to be no significant relationship between the pre-test scores 0n the MTAI and the independent variable of the number of siblings with whom each participant was raised. TABLE 4.4.——Results of a One-Way Analysis of Variance Between the Pre-Test Scores of Participants Raised With a Different Number-of Siblings, on the Minnesota Teacher Attitude Inventory N—W Category Statistics Analysis of Variance Table I "F" Significance Group* N Mean S.D. DF Statistic Probability (l) 14' 143.214 35.967 1/65 1.499 0.159 (2) 52 117.600 33.135 *Groups are: (1) Raised With One or No Siblings, and (2) Raised With Two or More Siblings. The fifth research question establishes the degree °f Prior experience with children as the independent Variable. It asks: ' ' ' ' ' ween R0 5 fiiri’i‘iifiaitiiggiféiaé‘ipéiiifiéié‘sfiihbifii1dr... and the pre-test scores on the MTAI? Examination of the data in Table 4.5 indicates that there is little difference in the mean score of the two sub-groups. This small difference yields a consequent 73 significance probability of 0.824, which is beyond the limit of 0.05. There appears to be no significant rela- tionship between the mean pre—test scores on the.MTAI and the independent variable of prior experiences with younger children.” TABLE 4.5.--Resu1ts of'a One-Way Analysis of Variance Between the Pre-Test Scores.of-Participants With Different Degrees of Prior EXperience, on the Minnesota Teacher Attitude Inventory Category Statistics Analysisof Variance Table "F" Significance: Group*. N Mean, S.D. DF Statistic. Probability (l) 37 142.432 37.370 ’ 1/65 0.049 0.824 (2) 29 140.414 35.130 *Groups are: (1) Prior Experience With Younger Children, and (2) No Prior Experience Wlth Younger Children. ' The next research question places as the inde- Pendent variable, the degreeof previous professional education coursework completed. This question reads: R0 6 Is there a significant relationship between participants! previous profe331ona1 educationI9 coursework and the pre-test scores on the MTA . The data in Table 4.6 reveal a great difference in mean score and standard deviation between the two 74 sub-groups. The analysis of variance table-shows a significance probability of 0.002, which is well within the limits of the established significance level. There seems to be a significant relationship between the mean pre-test scores on the MTAI and the degree of previous professional education coursework completed. TABLE 4.6.-—Results of a One-Way Analysis of Variance Between the Pre—Test Scores of Participants With Different Degrees of Previous Profes— sional Education Coursework, on the Minnesota Teacher Attitude Inventory Category. Statistics Analysis of Variance Table "F" Significance Group* N Mean S.D. DF Statistic Probability (l) 13 133.250 35.537 1/65 10.649 0.002 (2) 18 163.667 28.109 *Groups are: (1) Taken at Least an Introductory Course in Professional Education, and (2) Taken More Than One Professional Education Course. The final research question related to pre—test Scores on the MTAI, places the ethnic origin of the Participants as the independent variable. This question asks: R0 7 Is there a significant relationship between participants' ethnic origin and the pre—test scores on the MTAI? 75 The data.disp1ayed in Table 4.7 indicate.a. difference in.the mean score.among the.three subegroups. The analysis of variance table shows this difference to have asignificance probability of 0.001, which is within the bounds of the established alpha level. There seems’ to be, then, a significant relationship between the mean pre-test scores on the MTAI and the ethnic origin of the. participants. TABLE 4.7.--ReSults of a One-Way Analysis of Variance Between the Pre-Test Scores of Participants- of Different Ethnic Origin,on the Minnesota Teacher Attitude Inventory, Category‘ Statistics Analysis offVariance Table "F" Significance Group*u N Mean S.D. DF Statistic. Probability (l) 46 152.174 33.412 (2) 17‘ 116.176: 29.254- 2/65 8.029 0.001 (3) 3 122.333 43.155 *Groups are: (l) White,(2) BlaCk’ and (3) Brown. MTAI Pre—Test-—Post-Test Data,and'Analyses The first of the two primary hypotheses was related to thegain.orloss in score on the MTAI as 76 measured by.a preetest and postetest design. The null form of this hypothesis reads: H01 Upon completion of Education 482, the. Urban Tutorial Program, the participants will not score significantly higher in the1r attitudes toward children and the teaching role than they did prior to the experience,-as measured by the Minnesota Teacher Attitude Inventory. Examination of Table 4.8 reveals a difference between the prevtest and post-test scores of +9.728 raw score points. The "t" test table, however, shows the significance probability to be 0.114, beyond the.limit of 0.05. The null hypothesis, then, was not rejected. TABLE 4.8.—-Resu1ts of the "t" Test BetWeen the Pre-Test and Post—Test Scores of the Experimental Sample, on the Minnesota Teacher Attitude Inventory Category, Statistics "t" Test Table "t": Significance variable- N Mean S.D. DF Statistichrobability PreéTest 66 141.545 36.140 1/66 1.589 0.114 66 151.273 34.142- Posthest 1 Although the pre—test——post—test gain was not, found to be significantwhen tested statistically, a very high correlation between the two sets of scores Was-dis- covered. 77 As graphically displayed in Figure 4.1, in a scatter diagram of the scores, 70 percent of the partici- pants' scores increased by the termination of the Educa— tion 482 experience, 9 percent remained static and 21 percent showed a loss in score on the MEAL. Figure 4.1 clearly shows the high correlation of the pre—test and post-test scores as they cluster close to the line of perfect, positive correlation (+1.0). The scores that are graphed below this line are the experi— mental sample's scores which increased from pre—testing to postetesting. Those scores above the line decreased and those graphed on the line remained static. The computed correlation coefficient (r), using the Pearson product-moment formula, was found to be 0.873. This relatively high correlation indicates that individual scores remained approximately in the same relative position in the post—test administration as they did in the pre—test set, and that a general increase in score was not a random phenomenon. Similar to those research questions related to the pre—test scores on the MTAI, are several research questions which deal with the gained scores of the experi- mental sample. These questions were again formulated by using the collected demographic data to establish the independent variables. 78 220. 210- 200- '190- Q 0 180‘ ' . . C 170.- .. . 160— , . '150... o . . 140— . 130 _- o . . 120- O 110- .Pre-TestScores(MTAI) . C 100 " .. . . C 90- . 80- 70.. I O l‘ H 190—- .200._ 210~— l O 00 H 70.. 8O _ 90 1 100 h 1104 120 J 130 4 140- 150 — 160-— PosteTest Scores (MTAI) Computed Correlation Coefficient (r) = 0.873 FIGURE 4.1.--Scatter Diagram of Pre-Test and Post-Test Scores on the Minnesota Teacher Attitude Inventory 220.J 79 The-first of these research questions places the sex of the.experimental sample as_the independent vari- able. It reads: RQ 1A Is there a significant relationship between, participants? sex and the difference between the pre-test and post-test scores on the: MTAI? Table 4.9 reveals that difference in gained score between the two sub-groups is small. The analysis of variance table shows the significance probability to be 0.436, too great for-the 0.05 level of significance. There’seems to be, then, no significant relationship between the gained scores.on the MTAI-and the independent variablewof-sex. TABLE 4.9.--Resu1ts of.a One—Way Analysis of Variance Between the.Pre-Test.and Post-Test.Scores- of Male and Female Participants, on the Minnesota Teacher Attitude Inventory Category .statistics Analysis of Variance Table Mean "F" Significance Group*> IN' Difference. S.D. DF Statistic Probability (l) 13 6.385 17.849 1/65 0.614 0.436 (2) 53 10.736- 17.967 ' I *Groups-are: (l) Males, and (2) Females. 80 The second research question places the partici— pants' college class as the independent variable. This question asksz' RQ 2A Is there a significant relationship between. participants' college class and the difference between the pre-test and post—test scores on the MTAI? The data in Table 4.10 indicate some differences in mean gained score among different college classes, but the analysis-of variance table shows a significance probability of 0.652. This is not a significant figure that falls within the established range of this study. TABLE 4.10.-—Resu1ts of a One—Way Analysis of Variance Between the Pre-Test and Post—Test Scores of Participants of Different College Classes, on the Minnesota Teacher.Attitude. Inventory Category. _ Statistics Analysis-of Var1ance Table Mean "F" Significance Group* N Difference S.D. DF Statistic Probab111ty (l) 14 13.429 20.765 (2) 14 13.786 18.701 (3) 25 8.320 17.573 4/65 0.617 0.652 (4) 12 4.417 14.878 (5) 1 10.000 0.000 *Groups are: (1) Freshmen, (2) Sophomores, (3) Juniors, (4) Seniors, and (5) Graduates. The: beta vari part van' betw Seco. Elem. vari. this fish be m on 1:} field We was 1 R04 81 There seems, therefore, to be no significant relationship between the gained scores on the MTA; and the independent variable-of college class. The next research question establishes the< participants' major field of study as the independent» variable. It reads: RQ 3A Is there a significant relationship between participants' major field of study and the difference between the pre-test and post—test scores on the MTAI? Although Table 4.11 shows a sizeable difference between the gained score of participants majoring in Secondary Education as compared to those majoring in Elementary Education and other fields, the analysis of variance table indicates a significance probability of this difference to be 0.632, which is beyond the estab— lished limits of significance. There seems, then, to be no significant relationship between the gained scores On the MTA; and the independent variable of the major fields of study. Research question four places as the independent variable the-number of siblings with whom each participant was raised. It reads: . . - ' ' between R" 4A 1:32:113228213823:assassins-.. were raised and the difference between pre— test and post—test scores on the MTAI. G101 0nda gain devi. ance 0f 0. seems gains 0f th raiSe 82 TABLE 4.11.——Resu1ts of.a One—Way Analysis of Variance Between the Pre—Test and Post—Test Scores of Participants With Different Fields of Major Study, on the Minnesota Teacher Attitude Inventory Category Statistics Analysis of Variance Table' Mean "F" Significance Group* N Difference S.D. DF Statistic Probability (1) 40» 10.075 19.148 (2) 10 5.300 19.056 2/65 0.403 0.632 (3) 16 12.250 13.998 *Groups are: (1) Elementary Education, (2) Sec— ondary Education, and (3) Other. Although Table 4.12 shows a great‘difference in gained scores between the two sub—groups, the standard deviation remains about the same. The analysis of vari- ance table, therefore, shows a significance probability 0f 0.552, which is beyond the alpha limit of 0.05. There seems to be no significant relationship between the gained SCOres-on the.MTAL and the independent variable of the number of siblings with whom the participants were raised. The fifth research question places participants' Prior experiences with children as the independent vari— able. This question asks: 83 TABLE 4.12.--Resu1ts of a One—Way Analysis of Variance' Between the Pre—Test and Post—Test Scores of Participants Raised With a.Different Number of Siblings, on the Minnesota Teacher Attitude Inventory Category Statistics Analysis of Variance Table Mean. "F" Significance, Group*r N Difference S.D. DF Statistic Probability (1) 14 9.083 18.815 1/65 0.894 0.552 (2) 52 1.190 17.400 *Groups are: (1) Raised With One or No Siblings, and (2) Raised With Two or-More Siblings. RQ 5A Is there a significant relationship between participants' prior experience with younger children and the difference between the pre— 3 test and post—test scores on the MTAI? 1 Examination of Table 4.13 reveals little differ- ence in mean gained score between the two sub—groups. The analysis of variance table shows a significance proba— bility of this difference to be 0.706, which is beyond the established significance level. There seems to be no Significant relationship between the gained scores on the MEfil and the independent variable of the degree of prior exPeriences with younger children. The next research question establishes the Participants' previous professional education coursework as the independent variable. This question aSkS‘ PU 84 TABLE 4.13.--Resu1ts of-a One—Way Analysis of Variance Between the Pre—Test and Post—Test Scores of Participants With Different Degrees of. Prior Experience, on the Minnesota Teacher Attitude-Inventory Category Statistics Analysis of Variance Table Mean "F" Significance Group*. N Difference S.D. DF Statistic Probability (1) 37 9.135 17.409 1/65 0.144 0.706 (2) 29 10.828 18.756 *Groups are: (1) Prior Experience With Younger Children, and (2) No Prior Experience With Younger Children. RQ 6A Is there a significant relationship between 1 participants' previous professional educat1on ‘ coursework and the difference between the 4 pre-test and post—test.scores on the MTAI? I Table 4.14 shows a slight difference in mean gained scores between the two sub—groups and the analysis of variance table indicates a significance probability of. 0.513 for that difference. Since this figure is beyond the established significance level, it may be said that there exists no significant relationship between the gained soores on the MTAI and the independent variable Of Previous professional education coursework. 85 TABLE 4.14.—-Results of'a One—Way Analysis of Variance Between the Pre—Test and Post—Test Scores of~Participants With Different Degrees of. ional Education Coursework, on the Minnesota Teacher Attitude Inventory Category Statistics. Analysis of Variance Table Mean "F" Significance Group* N Difference S.D. DF Statistic Probability (1) 48 10.770 17.634 1/65 0.434 0.513 (2) 18 7.500 18.869 *Groups are: (1) Taken at Least an Introductory Course in Professional Education, and (2) Taken More Than One Professional Education Course. The-final research question relating to the pre— test-—post—test comparison places the ethnic origin of the participants as the independent variable. It reads: RQ 7A Is there a significant relationship between participants' ethnic origin and the difference between pre—test and post-test scores on the MTAI? Data listed in Table 4.15 show some large differences in gained scores among the sub—groups but a Significance probability of 0.293, which is beyond the established alpha level of 0.05. There seems to be, then, no Significant relationship between gained scores on the 5351 and the independent variable of ethnic origin. in: 86 TABLE 4.15.--Results of a One-Way Analysis of Variance Between the Pre—Test and- Post-Test Scores of PartiCipants of Different Ethnic Origin, on the Minnesota Teacher Attitude Inventory Category Statistics Analysis of Variance Table Mean. “F" - Significance. Group*- N Difference S.D. DF Statistic Probability (l) 46 8.087 17.896 (2) 17 15.647. 18.303 2/65 1.251 0.293 3. 4.667 10.970 (3) *Groups are: (1) White, (2) Black, and (3) Brown. MTAI PosteTest Data and Analysis; Thesecond primary hypothesis was related to the enduranceofestablished attitudes towardchildren and the teaching-role over time. This hypothesis was formulated on the basis ofa post—test comparisonof the experimental sample and the longitudinal sample. The-null form of this hypothesis reads: Participants of Education 482, the Urban Tutorial Program, will have no statistically significant changes in attitude toward children and the teaching role one year following the completion of the course, as measured by the Minnesota Teacher Attitude Inventory. Examinationof Table 4.16 reveals a considerable iifference between the mean score of the two samples. The analysis of variance table shows a significance 87 probability.of'0.002,well within the limits-of signifi- cance. The null hypothesis, then, was-accordingly. rejected. TABLE 4.16.-+Results of‘a One-Way Analysis of Variance Between the Post-Test Scores of the: Experimental-Sample and the Longitudinal- Sample, on the Minnesota Teacher Attitude Inventory ..‘ .. Category Statistics Analysis of Variance Table "F“ (Significance: Group* N Mean S.D. DF Statistic Probability (1) 66 151.273— 34.142 1/100- 9.666 0.002 (2) 35 170.743 19.575 *GrOUPS'are3' (1) ExperimentalSample, and (2)-Longitudinal Sample. Teacher Competency_Inventory, Part A. Data and Analyses. ' Members of-the longitudinal sample were asked to rate_each professionaleducation course that appeared on the Teacher Competency Inventory on the extent to which the course helped them develop each of the teaching com— petencies listed. In addition to Education 482, the Urban Tutorial Programs four other courses or "blocks" were listed: Education 200, The Individual and the School; the Methods Block whichincludes Education 321A, Curriculum ti: Tea fol thi s_ta cou (4) thi was indJ' couz Bdue was Bdue Methl Educ: 88 and Methods, Education 325A, Reading Methods, Education 325D, Social Studies Methods, Education 325E, MathematicS' Methods, Education-325F, Science Methods, and Educa—« tion 327, Secondary Methods; Education 436, Student Teaching; and Education 450, The School and Society. The rating scale used by the respondents was as follows: (1) This course helped me.the most_in developing this skill orwknowledge, (2) This course helped me.sub- stantiallyin developing thisskill or knowledge, (3) This course helped me in develOping thisskill or knowledge, (4)-This«courSe helped me onlypslightly in developing this skill_or knowledge, and (5) This course did not help me_in developing this skill or knowledge. The first area of teaching competency surveyed was that-of classroom management——discipline. Table 4.17, indicates Education436 to be rated as the-most helpful course in developing thisskill or knowledge, while_ Education 482 ranked second. Also under the heading of classroom management was the competency of scheduling. Table 4.18 shows. Education 436 ranking as the most helpful course, the Methods Bleak the next most helpful experience and Education 482 ranking third. 89 TABLE 4.17.--Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area-of Classroom Management-~Discip1ine Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating %~ %. % % % 1 O 0 0 88 0 2 _ 9' 50 27' 0' 9 3 27 43 37* 12 36 4 37. 0 27 0 46 '5 27 7 9 0 9 TABLE 4.18.-—Resu1tsof the Longitudinal Sample’s Response to the Teacher Competency-Inventory in the Area of Classroom Management-—Scheduling _‘L. Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating' ‘% % % % % l 0 0 0 88 0 2 0 0 55 0 9 3 27 46 27- 12 9 4 18 39 0 0 36 5 55' 15 18 0‘ 46 sh< Mei head Tabl cour seco. enee: high, e"De: 90 Still under the broader heading of classroom management, remains the area of routines. Table 4.19 shows Education 436 to be ranked most helpful, the Methods Block second and Education 482 third. TABLE 4.19.--Resu1ts of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Classroom Management—~Routines Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % 1 O 0 9 88 0 2 9 23 64 0 9 3 18 46 9 12 27 4' 55 23 9 0 46 5 18 8 9 0 18 The next competency to be rated fell under the heading of human relations——the student as a person. Table 4.20 shows Education 436 rated as the most helpful course.in developing that knowledge, the Methods Block second and Education 482 third. In the area of human relations—-community influ- ences, Table 4.21 indicates Education 436 as ranking nighest and Education 482 ranked as the.next most helpful Experience. 91 TABLE 4.20.--Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Human Relations--the Student as a Person Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % 1 9 28 27 76 0 2 37 37 46 12 9 3 18 28 18 12 9 4 9 7 0 0 46 5 27 0 9 0 18 TABLE 4.21.--Results of the Longitudinal Sample’s Response to the Teacher Competency Inventory in the Area of Human Relations—~Community Influences Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating. % % s % % l 18 14 9 67 0 2 9 44 27 22 18 3 9 28 37 11 46 4 37 7 18 o 9 5 27 7 9 0 27 92 For-the competency area.of teacher behavior-- learning resources, Table 4.22.shows Education 436 ranking as.the most helpful course, the Methods Block as second, and Education 482 as the third most helpful experience. TABLE 4.22.--Results of the Longitudina1.Samp1e's Response. to the Teacher Competency Inventory in the. Area of Teacher Behavior--Learning Resources. Methods Ed. 200- Ed. 482 Block. Ed. 436 Ed. 450 Rating~ % % % % % 1. 9 7 18‘ 76 18 2 18 58 55 12 0 3. 9' 28 9 12 46 4 18 0 9’ 0 18 5 46 7 9 0 18 Also related to the broad area of teacher behavior is the competency of developing and utilizing educational Objectives. Table 4.23 shows Education 436 ranking the highest inhelping develop this skill, the Methods Block second, Education 200 third and Education 482 fourth. In the area of teacher behavior-elesson plans, Tab164.24indicatesEducation 436 rated as being the Host helpful, the Methods Block second most helpful, Education 450 third and Education 482 fourth. 93 TABLE 4.23.——Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Teacher Behavior-—Educational Objectives Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % 1. 18 0 9 86 0 2 9 0 55 14 18 3' 18 61 18 0 18 4 46 23 18 0 46 5 9 16 0 0 l8 TABLE 4.24.-~Results of the Longitudinal Sample'isesponse to the Teacher-Competency Inventory 1n the. Area of Teacher Behavior-—Lesson Plans Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % 1 o o 27 56 o 2 9 o 46 22 9 3 18 43 18 22 46 4 18 50 9 o 27 5 55 7 o 0 18 syn tie the TAB} in t1 Educa Secon Struc Table EdUCa 94 In the area of instruction, the skill of model synthesis was considered. Table 4.25 indicates Educa— tion 436 was most helpful in developing this skill, while the Methods Block was ranked second, and Education 482 third. TABLE 4.25.——Results of the Longitudinal Sample's Response to the Teacher Competency Inventory in the Area of Instruction—~Model Synthesis Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % 1 9 0 46 88 0 2 0 58 27 0 0 3 46 28 9 12 45 4 18 14 19 O 55 5 27 0 0 0 0 Also under the heading of instruction, competence in the teaching process was rated. Table 4.26 showed Education 436 ranked the highest, the Methods Block second and Education 482 third. The final competency under the heading of in- struction was the knowledge of the learning process. Table 4.27 shows the Methods Block ranked as most helpful, Education 436 second and Education 482 third. 95 ‘ TABLE 4.26.—-Results of the Longitudinal Sample's Response to the Teacher Competency InventOry in the Area of-Instruction--Teaching Process Methods . {. Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % 1. 9 7 46 76 27 2 18‘ 63 36 12 0 3 9 3O 9 12 37 4 18 0 9 0 l8 5 46 O 0 0 l8 TABLE 4.27.--Results of the Longitudinal Sample's Response to the Teacher Competency Inventory 1n.the Area of Instruction-~Learning Process Methods Ed. 200 Ed. 482 Block Ed. 436 Ed. 450 Rating % % % % % l o o 46 34 18 2 18 28 18 44 9 3 9 58 18 22 18 4 46 7 18 o 37 5 27 7 o o 18 96 Teacher Competency Inventory, Part B ‘ Data and Analysis 0n the Teacher Competency-Inventory, the longi— tudinal samplewas asked to rate Education 482 on the extent to which the course helped them internalize the educational concepts presented in courses they had taken4 subsequent to the Urban Tutorial Program. Each partici- pantwwas asked to check one of the following statements: _;_ Education 482 helped me more than any other experience to internalize the concepts presented.; _;__Education 482 helped... me, substantially to internalize the concepts, presented.; __ Education 482 helped me to internalize the concepts presented.; ___ Education-482 did not help 55 to internalize the concepts presented. The data in Table 4.28 show that more than one- alf, or-6lpercent of therespondents-consider the IABLE 4.28.--The-Extent to Which Respondents Felt Education 482 Helped Them Internalize the EducationalConcepts Presented in Subse- quentEducation Courses Rating . % blped Me More Than Any Other Experience 24 blped Me Substantially 37 L filpedee-- ‘ 37_ id NotHelp Me 2 97 Education 482experience at least a substantial help in internalizing the educational concepts preSented in other education courses. Teacher Competency Inventory, Part C The Teacher Competency Inventory, Part C, provided an opportunity for each respondent to comment candidly on the Education 482 experience. These comments were charac- terized by the following examples: "This course helped me decide to major in Elemen- tary Education."‘ "I feel that it (Education482), helped greatly in showing me that classrooms have many different groups-- slow, fast and medium." "I feel it has been a great help to me in realizing that children are all their own indiViduals." "This experience was valuable because I could mrelate to students as humans, not data." "It helped me find out whatteaching is all about." "The experience was great but we should be able to tutor more kids."' "Education 482 helped me most as a future teacher and parent by getting a first-hand look at-what goes on 1n‘a classroom." Summary Only three research questions regarding the MTAI pre-test analyses were answered with a probability» 98 significance of lessthan the established alpha level of 0.05. The independent variables found to have a signifi- cant relationship to the prertest scoreS-were-college c1ass,previéus professional education coursework and the ethnic originof the participants. The same independent-variables when teSted for relationship to gained scores, showed no_significance. The postetest scores of the experimental sample asa whole did not show a significantgain.over the pre-test and the null hypothesis was not rejected. The MTAI post-test comparison between the eXperi- mental sample andthe longitudinal sample showed a statistically significantdifference between the mean- scOres, with the longitudinal sample scoring significantly higher. An analysis of the results of the Teacher Compe- tency Inventory showed EducatiOn 436, Student Teaching, ranked-highest in being the most helpful to the students‘ development of ten of the eleven competency areas. The Methods Block was rankedhighest in the area of the. learning process, second in.nineother categories and third in one. Education 482, theUrban Tutorial Program, as ranked-second most helpful in-developingknowledge of ommunity influences on the school, third in seven other ompetency areas and fourth in two areas. 99 Sixty-one—percent-of'the.longitudinal,sample ranked Education 482 at least substantially helpful in helping theminternalizthhe educational concepts pre- sented in-courses taken subsequent-to the Urban Tutorial Program.~ The comments from the longitudinal sample were unanimously favorable-for the support of Education 482, offering some suggestions for the administration of the program.‘ The conclusions_andrecommendations°deriVed from the data presented in this chapter will be-discussed in detail in Chapter V. 100 DABLE 4.29.--Summary of the Analyses of Variance of the Pre-Test Scores on the Minnesota Teacher Attitude Inventory Category , Statistics Analysis of Variance Table "F"‘ Significance 3roup* N Mean S.D. DF Statistic Probability (1—A) 13' 129.154 43.176 1/65 1.930 0.170 (2-A) 53 144.585 33.980 (1-B) 14 155.286 33.529 (2-B) 14 132.143 34.225 (3-B) 25 147.520 33.432 4/65 5.122 0.001 (4—B) 12 167.500' 25.081 (5-B) 1 180.000 0.000 (l-C) 40 141.850 37.262 (2-C) 10 145.200 30.422 2/65 0.106 0.899 (3—C) 16 138.500 38.412 (l—D) 14 143.214v 35.967 1/65 1.499 0.159 (Z-D) 52 117.600 33.135 (l-E) 37‘ 142.432 37.370 1/65 0.049 0.824 (Z-E) 29' 140.414 35.130 100 TABLE 4.29.--Summary of the Analyses-of-Variance of the PreeTest Scores on the Minnesota.Teacher- Attitude Inventory. t ‘5"' ‘,.. - " " t~__¢ ' ~. r Category StatistiCS~ Analysis ofVariance Table "F"V Significance Group*. N Mean S.D. DF Statistic Probability (1-A) 13' 129.154‘ 43.176 1/65 1.930 0.170 (Z-A) 53‘ 144.585 33.980 (l—B) 14 155.286 33.529 (Z-B) 14 132.143 34.225 (3-B) 251 147.520 33.432 4/65 5.122 0.001 (4-B) 12 167.500' 25.081* (S-B) 1 180.000 0.000 (l-C) 40 141.850 37.262 (Z-C) 10‘ 145.200 30.422 2/65 0.106 0.899 (3-C) 16 138.500 38.412 (l-D) 14 143.214- 35.967 ' ‘ 1/65 1.499 0.159 (Z-D) 52‘ 117.600 33.135 (l-E) 37' 142.432 37.370 1/65 0.049 0.824 (z—E) 29- 140.414 35.130 101 TABLE-4.29.--Continued. Category Statistics Analysis ofVariance Table I- "F" I Significance Group*' N .Mean, S.D. DF Statistic Probability~ (1’8) 48- 133.250 35.537* 1/65 10.649 0.002 (2-F) 18* 163.667 283109 (1-6) 46 152.174 33.412 (2-G) 17 116.176 29.254- 2/65 8.029 0.001 (3-G) 3 122.333‘ 43.155 *Groups are: (1+A) Males, (2-A) Females, (1+B) Freshmen, (Z-B) Sophomores, (3-B) Juniors, (4-B) Seniors, (5-B) Graduates, (1-C) Elementary Education Majors, (2-C) Secondary Education Majors, (3-C) Other Majors, (1-D) Participants Raised With One or No Siblings, (Z—D) Participants Raised With Two or More Siblings, (l-E) Participants With Prior Experience With Younger_ Children, (2-E) Participants With No Prior Experience With Younger Children, (1—F) Participants Who Have Taken at Least an Introductory Course in Professional Education, (Z-E) Participants Who Have Taken More Than One Profes- sional Education CourSe, (1—G) Ethnic Origin--White, (Z-G) Ethnic Origin--Black, and (3- G) Ethnic Origin-- Brown. 101 TABLE:4.29.--Continued. Category _Statistics Analysis ofVariance Table I "F" ‘ Significance Group*- N .Meanh S.D. DF Statistic Probability~ {1rF) 48: 133.250 35.537- 1/65 10.649 0.002; (2-E) 18' 163.667 28.109 (l-G) 46 152.174 33.412 (2-G) 17 116.176 29.254. 2/65 8.029 0.001 (3-G) 3 122.333“ 43.155 *Groups are: (15A) Males, (2-A) Females, (leB) Freshmen, (2—B) Sophomores, (3-B) Juniors, (4-B) Seniors, (5-B) Graduates, (l-C) Elementary Education Majors, (Z—C) SecondaryEducation Majors, (3—C) Other Majors, (leD) ParticipantsRaised With One or No Siblings, (2-D) Participants Raised With Two or More Siblings, (1-E) Participants With Prior Experience With Younger. Children, (Z-E) Participants With No Prior Experience With Younger Children, (1-F) Participants Who-Have Taken- at Least an Introductory Course in ProfessionalEducation, (Z-F) Participants Who Have Taken More Than One Profes- sional Education Course, (1-G) Ethnic Origin--White, (Z-G) Ethnic Origin--Black, and (3-G) Ethnic Origin-- Brown. 102 TABLE 4.30.--Summary of the Analyses of Variance of the- Difference Between the Pre-Test and Post— Test Scores.on the Minnesota Teacher Attitude InVentory A x. . f . _ , , _77 ”, . ," _ - --- Category- Statistics Analysis of Variance Table' Mean "E" Significance Group*. N Difference S.D. DF Statistic Probability (1-A) 13 6.385 17.849 ’ 1/65 0.614 0.436 (Z-A) 53- 10.736 17.967 (17B) 14 13.429 20.765- (2-B) 14 13.786 18.701- (3-B) 25 8.320» 17.573 4/65 0.615 0.652 (4-B) 12 4.417‘ 14.878 (S-B) l~ 10.000 0.000 (l-C) 40 10.075 19.148 (2-C) 10 5.300 19.056 2/65 0.403 0.632 (3-C) 16 12.250 13.998 (1~D) 14 9.083 18.815 1/65 0.894 0.552 (2—D) 52 1.190 17.400 (le) 37 9.135 17.409. 1/65 0.144 0.706 (2-E) 29 10.828 18.756 103 TABLE-4.30.-—Continued.' Category Statistics. Analysis-of Variance Table Mean "F" Significance- Group* N~ Difference S.D. DF Statistic Probability 1/65 0.434 0.513 (Z—F) 18 7.500 18.869 (1-8) 46 8.087 17.896 (2—G) 17 15.647 18.303 2/65 1.251 0.293 (3-81 3 4.667 10.970 *Groups-are: (l-A) Males, (2—A) Females, (l-B) Freshmen, (2-B) Sophomores, (3—B) Juniors, (4—B) Seniors, (5-B) Graduates, (l-C) Elementary Education Majors, (2-C) Secondary Education Majors, (3-C) Other Majors, (l-D) Participants Raised With One or No Siblings, (2-D) Participants Raised With Two or More Siblings, (l-E) Participants With Prior Experience With Younger Children, (2-E) Participantstith No Prior Experience With Younger. Children, (l-F) Participants Who Have Taken at Least an Introductory Course in Professional Education, (2-F) Participants Who Have Taken More Than One Profes- sionalEducation Course, (1-G) Ethnic Origin-—White, (2-G) Ethnic Origin—-Black, and (3-G) Ethnic Origin—— Brown. 104 TABLE 4.31.—-Summary of Additional Analyses of Scores on the.Minnesota.Teacher.Attitude.Inventory I. A One-Way Analysis of VarianceBetween the Post-Test Scores of the Experimental Sample and the Longi- tudinal Sample on the Minnesota Teacher Attitude Inventory Category. Statistics Analysis of Variance Table' "F" Significance Group. 2N Mean S.D. DF Statistic Probability Experi- mental 66 151.273 34.142 1/100, 9.666 0.002 Longi- tudinal 35 170.743 19.575 II. Results of a "t" Test to Determine Significance of Change BetWeen Experimental Sample s Pre-Test and Post-Test on the Minnesota Teach er Attitude Inventory Category- Statistics "t9 Test Table "t" Significance ariable N Mean S.D. DF‘ Statistic Probability; re-Test. 66 141.545 36.140 1/66 1.589 0.114 104 TABLE 4.31.-—Summary of Additional Analyses of Scores on the Minnesota Teacher Attitude Inventory I. A One-way Analysis of Variance-Between the Post-Test. Scores of the Experimental Sample and the'Longie tudinal Sample 0n.the-Minnesota.Teacher Attitude Inventory Category. Statistics Analysis of Variance Table' "F" Significance Group. N Mean S.D. DF Statistic Probability Experi— mental 66 151.273 34.142 Longi- 1/100. 9.666 0.002' tudinal 35 170.743 19.575 Results of-a "t" Test to Determine Significance of II. Change BetWeen Experimental Samplels Pre-Test and Post-Test on the Minnesota Teacher Attitude Inventory " " Category. Statistics "t9 Test Tab1e~ "F" Significance Statistic Probability- Variable N Mean S.D. DF' Pre-Test. 66 141.545 36.140' 1/66 1.589 0.114 Post-Test. 66 151.273 34.142 104 TABLE 4.31.--Summary of Additional Analyses of Scores on the.M1nnesota.TeacheraAttitudeNInventory I. A One-Way Analysis of Variance Between the Post-Test. Scoresof the Experimental Sample and the Longi- tudinal Sample on the-Minnesota.Teacher Attitude Inventory Category. Statistics Analysis of Variance-Table' "F" Significance Group, N Mean S.D. DF Statistic.Probability Experi- mental 66 151.273 34.142 Longi— 1/100 9.666 0.002 tudinal 35 170.743 19.575 II. Results of_a "t" Test to Determine Significance of Change BetWeen Experimental Samplels Pre-Test and Post-Test-on_the Minnesota TeacherAttitude Inventory Category- Statistics "t2 Testhable I "t" Significance Variable N Mean S.D. DF’ Statistic Probability‘ Pre-Test. 66 141.545 36.140 ‘ 1/66 1.589 0.114 Post-Test. 66 151.273 34.1427 105 4.31.--Continued. Results of-the Pearson Product-Moment Correlation Formula Applied to Determine the Correlation‘ Coefficient of-the Experimental Samplels Pre-Test' and Post-Test on the Minnesota.Teacher Attitude Inventory ‘ ‘ ‘ ‘ NZXY - (2X) (ZY) . r = 0.873 / 2 r: _. .- - (2x>2 Nzy- - (21)2 “N2x2 106 4.32.-—Summary of the Longitudinal Sample's Response 1n Percentages to the Teacher Competency Inventory, Part A, N-= 35 Competency . Classroom. Human Teacher Instruc- Management Relations Behavior tion in o m :> c o .4 o o, m- u "if: 00 H m or o m m (DISH-n 03010) 94 H 5 .Q *1 m m ‘H 00 moo m c m m o o o H o F: c .3 u H o o1 m m m m p :1 .m {3._2'. m>1 Cir-IQ «4 -H m .p on o m >. Us 81 8- r1 :4 o .2 -g .5 '3 c m .5 .5 2‘ -g' .5 -§_ 0 s c m or .4 .c a -H o o .9 vs 2 a o m x o o u “ms=so .88888 gaggmoequeq DO- 1. 0 0 0 9 18 9 18 0 9 9 0 2 9 0 9 37 9 18 9 9 0 18 18 3 27 27 18 18 9 9 18 18 46 9 9 4 37 18 55 9 37 18 46 18 18 18 46 5 27 55 18 27 27 46 9 55 27 46 27 2 1 0 0 O 28 14 7 0 0 0 7 0 2 50 0 23 37 44 58 O 0 58 63 28 3 43 46 46 28 28 28 61 43 28 30 58 4 0 39 23 7 7 0 23 50 14 0 7 5 7* 15 8 0 7 7 16 7 0 0 7 46 46 s l. 0 0 9 27 9 18 9 27 46 2 27 55 64 46 27 55~ 55 46 27 36‘ i3 3 37 27 9 18 37' 9 18 18 9 9 8 4 27 0 9 0 18 9 18 9 19 g 10 5 9 18 9 9 9 9 0 0 0 TABLE—4.32.—-Continued. 107 Competency Classroom Human Teacher Instruc- Management Relations Behavior tion (I) m 3 c o -H o o m p w z o o H <1) 0 (D m m 0) :5 '54 -n (I) m U) m H s b -H o o w o o w o 0 V m c w m o o o H o H c n H H o O1 m m m m u m m s s m a c H c -H -a m p ow o m ‘m m m ¥ H H o u H c -H m c c o m m 5 c s c H u c -H -a m G -H p -a o s c m o H g g H -a o o u p E u o m o o u 5 u m n s s m s m o m m o m -H o o u o o vo o o o o 0 m a m m m o A m A z B a Ed. 436 l 887 88 88 76 67 76 86 ‘56 88 76 34 2 0 0 12 22 12 14 22 12 44 3 12 12 12 12 11' 12 0 22 12 12 22 4 0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 3d. 450 1 0 0 0 0 0 18 0 0 0 27 18 2 9 9 9 9 l8 0 18 9 0 0 9 3 36 9 27 27 46 46 18 46 45 37 18 4 46 36 46 46 9 18 46 27 55 18 37 5 9 46 18 18 27 18 18 18 0 18 18 *Rating indicates the extent to which respondents blt the course helped him in developing each competency. -= helped me the most, 2 = helped me substant1a11y, ‘= helped me, 4 = helped me only slightly, 5 = dld not Lelp me , 108- FABLE 4.33.--Summary of Longitudinal Samples' Response. to the TeaCher Competency Inventory, Part B: The Extent to Which Respondents Felt Education 482 Helped Them Internalize the Educational Concepts Presented in Subsequent EducationCourses Rating % Helped.Me More Than Any Other Experience 24 Helped MeSubstantially 37 Helped Me 37 Did not Help Me 2 CHAPTER v SUMMARY, CONCLUSIONS AND RECOMMENDATIONS? This final chapter is devoted to a summary of the ', a discussion of conclusions drawn from the :cted data and their analyses, and concluded with Lmendations and implications forfurther study. Summary A review-of the research in teacher education in nited States evidences increasing use of clinical iences in preparation programs. These experiences, from the most.common type such as-student teaching e internship, remain relatively unstudied. Among theunconventionalclinical experiences ed future teachers, is Education 482, the Urban *al Program, at Michigan StateUniversity. This ence of classroom tutoring, teacher assistance, and m-centered seminar participation, is the focus of tudy. A survey of the literature in teacher attitudes ts thatattitudes of teachers compose a critical 109 110- element of successful teaching. Further review indicates that attitudes toward children and theteaching role can be-influenced and indeed-altered by certain training experiences.~ Many authors postulatethat effective teachertraining programs should not only enhance the teacher's attitudes toward children~and the teaching role, but should accomplish the task through a well conceived program with that specific objective. TheaProblem Education 482, the UrbanTutorial Program, is an experimental program that has existed as an elective part of the teacher preparation program of Michigan State University since 1968. Among the objectives of the course is to provide the prospective teacher an early association with children in a realistic classroomsetting by performing the role of tutor and teacher aide. These experiences are designed to assist the student in the development of more positive attitudes toward children and the teaching role. To determine, then, any changes in attitude toward children and the teaching role, that may be a unction of the Education.482 experience, it was necessary to measurethe.attitudes of theparticipant before the treatment, immediately following the treatment and after i substantial length of time following the.treatment. 111 This designwas employed to determine any changes in attitude that occurred, the nature of any changes and the permanence of any changes. A secondary purpose of-this study was to determine to what degree the participants in the longitudinal sample found Education 482 to be helpful in developing selectedi teaching~competencies. ThefProcedures. Since the inclusion of Education 482 in the curriculum of the College of Education in 1968, the course has been offered for nine academic quarters. Approxi- mately 800 students have participated as tutors in an urban-setting.- Two samples were selected for this study. The- first sample, the experimental sample, was composed of 66 Michigan State University students enrolled in Educa— tion 482 during the spring quarter, 1971. The second sample, the longitudinal sample, was composed of 35 Michigan State University students who participated in Education 482, during the spring quarter, l970.~ Three instruments, the Personal Data Sheet, the innesota Teacher Attitudelnventory, and the Teacher~ ompetency Inventory, were used to gather the data for his study. The Personal Data Sheet was utilized to ather appropriate demographic data which served to 112 establish the independent variables tested. The Minnesota Teacher AttitudeInventory_was.theinstrument usedto determine the participants' attitudes toward children and the-teaching.role. Theinstrument-used to determine to what extent Education 482 was helpful indeveloping-cer- tain teaching competencies was the Teacher Competency Inventory. Prior to the beginning owaducation 482 for the spring quarter, 1971, the experimental sample was admin- istered the Personal Data Sheet and the Minnesota Teacher attitude Inventory. Near the termination of the spring quarter, the longitudinal sample was assembled and, administered the Personal Data Sheet, the MTAI;and the Teacher Competency Inventory. Upon completion of the rban Tutorial Program, the experimental sample was dministered the.post:test MTAI. The collected dataon the two samples was coded y each independent variableand punched on data proc— ssing cards. These cards were subsequently used in a. ne-way analysis of variance program(UNEQ1),_through the BM 3600 computer at Michigan State University. Findings The first analysis made of thedata_was that of analysis of variance of the pre—test scores of the 113 experimental sample on the.Minnesota Teacher Attitude- Inventory.‘ The independent variables of sex, college class, field of major study, number of siblings with whom raised, degree of prior experience, number-of professionaleduca- tion courses completed and ethnic origin were analyzed for significant differences. Among those variables tested on the MTAI pre-test, three were found to have significant differences-at the alpha leVel of .05. College class, when placed as-the independent variable, was found to be a significant factor in the results of the MTAI_pre-test, with scores being significantly higher as the students advance-in college class. The.second variablefound to be a significant factor in the Mgélgpre-test results was the number of professional education courses completed by the partici— pants. Those students who had taken more than one professional education course prior to.Education 482, scored significantly higher than those who had completed one or none. .An obvious influential element in this analysis is the interrelationship of the students? college class and the degree of previous professional education. coursework completed. In other words, the asSumption that as.a student advances.in.college class, he will have had 114- the opportunity t0 have completed more professional education courses, is supported by.the high statistical significance of.the two variables. The third variable found to have a significant bearing on the pre-test results of—the MTAl_of the experi— mental sample was the ethnicorigin of the participants. The difference in scores of white, brown and black participants was found to be-statistically significant with white participants scoring highest, brown partici- pants scoring next highest and black participants scoring lowest. The analysis of_the pre-test-—post-test scores on the M35; produced a statistical test of no significant. difference. It should be noted, however, that even though no statistical significance was discovered, the mean score 0f the experimental sample increased almost ten raw score points in a positive direction. Examination of the scatter diagram of the pre—test and post-test scores graphically depicts thehigh degree 3f correlation between the two sets of scores. The :omputed correlation coefficient showed the relationship :0 be 0.873, with 70 percent of the scores showing a' >0$itiverinCrease; I The'pre-test--postwtest analysis was-313° “n" thed'in.a mahner which statistically tested sub-groups 115 of the experimental sample on the basis of the same independent variables of sex, college class, field of major study, number of siblings with whom raised, degree of prior experience, number of professional education courses completed and ethnic origin. These findings revealed that no single independent variable was a.sig- nificant factor in the gained scores on the MTAI. The statistical comparison of the post—test scores for the experimental sample and the longitudinal sample revealed a very high significance probability. This statistical significance favored the longitudinal sample who-had a mean score of 18.47 raw score points higher than the experimental sample. The increase in score for the longitudinal sample may be partially explained by three factors. First, the maturation of the longitudinal sample :ould not be controlled. Secondly, as demonstrated by :he pre—test scores of the experimental sample, advanced :ollege class yields a higher MTAI score. Thirdly, also lemonstrated by the pre-test scores of the experimental ample, the more professional education coursework com—. leted, the higher the MTAI score will be. The findings of the Teacher Competency Inventory, dministered to the longitudinal sample only, reveal ducation 436, student teaching to be the one experience nich is most helpful in developing the selected teaching 0w Ute 116 competencies. The student teaching experience was ranked as the most helpful course in developing all the skills related to classroom management, human relations, teacher behavior and instruction except the area of understanding the learning process. The participants felt that knowl- edge came most directly from the courses that compose the methods block. The methods block, comprised of Education 321A, Curriculum and Methods; Education 325A, Reading Methods; Education 3253, Language Arts Methods; Education 325D, Social Studies Methods; Education 325E, Mathematics Methods; Education 325E, Science Methods; and Education 327, Secondary Methods; was rated as the second most helpful experience in developing most of the teaching competencies. The skills and knowledge of classroom discipline and community influences, however, were indi— cated by the respondents as areas which Education 482, ‘the-Urban Tutorial Program was most helpful in developing, snext to student teaching. The respondents to Part B of the Teacher Compe— ~tency Inventory indicated that Education 482, the Urban Tutorial Program, had helped them internalize the educa- tional concepts presented in subsequent education courses. Qver one-half indicated that help to be substantial or greater than any other experience. 117 Finally, the longitudinal sample provided narrative comments in Part C of the Teacher Competency Inventory, relative to their experience in Education 482. The comments were unanimously supportive of the program with suggestions for expansion and continuation. . Conclusions 'The following conclusions were derived from the data collected through the administration of the Minnesota Teacher Attitude Inventory to the experimental sample, and their.analyses. l. Prospective teachers' attitudes toward children and the teaching role are related to their college class. The scores on the MTA; increased significantly as students advanced in college class status. 2. Prospective teachers' attitudes toward children and the teaching role are related to their professional educational training. Participants' scores were significantly related to the degree to which they had completed their profes— sional education coursework. As-students had taken more professional education courses, the MTAI scores improved proportionately. 3. Prospective teachers' attitudes toward children and the teaching role are related to their ethnic origin. Significant differences were found between the MTAI scores on the pre—test among the three ethnic 118 categories. As students complete the Urban Tutorial. Program, however, these differences_become insignificant. 4. Attitudes toward children and the teaching role can be altered through-professional training experiences. Certain research-findings, along with those of this study showthat attitudes can be changed through professional training. Changes in a positive direction are not always forthcoming and are dependent upon the type and extent of the experience, but attitudes toward' children and the teaching role are-subject to alteration. 5. Education 482, the Urban Tutorial Program, was a contributing factor toward the positive change. in participants‘ attitudes toward children and the¢teachingirole. Theexperiencein Education 482, Urban Tutorial Program, although of short duration, yielded positive gained scores for all sub-groups within the experimental, sample. Although the.difference-did not reach the. significance leVel established for this study, the mean score increased in a consistent and positive direction. esearch in other clinical experiences have at times shown regression in Mgéggscores. The positive direction‘of~ he changes in attitude, then, may indicate Education 482 o be acontributing—factor toward the improvementof ttitudes toward children andrthe teaching role of pro, pective teachers. 119 6. Education 482, the.Urban Tutorial Program, provides early-critical contact with children- in a classroom settingwhich affords the participant important access to career decision data.' As indicated by the—participants of«Education 482, this experience enabled them to explore, at an early stage of their educational career, the teaching-role in its unique setting, the classroom. Thelongitudinal sample indicated that_this experience was often the basis for which they later specialized in certain areas and/or grade levels. Some participants have subsequently decided against a career in teaching without loss of years in training, while others outside the field of education have decided, as a result of the tutorial experience, to.make education their career. 7. Education 482, the Urban Tutorial Program, is an effective initial experience leading toward the. development of teaching skills and teaching; knowledge. The experiences which the participants ranked as being most helpful in developing certain skills and knowl- edge in teaching were student teaching and the method3* block. A cursory examination of this data may appear to, indicate Education 482as an unlikely contributor to the evelopment of these teaching competencies. However, his-course is not intended to be the primary source of eaching competence development. It is, rather, the 120» initial clinical experience a student might undertake in his preparation program. In this framework, the Educa- tion 482 experience-is expected only to develop an aware- ness of;skillsand competencies to be developed through later training. It should be noted, though, that as.a primary.source-of teaching competency development,'Educa-A tion 482 was rated only below the extended experiences in the methods block and those clinical experiences in. student teaching. 8. Education 482, the Urban Tutorial Program, is an effective experience whichprovides an initial, realistic framework through which educational concepts presentedin~subsequent professional. educational courses can be internalized.7 The vast majority of the participants-of Education482 considered the experience to be helpful in internalizing the educational concepts presented in courses taken at a later time in their career. Sixty—one. percent of the respondents indicated participation in the tutorial experience to be of substantial help or greater than any other experience. 9; Education 482, the Urban Tutorial Program, is an enjoyable, realistic experience with children- in a classroom setting. Unanimous comments pertaining to the Urban- utorial Program, without regard to its professional raining qualities, indicated the experience to be an njoyable adventurewith children. Participants found WI--- . 121 their_relationship with their tutee to be exciting and stimulating whether-their career aspiration was to become, a teacher or not. They felt the tutorial pregram was a mutually rewarding experience to both the learner and the Recommendations‘ The-following recommendations are based on the observations of the researcher, a review of the related. literature, the data collected and their analyses, and the comments and suggestions.of theparticipants of Educa~ tion 482, the Urban TutorialProgram. 1. Education 482, the Urban Tutorial Program,. _ should be-continued-as an elective course in the teacher-preparation program at Michigan State University. It is the recommendation of the researcher and the majority of the participants of Education482 that the’ tutorial experience be afforded to all prospective teachers and interested students at Michigan State University. The exploratory value for thoseparticipants outside the field of education and itS-training value for prospective teachers cannot be overemphasized. The evidence presented in this study along with the limited, ut pertinent information relative to early clinical xperiences in other teacher preparation programs at 122 other institutions, clearly establishes the importance of this type of experience. 2. The College of Education, Michigan State University, should consider implementing Education 482 into the regular teacher preparation program. It is the opinion of the researcher that an institute is most efficient when exploring experimentally into new and effective ways of providing realistic and productive teacher training practices, rather than attempting to conduct its own training program. Those experimental programs which prove to be ineffective should be discontinued categorically, while those which prove to be successful should be adopted by the institution through which the institute functions. It is therefore recom-. mended that the College of Education at Michigan State University include the Urban Tutorial Program in.its regular training-program and free the Mott Institute for Community Improvement to utilize its staff and resources for further-exploration and experimentation. 3. The Mott Institute for Community Improvement and/or the College of Education, Michigan State University should continue to explore other possible avenues of clinical experiences for the training of prospective teachers. The prospective teacher, in order to maximize his knowledge of children, their behavior, and the teaching role, should be afforded the opportunity to engage himself 123 in a variety of teaching related experiences while studying the academic facets of teaching. He should be exposed to a number of different models through intrinsic as well as extrinsic experiences. For these reasons, the College of Education, either through its own resources or through the resources of the Mott Institute for Community Improvement, other centers or other institutions, should explore every possible avenue to find those clinical experiences which will effectively result in a better education for all children in this country. Implications for Future Study Investigations into the effectiveness of various clinical experiences remains practically unlimited. Future study of clinical experiences may serve to deter— mine which of those experiences seem to be more valuable to the teacher once they begin teaching in the public school. Such longitudinal studies may also serve to distinguish those experiences most valuable to teachers in different grade levels, subject areas, geographic region or school system. Future research of clinical experience programs as related to changes in attitudes should perhaps employ a more extensive battery of instruments to approximate the status of attitudes and subsequent changes. The, 124 Minnesota Teacher Attitude Inventory, although widely used for measurements similar to those in this study, is not-particularly sensitive to small changes in attitude. As a review of the literature relating to teaching behaviors indicates, teachers‘ attitudes toward children and their role as a teacher is one of the most critical components of the competent teacher. 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Jr. "Florida Atlantic University' 3 Centers of Discovery: A New Dimension in Teacher Education," Journal of Teacher Education, 21: 224- 232, Summer, 1970. Lusty, Beverly L., and Barbara Sundene Wood. "Effects of an NDEA Institute Upon Attitudes of Inner City Elementary Teachers," The Speech Teacher, 18: 217— 222, September, 1969. Monson, Jay A. "The-New Models in Elementary Teacher: Education," Phi Delta Kappan, 51:101, October, 1969. Ott, Jack M., et a1. "Prescription for Pedagogy: A ‘ Teacher EduCat Ion Program,“ Journal of Teacher Educa- tion, 21: 352- 356, Fall, 1970. 131 Pinkney, George A. "Changes in Student Teachers‘ Atti- tudes Toward Childhood Behavior Problems," Journal of.Educational Psychology, 53:275—278, December, 1962. Rogers, Vincent, anerames A. Smith. "Professional Attitudes of Students in an Intensive Teacher- Training Program," Elementary School Journal, 57:100—101, November, 1956. Riccio, Anthony, and Herman J. Peters. "The Study of values and the Minnesota Teacher Attitude Inventory," Educational Research Bulletin, 39:101—103, March, 1966. Silberman, Melvin L. "Behavioral Expression of Teachers' Attitudes Toward Elementary School Students," Journal of Educational Psychology, 60:402—407, October, 1969. Stafford, Kenneth R. "The Minnesota Teacher Attitude Inventory Scores of Negro and White Fifth Year Stu ents in the Arkansas Experiment in Teacher Education," Journal of Educational Research, 51:633-634, April, 1958. Stiles, Lindely J. "Internships for Prospective High School Teachers Being Trained in Universities," Journal of Educational Research, 39:665, May, 1946. "Teachers Need to Alter Attitudes," Times Educational Supplement, 2873z3, June, 1970. Thompson, Glenn S. "The Development of an Internship Program," Teacher Educational Journal, 4:63, September, 1942. Walberg, Herbert J., et al. "Effects of Tutoring and Practice Teaching on Self—Concept and Attitudes in Education Students," Journal of Teacher Education, 19:283—291, Fall, 1968. Wannamaker, Mary, and W. Wesley Tennyson. "The Value Orientation of Beginning Elementary Teacher Educa- tion Students," Journal of Teacher Education, 21:544-550, Winter, 1970. Woodring, Paul. "The Ford Foundation and Teacher Educa- tion," Teachers College Record, 62:229—231, December, 1960. APPENDICES APPENDIX A PERSONAL DATA SHEET PERSONAL DATA SHEET Please print the following information: NAME , STUDENT NUMBER (Last) (First) (Initial) ADDRESS PHONE SEX’ M F AGE MARITAL STATUS S M D MAJOR STUDY‘ MINOR STUDY YEAR 1 2 3 4 Grad DEGREES HELD TEACHING CREDENTIALS HELD ETHNIC ORIGIN NUMBER OF CHILDREN WITH WHICH YOU WERE RAISED OTHER EDUCATION COURSES TAKEN: ED 200 ED 321A ED 325A ED 325B ED 325D ED 325E ED 325F ED 436 ED 450 OTHER RELATED EXPERIENCES (Cub Scout Leader, tutor, Sunday School Teacher, etc.): “_i DEGREE ASPIRATIONS; CREDENTIAL ASPIRATIONS: CAREER ASPIRATIONS: 132 APPENDIX B MINNESOTATEACHERxATTITUDE-INVENTORY DO NOT OPEN UNTIL TOLD TO DO SO MINNESOTA TEACHER ATTITUDE INVENTORY Form A WALTER W. COOK CARROLL H. LEEDS ROBERT CALLIS University of Minnesota Furman University University of Missouri DIRECTIONS This inventory consists of 150 statements designed to sample opinions about teacher-pupil relations. There is considerable disagreement as to what these relations should be; therefore, there are no right or wrong answers. What is wanted is your own individual feeling about the statements. Read each statement and decide how YOU feel about it. Then mark your answer on the space provided on the answer sheet. Do not make any marks on this booklet. SA A U D SD you strongly agree, blacken space under ‘SA SA A" U' 5 5:19 you agree, blacken space under "A" You are undecided or uncertain, blacken space under U .................................... SHA A U :0: sup YOU disagree, blacken space under "D" 52A A ii ! sign you Strongly disagree, blacken space under ”SD” Think in terms of the general situation rather than specific ones. There is no time limit, but work as rapidly as you can. PLEASE RESPOND TO EVERY ITEM. The inventory contained in this booklet has been designed for use with answer forrrciis published or authorized by The Psychological Corporation. If other answer forms are use , The Psychological Corporation takes no responsibility for the meaningfulness of scores. Copyright 1951 by The Psychological Corporation. All rights reserved. No part of this inventory may be reproduced in any form of printing or by any other means, electronic or mechanical, including, but not limited to, photocopying, audiovisual recording and transmission, and portrayal or duplication in any information storage and retrieval system, without permission in writing from the publisher. 70-198TB ted in U'S'A' The Psychological Corporation, 304 East 45th Street, New York. N' Y- 10017 1; SA—Strongly agree A—Agree H 20 60 as O! O) «1 co <9 H 10 Cab :0- . Pupils who “act smart” . Most . Most children are obedient. probably have too high an opinion of themselves. . Minor disciplinary situations should sometimes be turned into jokes. . Shyness is preferable to boldness. . Teaching never gets monotonous. pupils don’t appreciate what a teacher does for them. . If the teacher laughs with the pupils in amus- ing classroom situations, the class tends to get out of control. . A child’s companionships can be too carefully supervised. . A child should be encouraged to keep his likes and dislikes to himself. . It sometimes does a child good to be criticized 1n the presence of other pupils. . Unquestioning obedience in a child is not desirable. - Pupils should be required to do more studying at home. - The first lesson a child needs to learn is to obey the teacher without hesitation. goung p60ple are difficult to understand these ays. There is too great an emphasis upon “keeping Order” in the classroom. U—~Undecided or uncertain 16. 17. 1 . <9 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. D—Disagree SD—Strongly disagree A pupil’s failure is seldom the fault of the teacher. There are times when a teacher cannot be blamed for losing patience with a pupil. . A teacher should never discuss sex problems . with the pupils. Pupils have it too easy in the modern school. A teacher should not be expected to burden himself with a pupil’s problems. , Pupils expect too much help from the teacher in getting their lessons. A teacher should not be expected to sacrifice an evening of recreation in order to Visit a child’s home. Most pupils do not make an adequate effort to prepare their lessons. Too many children nowadays are allowed to have their own way. Children’s wants are just as important as those of an adult. The teacher is usually to blame when pupils fail to follow directions. A child should be taught to obey an adult without question. The boastful child is usually over-confident of his ability. Children have a natural tendency to be unruly. A teacher cannot place much faith in the state- ments of pupils. GO ON TO THE NEXT PAGE SA—Strongly agree A—Agree U—Undecided or uncertain D—Disagree SD—Strongly disagree. CO H 32. 3 . C») 34. 3 . 01 3 . q 38. 39. 40. 4 . I—l 42. 43. 45. . Some children ask too many questions. A pupil should not be required to stand when reciting. The teacher should not be expected to man- age a child if the latter’s parents are unable to do so. A teacher should never acknowledge his ig- norance of a topic in the presence of his pupils. Discipline in the modern school is not as strict as it should be. . Most pupils lack productive imagination. Standards of work should vary with the pupil. The majority of children take their responsi- bilities seriously. To maintain good discipline in the classroom a teacher needs to be “hard-boiled.” Success is more motivating than failure. Imaginative tales demand the same punish- ment as lying. Every pupil in the sixth grade should have Sixth grade reading ability. A good motivating device is the critical com- parison of a pupil’s work with that of other pupils. . It is better for a child to be bashful than to be “boy or girl crazy.” Course grades should never be lowered as punishment. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. More “old-fashioned whippings” are needed today. The child must learn that “teacher knows best.” Increased freedom in the classroom creates confusion. A teacher should not be expected to be sym- pathetic toward truants. Teachers should exercise more authority over their pupils than they do. Discipline problems are the teacher’s greateSt worry. The low achiever probably is not working hard enough and applying himself. There is too much emphasis on grading. Most children lack common courtesy toward adults. Aggressive children are the greatest problems. At times it is necessary that the whole C13? suffer when the teacher is unable to lden Y the culprit. Many teachers are not severe enough in the“ dealings with pupils. Children “should be seen and not heard.” A teacher should always have at least a few failures. . . . . . hail It is ease: to correct discipline problems t it is to prevent them. GO ON TO THE NEXT PAGE iTi SA—Strongly agree A—Agree I—i Children are usually too sociable in the class- room. . Most pupils are resourceful when left on their own. . Too much nonsense goes on in many class- rooms these days. . The school is often to blame in cases of truancy. . Children are too carefree. . Pupils who fail to prepare their lessons daily should be kept after school to make this prep- aration. . Pupils who are foreigners usually make the teacher’s task more unpleasant. . Most children would like to use good English. . Assigning additional school work is often an effective means of punishment. . Dishonesty as found in cheating is pIObabIY one of the most serious of moral offenses. . Children should be allowed more freedom in their execution of learning activities. - Pupils must learn to respect teachers if for no other reason than that they are teachers. . Children need not always understand the rea- sons for social conduct. - Pupils usually are not qualified to select their Own topics for themes and reports. No child should rebel against authority° U—Undecided or uncertain 76. 77. 78. 79. 81. 82. 83. 84. 85. 86. 87. 88. 89. D—Disagree SD—Strongly disagree There is too much leniency today in the hand- ling of children. Difficult disciplinary problems are seldom the fault of the teacher. The whims and impulsive desires of children are usually worthy of attention. Children usually have a hard time following instructions. Children nowadays are allowed too much free- dom in school. All children should start to read by the age of seven. Universal promotion of pupils lowers achieve- ment standards. Children are unable to reason adequately. A teacher should not tolerate use of slang expressions by his pupils. The child who misbehaves should be made to feel guilty and ashamed of himself. If a child wants to speak or to leave his seat during the class period, he should always get permission from the teacher. Pupils should not respect teachers any more than any other adults. Throwing of chalk and erasers should always demand severe punishment. Teachers who are liked best probably have a better understanding of their pupils. Most pupils try to make things easier for the teacher. GO ON TO THE NEXT PAGE SA—Strongly agree A—Agree U—Undecidcd or uncertain D—Disagree SD—Strongly disagree 91. 92. 93. 9 . O! 96. 97. 98. 9 . CD 100. 5.. 10. 102. 10. no 104. 105. Most teachers do not give sufficient explana- tion in their teaching. There are too many activities lacking in acad- emic respectability that are being introduced into the curriculum of the modern school. Children should be given more freedom in the classroom than they usually get. . Most pupils are unnecessarily thoughtless rel- ative to the teacher’s wishes. Children should not expect talking privileges when adults wish to speak. Pupils are usually slow to “catch on” to new material. Teachers are responsible for knowing the home conditions of every one of their pupils. Pupils can be very boring at times. Children have no business asking questions about sex. Children must be told exactly what to do and how to do it. Most pupils are considerate of their teachers. Whispering should not be tolerated. Shy pupils especially should be required to stand when reciting. Teachers should consider problems of con- duct more seriously than they do. A teacher should never leave the class to its own management. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. A teacher should not be expected to do more work than he is paid for. There is nothing that can be more irritating than some pupils. “Lack of application” is probably one of the most frequent causes for failure. Young people nowadays are too frivolous. As a rule teachers are too lenient with their pupils. Slow pupils certainly try one’s patience. Grading is of value because of the competition element. Pupils like to annoy the teacher. Children usually will not think for themselves. Classroom rules and regulations must be con- sidered inviolable. Most pupils have too easy a time of it and do not learn to do real work. Children are so likeable that their shortcom- ings can usually be overlooked. A pupil found writing obscene notes Should be severely punished. A teacher seldom finds children really “11°," able. 1 There is usually one best way to do schOO work which all pupils should follow. GO ON TO THE NEXT PAGE 121. 122. 123. 124. 125. 126. 127. 128. 129. 131. 132. [33. .34. .35. SA—Strongly agree A—Agree It isn’t practicable to base school work upon children’s interests. It is difficult to understand why some chil- dren want to come to school so early in the morning before opening time. Children that cannot meet the school stand- ards should be dropped. Children are usually too inquisitive. It is sometimes necessary to break promises made to children. Children today are given too much freedom. One should be able to get along with almost any child. Children are not mature enough to make their own decisions. A child who bites his nails needs to be shamed. Children will think for themselves if permit- ted. There is no excuse for the extreme sensitivity of some children. Children just cannot be trusted. Children should be given reasons for the re- strictions placed upon them. Most pupils are not interested in learning. It is usually the uninteresting and difficult Subjects that will do the pupil the most good. U~Undecided or uncertain 136. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. D—Disagree SD——Strong1y disagree A pupil should always be fully aware of what is expected of him. There is too much intermingling of the sexes in extra-curricular activities. The child who stutters should be given the opportunity to recite oftener. The teacher should disregard the complaints of the child who constantly talks about imag- inary illnesses. Teachers probably over-emphasize the ser- iousness of such pupil behavior as the writing of obscene notes. Teachers should not expect pupils to like them. Children act more civilized than do adults. many Aggressive children require the most atten- tion. Teachers can be in the wrong as well as pupils. Young people today are just as good as those of the past generation. Keeping discipline is not the problem that many teachers claim it to be. A pupil has the right to disagree openly with his teachers. Most pupil misbehavior is done to annoy the teacher. One should not expect pupils to enjoy school. In pupil appraisal effort .should not be dis- tinguished from scholarship. 61CAL V0 0 PSYC’S'. \9 ’S/ \( INCO RPORATED N 192: C5 “VaodP ib ® APPENDIX C ADAPTED NORM TABLE FOR MINNESOTA TEACHER ATTITUDE INVENTORY 139 OhH hmH mmH NmH OVH me mmH mOH om th HRH VBH me mmH hmH me HHH om mmH th NmH mmH OOH OOH th mHH Oh mmH omH mmH mmH OOH NhH OOH NNH m5 mmH mmH OmH OON mOH hhH me wNH om MON me HON mON 55H mmH NmH VOH om mON HON NON MHN mmH me hmH mmH mm mHN NON OHN mHN mmH vON HON MNH mm A.wmv .om .od awe mHHucmoumm mucwwsum Icoz .04 Icoz .om Inmwnm .QMHO pwm .me .wm .HM .fim .Umm .Cm .Hm muoflcmm whoansb muoucw>nH.oUDquud.n Hmmuoom 3mm you munon>flswm Mnmm oHHunmonom whomos muommcnflz on» now oHnme EH02 poummpnH opsufluu4 ngomme maomocnfiz .mHHHmo phonom wad awvmmq .m HHOMHmU 1M000 .3 wouamz H m.mm v.mN m.VN h.vN H.bN N.mN m.mN m.mN .Q.m O.va m.mmH m.hmH 4.5hH H.¢4H m.mvH m.mmH w.VOH G662 m5 mm VOH HHH Hm 4w hm Hv H mm VHH MNH HMH mm mm mOH mm m NHH OMH hMH HVH OHH VOH HNH no OH OVH va mvH mmH HNH mNH H¢H Nm ON 54H mvH mmH mmH MNH OMH wvH mm mN NmH va me va mNH mMH HmH om om HOH NOH NmH MNH hMH NvH mmH um 04 A.wmv .04 .04 awe oHHucoouom munopsum Icoz .04 [:02 .04 Inmwnm .emnw .Um .Oww .Um .Hm .Um .Omm .Um .Hm mnowcom mHOHGSb .UGSGHHGOUII.H.O mqm48 APPENDIX D TEACHER COMPETENCY INVENTORY APPENDIX D TEACHER COMPETENCY INVENTORY TEACHER COMPETENCY INVENTORY Part A Please indicate the extent to which the courses listed below helped you develop the skills and knowledge of teacher competency as described in the "Tri—U Teaching Competency Model."1 Circle the appropriate rating for each course opposite each item of the Teaching Competency Model in the following manner (12345 This course helped me the most in developing this skill or knowledge M:)45 This course helped me substantially in developing this skill or knowledge. 11:X5 This course helped me in developing this skill or knowledge. 123:) This course ehelped me only slightly in developing this skill or knowledg l23(3 This course edid not help me in developing this skill or knowledge Explanation of course numbers: Ed 200 The Individual and the School Ed 482 The Urban Tutorial Program Methods Block Ed 321A Curriculum and Methods Ed 325A Reading Methods Ed 325B Language Arts Methods Ed 325D Social Studies Methods Ed 325E Mathematics Methods Ed 325F Science Methods Ed 327 Secondary Methods Ed 436 Student Teaching Ed 450 School and Society Methods Ed 200 Ed 482 Block Ed 436 Ed 450 I. Pre Instruction A. Classroom Management 1. Discipline a. School olicies b. Room pogicies 12345 12345 12345 12345 12345 c. Disruptive behavior d. Preventive techniques Ochoa, "What Does Today‘ 5 Teacher 970. l , a d Anna S Ambrose A Cle egg Jr n 568- -72, March, Need to Know and to D0?" Web—1P: 27= 141 142 Methods Ed 200 Ed 482 Block Ed 436 Ed 450 2. Scheduling a. Daily b. Weekly 12345 12345 12345 12345 12345 3. Routines a. Materials b. Records 12345 12345 12345 12345 12345 c. Housekeeping B. Human Relations . Student as a person a. Normative data b. Self concept 12345 12345 12345 12345 12345 c. Value system 2. Community Influences a. Building b. District 12345 12345 12345 12345 12345 c. Socioeconomic influences C. Teacher Behavior . Learning Resources a. Rationale b. Preparation 12345 12345 12345 12345 12345 c. Operation ,1 2. Educational Objectives a. Reco nition b. Writing 12345 12345 12345 12345 12345 c. Criteria 3. Lesson Plans a. Dia nosis b. Objgctive 12345 12345 12345 12345 12345 c. Materials d. Sequence e. Evaluation 11. Instruction: Teaching Learning Process A. Model Synthesis 1. Questionin Discussiong 12345 12345 12345 12345 12345 . Cueing ' Reinforcing 2 3 4. 5 6 Use of Resources Teacher— —student planning 143 Methods Ed 200 Ed 482 Block Ed 436 Ed 450 B. Teaching Process 1. Motivation 2. Presentation 12345 12345 12345 12345 12345 3. Development 4. Summarizing 5. Application C. Learning Process 1 Determining focus I 2. Concept formation 12345 12345 12345 12345 12345 3. Generalizing and making ! inferences 4. Selection of alternatives 5. Application 6. Analysis and evaluation 7. Selection of policy Part B Using the scale below, please indicate the extent to which Education 482, the Urban Tutorial Program, has helped you internalize the educational concepts presented in subsequent education courses you have taken. Please check one (1) space below. Education 482 helped me more than any other experience to internalize the concepts presented. Education 482 helped me substantially to internalize the concepts presented. Education 482 helped me to internalize the concepts presented. Education 482 did not help me to internalize the concepts presented. Part C . . mm lative to Please use the reverse Side of thlS page to make any CO eats re , Education 482 that you feel will contribute to the evaluation of thlS program. APPENDIX E LETTER OF TRANSMITTAL TO LONGITUDINAL SAMPLE APPENDIX E LETTER OF TRANSMITTAL TO LONGITUDINAL SAMPLE“ MICHIGAN STATE UNIVERSITY EAST LANSING . MICHIGAN 48823 MOTT INSTITUTE FOR COMMUNITY IMPROVEMENT COLLEGE OF EDUCATION - 517 BRICKSON HALL May 17, 1971 Dear Former Student: As you may know, the Mott Institute for Community Improvement (MICI), is engaged in various experimental programs in the field of teacher preparation. Periodically, these projects undergo an evaluation to determine their effect- iveness as part of the teacher training program. Currently, Education 482, the Urban Tutorial Program, is one such experimental program being evaluated. According to our records at the institute, you were enrolled in Education 482 during the Spring quarter of 1970. Since your group has been selected to Supply critical data for our evaluation, it is necessary that we ask for a few minutes of your time to assist us in the collection of this data. For your convenience, we have reserved room 226, Erickson Hall at 4:30 p.m. 25 7:30 p.m., Tuesday, May 25 to collect the necessary information. The time which will be required for your assistance will be only about forty minutes. Should you not be able to attend one or the other session, please call the Mott Institute for Community Improvement, 353-6453 before May 25 and leave your name with our secretary. Your cooperation will enable us to carry out a complete evaluation of our project and will be very much appreciated by all those at MICI involved in this effort. Our sincere thanks, [I IZL7:'( .Céet__ David Dean Jm/L/ “’cz’w 5“ Homer Kearns DDth/fb 144 ’ IIIIIIIIIIIIIIIIISIIIIIIIIIIIIII|I|III6I||III|IIII|I8IIII5II|IIIIII was .,