ROLE EXPECTATIONS F O R CLINICAL CONSULTANTS AS VIEWED BY STUDENT TEACHERS AND CLINICAL CONSULTANTS IN THE MICHIGAN STATE UNIVERSITY CLUSTER STUDENT TEACHING PROGRAM By Darrell A. Bloom A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1971 PLEASE NOTE: Some pages may have indistinct p rin t. Filmed as r e c e i v e d . U n i v e r s i t y M i c r o f i l m s , A Xerox Education Company ABSTRACT ROLE EXPECTATIONS FOR CLINICAL CONSULTANTS AS VIEWED BY STUDENT TEACHERS AND CLINICAL CONSULTANTS IN THE MICHIGAN STATE UNIVERSITY CLUSTER STUDENT TEACHING PROGRAM By Darrell A. Bloom The purpose of this study was to investigate: (1) how the clinical consultants perceived the role of the clinical consultant, (2 ) how student teachers perceived the role of the clinical consultant, and (3) how similar or dissimilar were the perceptions of student teachers and clinical consultants for the role of the clinical consult­ ant. The investigation was designed to explore preference for, and perceived frequency of occurrence of, selected clinical consultant tasks. in the study: Eight types of tasks were used community involvement, variety of experiences within the school, management, conditions of learning, planning for learning, evaluation of learning, analyzing teaching behavior, and supportive behavior. The second aspect of the study dealt with student teachers' and clinical consultants' preference for and perceived actual clinical consultant method of operation. The categories Darrell A. Bloom > for selected clinical consultant method of operation were theoretical or practical, student teacher or clinical consultant initiative, and directive or non-directive. Sixty-one student teachers and twenty-five consult­ ants made up the sample of the study. The Clinical Consultant Inventory was developed for this study and was administered during the eighth week of spring term, 1971. The Analysis of Variance procedure was used to analyze the responses of student teachers and clinical consultants. Eight hypotheses within the limitations of this study were posed for testing. The following conclusions were supported: 1. Across the set of eight measures of task and method of operation as measured by the Clinical Consultant Inventory, there was no significant difference between the student teacher and clinical consultant perception of the role of the clinical consultant in the Michigan State University Cluster Program of Student Teaching. Conclusions Concerning Clinical Consultant Tasks 2. The variety of experiences within the school task area was preferred by student teachers and clinical consultants more than any other area. The supportive behaviors and analyzing teaching behaviors were also highly preferred. 3. Supportive behavioral tasks wer e perceived by student teachers and clinical consultants as a group to 1 Darrell A. Bloom % occur more frequently than any other task area. The variety of experiences within the school task area ranked second in frequency. 4. The rank order of the perceived frequency of occurrence of the tasks by student teachers and clinical consultants followed closely the preference rank order of the tasks measured by the Clinical Consultant Inventory. Conclusions Concerning Clinical Consultant Method Of Operation 5. Student teachers and clinical consultants as a group preferred the student teacher to initiate action in solving a problem. 6 . Student teachers and clinical consultants as a group perceived the student teacher as taking the initia­ tive more than they preferred. 7. Student teachers and clinical consultants as a group preferred the clinical consultant to be indirective. 8 . Student teachers and clinical consultants as a group perceived clinical consultants to be more indirec­ tive than they desired. 9. Student teachers and clinical consultants as a group preferred practicalness in consultant method of operation. 10. Student teachers and clinical consultants as a group perceived the consultants to be less practical than they preferred. Darrell A. Bloom Conclusions Concerning Clincial Conslutant Inventory 11. The measures of preference for the clinical consultant method of operation were the most effective individually at discriminating differences of perception of student teachers and clinical consultants. 12. The preference for the perceived actual occurrence of student teacher or clinical consultant initiative, and preference for a theoretical-practical approach measures worked together better than any other three measures at discriminating differences in the per­ ceptions of the two populations. ACKNOWLEDGMENTS This study is the result of the help and consider­ ation of many individuals. I am especially grateful to the Chairman of the Guidance Committee, Dr. Glenn Cooper, w h o offered encouragement and advice through all stages of this study and my doctoral program. I am also grateful to Dr. George Myers for his initial encouragement to conduct this study and his continued support in completing it. Appreciation is also extended to Dr. James Snoddy and to Dr. Harry Case for many hours of assistance and advice at various stages of the project. Special appreciation is extended to the Student Teaching Office for their cooperation in the study and to the man y student teachers and consultants w h o gave freely of their time to make this study possible. Finally I am particularly appreciative of the patience, understanding, and support of my wife, Judy. TABLE OF CONTENTS Page A C K N O W L E D G M E N T S .............................................ii LIST OF T A B L E S ............................................ V LIST OF I L L U S T R A T I O N S .................................... vii LIST OF A P P E N D I C E S ...................................... viii Chapter I. THE NATURE OF THE I N V E S T I G A T I O N ................ 1 Introduction to the Study .................... I 4 Nee d for the S t u d y ........................... Purpose of the S t u d y ........................... 5 Statement of the Problem . . . . . . . 6 ........................... 7 Research Hypotheses Definition of Terms ........................... 8 Summary of P r o c e d u r e s ............................ 10 Organization of the S t u d y ........................ 13 II. REVI E W OF THE LITERATURE AND RELATED RESEARCH . Introduction .................................. The Cluster Program of Student Teaching . . Role T h e o r y ......................................... S u m m a r y ..................................... . III. 14 14 14 21 29 PROCEDURES UTILIZED IN THE S T U D Y ................. 32 Introduction .................................. 32 The Study S a m p l e ...................................32 Student Teachers ............................... 33 Clinical Consultants ........................... 38 41 I n s t r u m e n t a t i o n .............................. . Design of the S t u d y ............................... 49 The Statistical Hypotheses of this Study . . 49 Administration of Instrument ................. 50 Dat a Analysis Procedure . 51 Chapter IV. Page ANALYSIS OF D A T A ........................ ... Hypothesis I ........................52 Descriptive Data: Results Pertaining to the Clinical Consultant Inventory ............... S u m m a r y .........................................65 V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS . . . S u m m a r y ......................................... 6 7 Limitations of the S t u d y ........................ Conclusions of the S t u d y ........................ Implications for Teacher Education . . . . Implications for Further Research . . . . BIBLIOGRAPHY ............................................ A P P E N D I X ................................................... 8 8 iv 52 53 67 70 71 73 81 84 LIST OF TABLES Table Page 3.1. Age Distribution of the Student Teacher Sample 34 3.2. Distribution of Student Teacher Sample by Grade Point Average at Entrance to Student Teaching Program .................... 35 3.3. Distribution of Student Teacher Sample by Colleges A t t e n d e d .................................. 35 3.4. Distribution of Student Teacher Sample by Pre-College Community ........................ 36 Distribution of Student Teacher Sample by Student Teaching Community .................... 37 3.5. 3.6. Marital Status Distribution of Student Teacher S a m p l e .............................................37 3.7. Distribution of Type of School in which Student Teachers are Teaching ................. 39 3.8. Distribution of Student Teachers' Type of Education M a j o r .................................. 39 3.9. Age Distribution of the Clinical Consultant S a m p l e .............................................39 3.10. 3.11. Marital Status Distribution of Clinical Consultant Sample ............................... 40 Distribution of Number of Quarters Served as an M.S.U. Clinical Consultant .................... 40 3.12. Distribution of Clinical Consultant's Number of Years of Teaching E x p e r i e n c e ..................... 40 3.13. Distribution of Number of School Districts in which Clinical Consultant has Taught . . . 42 Distribution of Grade Level of Teaching Experience of Clinical Consultants . 42 3.14. v . . . Table 3.15. 3.16. 4.1. Page Distribution of Highest Degree Earned by Clinical Consultants ........................... Distribution of the Year the Master of Arts Degree was Earned by Clinical Consultants . 43 . 43 Independent Levels of Significance of each M e a s u r e ............................................ 54 4.2. Discriminant Function Coefficients .............. 4.3. A Rank Order of Combined Student Teacher and Clinical Consultant Mean Scores of Pre­ ference for and Perceived Frequency of Occurrence of Selected Clinical Consultant T a s k s ................................................ 57 4.4. A Rank Order of Student Teacher and Clinical Consultant Mean Scores of Preference for Selected Clinical Consultant Tasks . . . . 4.5. 4.6. A Rank Order of Student Teacher and Clinical Consultant Mean Scores of Perceived Frequency of Occurrence of Clinical Consultant Tasks .............................. A Rank Order of Combined Student Teacher and Clinical Consultant Mean Scores of Preference for and Perceived Actual Occurrence of Clinical Consultant Method of Operation . . 4.7. A Rank Order of Student Teacher Mean Scores of Preference for and Perceived Actual Occur­ rence of Clinical Consultant Method of O p e r a t i o n ....................................64 4.8. A Rank Order of of Preference Occurrence of of O p e r a t i o Clinical Consultant Mean Scores for and Perceived Actual Clinical Consultant Method n ................................ 65 54 60 61 6 4 LIST OF ILLUSTRATIONS Illustration 3.1. The Organization and Presentation of Preference and Frequency Scales Under the Behavioral Description of Consultant Task within a Category on Part I, of the Clinical Consultant Inventory . 4.1. A Graph of the Standardized Discriminant Function Coefficient Scores . 4.2. A Graph of Combined Student Teacher and Clinical Consultant Mean Scores of Preference for and Perceived Frequency of Occurrence of Selected Clinical Consultant Tasks ....................... 4.3. A Graph of Student Teacher and Clinical Consultant Mean Scores of Preference for and Perceived Frequency of Occurrence of Clinical Consultant Tasks ..................................... LIST OF APPENDICES Appendix Page A. Cover L e t t e r .......................................... 89 B. Student Teacher Form of Clinical Consultant I n v e n t o r y ......................................... 91 C. Clinical Consultant Form of Clinical Consultant Inventory ............................ 108 D. Machine Scoring Answer Sheet ..................... E. A Listing of Items Within Categories for Part I. Showing the M ean Scores for Preference and Frequency for Selected Clinical Consultant T a s k s ............................................... 126 F. A Listing of Mean Scores of Preference and Frequency for Clinical Consultant Tasks between Elementary and Secondary Student Teachers and Consultants ............. G. 124 131 A Listing of Mean Scores of Preference and Perceived Actual Clinical Consultant Method of Operation between Elementary and Secondary Student Teachers and C o n s u l t a n t s ........................................ 133 viii CHAPTER I THE NATURE OF THE INVESTIGATION Introduction to the Study Greater enrollment in teacher education programs accompanied by an emphasis on realistic direct experience I ■ has forced the location of student teaching and other clinical experiences from laboratory schools into offcampus schools. New kinds of cooperative arrangements between schools and colleges have been made. In an effort to further increase the experiences of student teachers, programs have been designed that stress visiting social agencies and community organiza­ tions , spending time in students' h o m e s , and involvement in other community activities in addition to the conven­ tional in-school student teaching activities. The Cluster Program of Student Teaching at Michigan State University emphasizes these activities. Another innovative aspect of this program is the more flexible basis of assigning student teachers within the school. Ten to twelve student teachers assigned to a school, group and regroup for particular purposes as they work with problems of instruc­ tion, learning, management, and evaluation. 1 This organizational pattern also permits them to work wit h a greater variety of teachers, teaching styles, organiza­ tional methods, content, and school personnel. New modes of organization have created a need for new supervisory positions. Colleges and universities have begun to realize that they often worked in isolation from practicing teachers at the task of teacher preparation. Kennedy and Dean suggested that: Greater involvement of classroom practitioners can add strength to the design and implementation of programs of teacher preparation. Their involvement could facilitate a blend of the practical and the theoretical, helping to keep teacher education programs relevant to the needs of prospective teachers . 1 This need has brought about the creation of super­ visory positions that involve practicing teachers. Positions such as clinical professors, associates, and consultants have been created where the person has a dual appointment to a public school system and a college. Michigan State University has recognized the need for someone to coordinate the individualized program of student teachers in the Cluster Program of Student Teaching. The University has already created a dual appointed position in its Elementary Intern Program. The "intern consultant" ■^Lee W. Dean and Henry Kennedy, "Position Paper on Student Teaching Programs Developed by Deans and Directors of Michigan Teacher Education Institutions," in Teacher Education in T r a n sition, ed, by Howard E. Bosley, I (Baltimore, Maryland: Multi-State Teacher Education Project, 1969) , p. 165. 3 is chosen by the University and the public school district and holds a dual appointment. He is a full-time supervisor of intern teachers but is still under contract and paid by the school district* The person is recognized as a very competent teacher who has recently worked directly with children. The "intern consultant" arrangement has been a successful one. The final report to the Ford Foundation stated: The intern consultants, selected from the most able teachers in the cooperating school districts, have developed in-service education of new teachers far beyond the initial expectation. Most importantly, the consultants have helped bridge the gap between the college course work and the public school class­ room b y helping the intern to relate 'theory' and 'practice. The University has chosen to involve the practicing teacher again and has created the position of "clinical consultant" in the Cluster Program. and supervises University. 10-12 He works half-time for his school student teachers half-time for the His responsibilities are further deliniated in Chapter II. The clinical consultant is involved with many people. He must work with student teachers, teachers, administrative staff, non-teaching staff, college faculty, parents, and other community organizations. 2 His position Michigan State University College of Education, "Elementary Intern Program: Another Way of Learning to Teach," 1966. i is a relatively n e w one. Yet all of these populations have some expectations for the clinical consultant's role. His role has not been rigidly defined. No research is available on what any of the pop u ­ lations feel is the consultant's role. The consultants and the student teachers are the people most affected by his role. Therefore the most viable relationship would probably be one in which there is consensus between wha t each of these two groups expects of the consultant's role. This study investigates the degree of consensus between student teachers and clinical consultants on role expecta­ tions for the clinical consultants. Need for the Study The Cluster Program of Student Teaching at Michigan State University is five years old. The position of clinical consultant was created w hen the ‘program was introduced. It is difficult to explicitly describe his role since one of the characteristics of the program is its individualized nature. A need exists to study the role expectations for clinical consultants because: 1. Many positions are created in order to provide guidance for student teachers. Expectations become attached to the positions involved and define roles such as super­ vising teacher, cooperating teacher, center director and others. The role expectations for clinical consultants has not been explicitly described. 2. Student teachers have expectations for super- visoral behaviors that if known wo u l d aid the consultant in working with them. 3. Student teachers expect certain behaviors from the classroom teachers with whom they are working. A more explicit description of clinical consultant behaviors expected b y the student teachers would reduce the overlap that may exist between these two positions. 4. A study of role relationships m a y contribute to an understanding of what supervisory behaviors will produce desired results in student teacher practices. 5. Of a lack of empirical research related to the student teacher-clinical consultant professional rela­ tionship in the Cluster Program. 6 . A study of role expectations for the consultant will provide information that will aid program planning, such as consultant selection, orientation, in-service education, and evaluation. Purpose of the Study The purpose of this study is to investigate: the consultant perceives the role of the clinical (1) how consultant, (2 ) how student teachers perceive the role of the clinical consultant, and (3) how similar or dissimilar are the perceptions of student teachers and clinical consultants for the role of the clinical consultant. While there are many other populations that hold expectations for the clinical consultant this study is limited to the expecta­ tions of student teachers and consultants. Many people, in and outside of the school, hold beliefs about the role of the clinical consultant. Those w ho are most affected by the role of the consultant are the student teacher and the consultant himself. This study is concerned with the role of the consultant as perceived by these two populations. Statement of the Problem The clinical consultant comes into contact with many people w h o hold expectations for his role. He works with student teachers, teachers, principals, non-teaching staff in the school buildings, parents, people involved in community organizations, and college personnel. Each of these populations hold expectations for who the consult­ ant is, what he does, how he performs his tasks, and his status. A good working relationship depends partly on the consensus between student teachers and consultants for the role of the consultant. The consultant's role consists of many components. This study is concerned w i t h the perceptions of student teachers and clinical consultants for selected clinical consultant role characteristics. Is there consensus or divergence held b y these two groups for the consultant's 7 role? The various role components led to the development of the hypotheses that follow. Research Hypotheses This study is designed to test one overall hypothesis. Hypothesis I There will be no difference between the student teacher's and clinical consultant's perception of the role of the clinical consultant in the Michigan State University Cluster Program of Student Teaching, across the set of eight measures of task and method of opera­ tion as measured by the Clinical Consultant Inventory. In the event of finding differences, the following eight exploratory hypotheses are posed for testing. H]_: Student teachers and clinical consultants express different preferences for selected clinical consultant tasks. H 2 : Student teachers and clinical consultants perceive a different frequency of occurrence of selected clinical consultant tasks. Ho: Student teachers and clinical consultants express different preferences for a theoretical approach in clinical consultant method of operation. H 4 : Student teachers and clinical consultants perceive differently the actual theoretical approach in clinical consultant method of operation. He: Student teachers and clinical consultants express different preferences for initiating clinical consultant method of operation. H g : Student teachers and clinical consultants perceive differently the initiating clinical consultant method of operation. H 7 : Student teachers and clinical consultants express different preferences for directiveness in clinical consultant method operation. 8 Hg: Student, teachers and clinical consultants perceive differently the actual directiveness in clinical consultant method of operation. Definition of Terms A role expectation is an evaluative standard applied to an occupant of a position; i.e., what an indi­ vidual is expected to do in a given situation, both by 3 himself and by others. A role is a set of expectations applied to an 4 occupant of a particular position. Role consensus exists when similar expectations are held for an occupant of a position.^ A position is the location of an individual or class of individuals in relation to others in a system g of social relationships. The Cluster Program is a student teaching program that groups eight to twelve student teachers in a school. Contact with social agencies and community organizations, and flexible assignment of student teachers is emphasized. The clinical consultant is responsible for the student teachers assigned to the bhilding, and works with 3 Dean Corrigan and Golden Garland, "Studying Role Relationships," A pamphlet, ed. by Leon F. Miller (Cedar Falls, Iowa: The Association for Student Teaching, 1966), p. 1 1 . ^Ibid. 5 Ibid, 6 Ibid. the buil d i n g principal and other teachers to provide a 7 variety of experiences for the student teachers. Method of operation refers to the p r o c e d u r e s , processes, or methods employed by the consultant to assist the student teacher in a problem situation. Selected clinical consultant tasks are those behaviors which the consultant may exhibit wh i l e working w ith student teachers. They include the following areas: community involvement, variety of experiences within the school, planning for instruction, measurement of learning, analyzing teaching behavior, supportive behaviors. Theoretical orientation is the examination of underlying educational theory before considering specific action. Initiating behavior is taking the offensive in a situation. Directiveness is prescribing, insisting on specific steps to take, or telling someone exactly w h a t to do. Preference for is selecting from alternatives on the basis of an individual's unique system of priorities. Frequency of occurrence is the number of times an event happen s or a behavior is exhibited. 7 "Responsibilities in Clinical Cluster Program," Supplement to A greement with Schools for Clinical Clusters (East Lansing, Michigan: Michigan State University Student Teaching Office, 19 70) , p. 1-2. 10 A perception is an individual sensory awareness in the mind of a human being. Summary of Procedures Population The population consisted of all student teachers and clinical consultants in the Michigan State University Cluster Program of Student Teaching during the spring term of 1971. The clinical consultants had to be employed by t h e i r local school districts and affiliated with Michigan State University by agreement with their public school districts. The student teachers had to be members of a cluster supervised b y a clinical consultant under contract with Michigan State University. During the spring term of 1971 there were 28 clusters. The clusters ranged in size from 5 to 12 student teachers. (Twelve w a s the maximum number assigned to a consultant on a half-time appointment.) A total of 245 student teachers were working in clusters. The average size of each cluster was 8.04 student teachers. Sample The sample of clinical consultants included 25 of 28 individuals. The clinical consultants were given the choice of whether or not to participate. 11 A stratified random sample, of the student teachers was taken. selected. Three student teachers from each cluster were Sixty-four of 84, or 76.26 per cent of the teachers selected, returned a completed questionnaire. Instrumentation The Clinical Consultant Inventory consisted of two sections. One was designed to measure preference for and perceived frequency of occurrence of selected consultant tasks. Eight areas of tasks were selected which corre­ sponded to the outline of clinical consultant duties that were listed in the agreement with schools for clinical g clusters. Four consultant behavioral descriptions repre­ sented each of the eight areas. The instrument was adapted from the one used by Fitch and Inman in their studies on role expectations in the Michigan State University Elementary Intern Program. 9 The second section measured preference for and perceived actual clinical consultant method of operation g "Responsibilities in Clinical Cluster Program," o p . c i t . , p. 1 . Q Thomas Fitch, "Role Expectations for Intern Consultants: Views of Intern Teachers and Intern Consult­ ants in the Michigan State University Elementary Intern Program" (unpublished Ph.D. dissertation, Michigan State University, 19 70), Appendix; Gerald Inman, "A study of Expectations Held by Intern Teachers with Selected Personal Characteristics for Intern Consultant Role" (unpublished Ph.D. dissertation, Michigan State University, 19 70), Appe n d i x . in three areas. A problem situation was given and the student teacher or clinical consultant was asked to give his preference for and perceived actual occurrence on a five point scale for (1 ) theoretical or practical, sultant or student teacher initiative, and (2 ) con­ (3) directive or non-directive clinical consultant method of operation. The wording of the second section was changed slightly to accommodate clinical consultants' form. responses to a similar Both forms are found in Appendices B and C. Data Collection and Analysis The subjects' responses to the Clinical Consultant Inventory were placed on answer sheets for machine scoring. All of the student teachers assigned to one cluster were treated as one individual observation by determining the student teachers' mean scores. The m ean scores of paired student teachers and their consultants were compared by post-hoc comparisons after the Analysis of Variance indicated significance. A one-way Analysis of Variance with two levels of the independent variable consultants) (student teachers and clinical and eight repeated measures was used. Upon finding overall differences, univariate post-hoc analysis for significant differences was carried out. The .05 level for acceptance or rejection of the null hypothesis was selected as being sufficiently rigorous for the conditions of this study. 13 % Organization of the Study After the development of the rationale for and purposes of the study in Chapter I, the related research and literature on the Cluster Program of Student Teaching and role theory are summarized in Chapter II. The research design is explained in Chapter III. The population of the study, instruments, and research procedures used are described. The statistical analysis of data is detailed in Chapter IV. The final chapter includes the summary of findings, conclusions drawn from the study, implications for teacher education, for the Cluster Program, and further research. CHAPTER II REVIEW OF THE LITERATURE AND RELATED RESEARCH Introduction The review of the literature concentrates on the Cluster Program of Student Teaching and role theory as applied to student teaching. This review provides theoretical frame of reference for this study, (1) a (2 ) a description of research findings related to this study, and (3) a rationale for the research methods used. The Cluster Program of Student Teaching The Cluster Program was an undergraduate student teaching program for elementary or secondary student teachers. Since its beginning as a pilot project in the spring of 1966, it had attempted to develop methods of preparing teachers who could organize and manage instruction with an emphasis on the unique, individual learning needs of a wide variety of students. In designing the structure of a student teaching program four main principles were considered paramount by the deans and directors of Michigan teacher education institutions. They were: 14 15 1. The program for student teachers should provide great flexibility so that strengths and weaknesses of individual students will determine the specific program each w ill follow. 2. The student teacher should be involved in a program which is designed to provide contact with several teachers and various teaching styles. 3. The program should be structured to provide many other kinds of school experiences for the student teacher in addition to classroom teaching. 4. Effective means should be developed to bring prac­ ticing teachers and teacher preparation institutions into a true partnership in the design and implemen­ tation of teacher education p r o g r a m s . 1 The cluster program was designed to meet these needs. The SERL Project (Secondary Education Residency Lansing) was the first attempt b y Michigan State University to implement cluster grouping. 2 The project was organized as a cooperative venture by the Instructional Division of the Lansing School District and the School of Teacher Education at Michigan State University. It was designed to train teachers for junior high schools. The cluster concept was well received and had grown in popularity. Now it is used to prepare student teachers for grade levels K-12. Lee W. Dean and Henry Kennedy, "Position Paper on Student Teaching Programs Developed by Deans and Directors of Michigan Teacher Education Institutions," Teacher Education in T r a n sition, ed. by Howard E. Bosley, I (Baltimore, Maryland: Multi-State Teacher Education Project, 1969), p . 16 5. 2 "SERL Project" (East Lansing, Michigan: Michigan State University Student Teaching Office, 19 70), p. 1. 16 Students volunteered to participate. They must have completed all their pre-student teaching professional education courses. During the term preceding student teaching the students participated in a series of non­ credit orientation sessions. Students spent full time in student teaching and were assigned in clusters of 10-12 students per building. The school and the community it served, was considered a learning laboratory in which the student teacher studied the problems of teaching and gained experience at solving them. 3 To guide the learning experiences of student teachers in this educational laboratory an outstanding teacher from the instructional staff of that school was selected jointly b y the faculty, school administration, and Michigan State University. half time by the school district by the University) This person was released (this time was paid for to serve as a clinical consultant who helped plan for the optimum utilization of the resources of the school in developing an individualized professional experience program for each student teacher based upon his 4 strengths and weaknesses. He was responsible for the ^Ibi d . , p. 3. ^Lee W. Dean, "A Student Teaching Program for the 19 70's," a mineographed speech (East Lansing, Michigan: School of Teacher Education, Michigan State University, December 29, 1969), p. 2. 17 student teachers assigned to his building and worked with the rest of the building staff to insure that the student teachers made a valuable contribution to the school p r o ­ gram. He was directly responsible to the University Student Teaching Center Director for all activities involving student teachers. His responsibilities have been outlined in the agreement form between the University and the school district as follows: (a) Providing leadership to, and working with, the student teachers and the building staff in developing individual participatory schedules based on the diagnosed needs of the student teachers in the building. This will include arranging with teachers in the building for class­ room teaching experiences for student teachers on a block-time basis or for extended periods for part of the school day. (b) Providing classroom supervision of student teachers in the building in cooperation with the regular classroom teachers. (c) Providing instruction to student teachers in the building on such matters as lesson planning, discipline, and relationships, which are called for by the course objectives. This instruction may be provided in conference group sessions in which all the student teachers in the building are involved. (d) Providing leadership in the counseling and evalua­ tion of student teachers as they progress through the experience and providing to them the results of evaluation conferences. (e) Identifying those problems or questions in which the building staff might be involved with the University through its student teaching coordinator, and for arranging sessions in which these questions can be dealt with on a formal basis. 18 (f) Assisting student teachers in identifying social and philosophical issues in the community as the basis for considering these topics in ED 450 (School and Society). (5) Providing for faculty involvement in the evaluation of the program.5 The student teacher's schedule was individualized and therefore wha t any one student teacher or cluster of student teachers did, varied according to the needs of the people involved. For example, a student teacher did not necessarily remain under the guidance of one classroom teacher. He may have taught science under three different supervising teachers instead of one. The student teacher also engaged in an organized program designed for him to learn about the many areas of a teacher's job that occur outside of the formal class­ room setting. The following were included: (a) working with small groups or individuals in remedial tutoring situations; (b) visiting homes of students and learning about community activities; (c) learning about the administration of a school as viewed by the principal, attendance officer, custodian or groundskeeper; (d) learning about and working with social agencies influential in the community; 5 and (3) becoming familiar with the special "Responsibilities in Clinical Cluster Program: Supplement to Agreement with Schools for Clinical Clusters" (East Lansing, Michigan: Michigan State University Student Teaching Office, 1970), pp. 1-2. 19 services of the school; (guidance, remedial reading, school £ nurse, library, audio-visual aids and the l i k e ) . The individualized schedule was examined weekly or more often, and revisions were made. Assignment to at least one or two teachers or classes for several weeks was encouraged to provide an extended experience with the same group of students and to aid the development of long range units of instruction. The activities chosen helped to develop personal, social and academic competencies in addition to professional ones. It w a s deemed extremely important that the clinical consultant have sufficient support services. A full-time university staff member, the Center Director, was responsible for a region involving no more than 8-10 clusters. He resided in the area and was available to the consultants at any time. His duties included the administration of the University program in the region, of students, including placement liason with schools in the area, and handling special problems of students. One of his most important roles was providing pre-service orientation and in-service training for clinical consultants. C. "Responsibilities in Clinical Cluster Program," op. cit. 20 Research Studies Related to the Cluster Program 7 Chase compared the Conventional Program of student teaching at Michigan State University with the Lansing SERL Project w i t h reference to openness and attitude formation. Each student teacher completed the Teacher Problems Q-sort and the Minnesota Teacher Attitude Inventory at the beginning of their experience and were posttested at the end with the same instruments. Student teachers in the SERL Project w e r e found to have more positive attitudes toward children as pupils and the teaching profession than student teachers in the Conventional Program. Chase concluded that SERL teachers were more open to their experience as a result of the SERL pattern of student teaching. The SERL student teachers showed greater positive change in both attitude and openness than the Conventional student teachers. After interpretation of the data he concluded that the socialization and interaction of the group or cluster appeared to be the most significant factor in the results of the study. The clusters, along with the contributions of the clinical consultant, the cooperating teacher, the college coordinator, and the cooperation of the many 7 Donald C h a s e , "A Comparative Study of the Cooperative Michigan State University-Lansing SERL Project and the Conventional Program of Student Teaching With Reference to Openness and Attitude Formation" (unpublished Ph.D. dissertation, Michigan State University, 19 70). 21 individuals and agencies providing the multitudinous variety of experiences, seemed to make the SERL Project a superior pattern for providing the student teaching experience, with reference to openness and attitude formation. Role Theory The concept of "role" occupies an important position in the literature of the social sciences. It is often used O in analyzing individual, group and societal behavior. The concept is used by a variety of disciplines and each has its own definition. Therefore it is useful to determine what common elements formulate the concept. Gross, Mason and McEachern suggest that the three basic ideas which appear in most conceptualizations are that individuals: (1) in social l o c a tions,(2) behave, expectations. 9 (3) with reference to There are two major points of emphasis within these common elements. The first is that human behavior does not occur at random; the behavior of an individual is influenced to some extent by his expectations and by expectations of others in the group or society of which he is a part.1^ The second is that expectations are Corrigan and Garland, o£. c i t . , p. 7. Q Neal Gross, Ward S. Mason, and Alexander W. McEachern, Explorations in Role Analysis (New York: John Wiley and Sons, Inc., 1958), p. 17. 10I bid. , p. 18. assigned to individuals on the basis of their positions or locations in systems of social relationships.11 A viable approach to role theory that can be applied to an analysis of the relationships involved in student teaching situations was developed by Parsons and Shils. 12 They state, in Toward A General Theory of A c t i o n , that the theory of action is a conceptual scheme for the analysis of behavior, and that actions occur in constellations called systems. 13 Three action systems were designated. Williams summarized the relationship among them as follows: "Motivated individuals (personality systems) seeking gratifications and oriented to shared values or standards (culture) thus interact in patterned ways (social systems)." A social system is defined as a "system of interaction of a plurality of actors in which the action is oriented by rules which are complexes of complementary expectations concerning roles and sanctions. 15 Role is the point of 12 Talcott Parsons and Edward A. S h i l s , e d s ., Toward A General Theory of Action (Cambridge Mass.: Harvard University Press, 1951), p. 190. 13Ibid. , p. 195. 1 ^Robin M. Williams, Jr., "The Socialigical Theory of Talcott Parsons," The Social Theories of Talcott P a r s o n s , ed. by Max Black (Englewood Cliffs, New Jersey: PrenticeHall, Inc., 1961), p. 69. 15 Parsons and Shils, loc. cit. 23 contact between the individual and the social system. This unit is the most important in a social system because it defines the individual's participation in a social situation. What an individual is expected to do in a given situation, by himself and others, constitutes the expectations of that role. The interacting positions involved in the student teaching situation can be viewed as a partial social system and are therefore subject to analysis within the framework of role theory. 16 In student teaching experiences positions are created in order to provide the guidance and opportunities for learning necessary to meet the objective of helping the student teacher prepare, through integration of theory and practice, to assume responsibility as a beginning teacher. 17 Expectations for behavior are attached to these positions and thus define their roles. Viewed in this way., the student teaching situation fullfills the definition of a social system. Because effective role enactment and effective role relationships appear to be related to consensus on role expectations and clarity of role definition, it is important to examine the expectations which define the 16 Corrigan and Garland, o£. c i t ., p. 11. "^Ibid. , p. 12. 24 roles in student teaching situations in order to determine the states of consensus which exist on definitions of these roles. Review of Selected Studies Based on Role Theory Many investigations have been conducted to deter­ mine role expectations for various positions in student teaching. Most of the studies have been concerned with the role of the supervising teacher and student teacher. Garland teachers. and Shils, 19 studied role expectations for student He used the framework developed by Parsons 20 with adaptations suggested by Gross, Mason and McEachern. 21 Role expectations wer e defined in terms of behaviors expected of position incumbents rather than observed behaviors. His role expectation instrument con­ sisted of seventy-six items designating behaviors which could be expected of student teachers. Respondents 18 J. Paschal Twyman and Bruce J. Biddle, "Role Conflict of Public School Teachers," The Journal of Psychology, 55:183 (January, 1963); Theodore R. Sarbin, 'rRole Theory," Handbook of Social P s y c h o l o g y , ed. by Gardner Lindzey^ I (Reading, Mass.: Addison-Wesley, 1954) , p. 227. 19 Colden B. Garland, "An Exploration of Role Expectations for Student T e a c h e r s : Views of Prospective Student Teachers, and College Supervisors" (unpublished Ph.D. dissertation, University of Rochester, 1964). 20 21 Parsons and Shils, Gross, Mason, 0 £. cit. and McEachern, o£. c i t . 25 indicated their expectations on a four-step scale: absolute must, preferably should, preferably should not, absolutely must not. The major factors which respondents viewed as contributing to disagreement or lack of agreement among the three groups were different points of view in focusing on the student teaching experience, the frequent lack of awareness of position incumbents of the expectations held by those occupying other positions for the role of the student teacher, and a lack of communication among and within the groups associated with each of the three institutions. He recommended the framework of role theory adapted to his study be employed in further examination of the interacting positions involved in student teaching situations. Fleming 22 investigated the role expectations of elementary school student teachers and supervising teachers on four dimensions of communications and the interrelation­ ships among the communication dimensions. Two instruments were developed for his study; one measured the role expec­ tations for the student teacher-supervising teacher rela­ tionship and the other measured the quantity 22 (frequency) James S. Fleming, "An Investigation of Role Expectations and the Communication Process Between Elementary School Student Teachers and their Supervising Teachers" (unpublished Ph.D. dissertation, University of Michigan, 1968) . of communication, quality of communication, and concerns related to the communication process. He found that student teachers consistently expressed a desire for more frequent communication. Frequency of oral comments by supervising teachers was found to be significantly related (at the .01 level) in a positive direction to all qualita­ tive aspects of communication. Results indicated a some­ what less effective job of communicating was accomplished by those supervising teachers who were older, had taught elementary school longer, and had previously supervised more student teachers. Kaplan 23 explored the role of the college supervisor of student teaching at the elementary school level and defined role expectations in terms of behavior expected of position incumbents rather than observed behaviors. His role expectation instrument included forty items. The items designated behaviors expected of college super­ visors. He used a four point scale that ranged from "absolutely must" to "absolutely should not." His findings indicated that the major factors which student teachers, supervising teachers, and college supervisors view as contributing to lack of agreement were different 23 Leonard Kaplan, "An Investigation of the Role Expectations for College Supervisors of Student Teaching as Viewed by Student Teachers, Supervising Teachers, and College Supervisors" (unpublished Ph.D. dissertation, University of Rochester, 1966). 27 perceptions of the role of the college supervisor in evaluation and in acting as a resource consultant. Two studies have been done on the role expectations for intern consultants in the Elementary Intern Program at Michigan State University. These studies were presented because the intern program is a clinical experience that prepares undergraduate students for teaching and the intern consultant is a teacher selected from the public schools and manages the intern teachers. The consultant has a dual assignment similar to the clinical consultant, but on a full-time basis. In addition, Fitch and Inman both used the model of looking at behaviors expected rather than observed behavior in studying role. Fitch, 24 investigated role expectations for intern consultants as perceived by the role incumbents and intern teachers. Like Garland's, his study was patterned after Parson's and S h i l ’s framework for studying role. Role expectations were defined in terms of behaviors expected of position incumbents, not in terms of observed behavior. He developed an instrument that measured for, and (1) preference (2) perceived actual intern consultant method of operation. This aspect was designed to determine the ^ T h o m a s C. Fitch, "Role Expectations for Intern Consultants: Views of Intern Teachers and Intern Con­ sultants in the Michigan State University Elementary Intern Program" (unpublished Ph.D. dissertation, Michigan State University, 1966). 28 degree of (1) theoretical or practical, intern initiative, and (2) consultant or (3) directive or non-directive method of operation used by the intern consultant in actual practice. The writer's instrument was adapted from the one developed by Fitch. Fitch concluded that intern consultants expressed a higher preference for and greater frequency of occurrence of each selected consultant task than elementary intern teachers. Consultants perceived interns receiving greater assistance with greater frequency than interns. Both interns and consultants preferred practicalness in intern consultant method of operation. Consultants perceived their method of operation as theoretically based while interns perceived consultant assistance as practical. Both groups preferred and perceived consultants as allowing interns to initiate action toward the solution of problems and encouraging interns to initiate in problem situations. Interns and consultants preferred directiveness in clinical consultant method of operation, but perceived consultants as being indirective. Interns and consultants wanted consultants to assist interns in planning but both groups perceived interns as receiving the least attention with planning than any other selected consultant tasks. The analysis of the teaching task was also highly preferred but was perceived to occur with little frequency. 29 ■v Inman, 25 used the instrument developed by Fitch to study expectations held by intern teachers with selected personal characteristics for intern consultant role. He found that female intern teachers tended generally to have a greater preference for supervisory tasks than males, interns with more positive attitudes toward children tended to indicate a greater preference for supervisory tasks than did interns with less positive a t t i t u d e s ; and interns with a more positive attitude toward children preferred supervisory approaches to problem situations which were practical, indirect, and allowed the intern to initiate action. Summary In summary, the literature on the Cluster Program of Student Teaching was mainly of a descriptive nature. The program was still in the infancy stage and therefore only one research study had been completed at the time of writing. Three additional research studies were underway. The one completed study concluded that the student teachers in the Cluster Program were more open as a result of their experience than those in the Conventional Program of student 25 Gerald D. Inman, "A Study of Expectations held by Intern Teachers with Selected Personal Characteristics for Intern Consultant Role" (unpublished Ph.D. dissertation, Michigan State University, 19 70). i 30 % teaching. They also had a more positive attitude toward children as students and teaching as a profession. Role theory is a useful tool for the analysis of various roles in real life settings. The increase in new supervisory positions in student teaching accentuates the need for role clarity. Research reports based on the concept of role indicate that: (1) role behavior of indi­ viduals result from and are modified by expectations, (2) and a basic assumption of role theory, and of this study, is that these expectations and perceptions can be measured. Many of the investigations of role perception used ques­ tionnaires similar to the one employed in this study. Research on roles in student teaching indicated that: (1) student teachers consistently expressed a desire for more frequent communication with their super­ vising teacher, (2) frequency of oral comments by super­ vising teachers was found to be positively related to all qualitative aspects of communication, and (3) lack of agreement between student teachers, supervising teachers, and college supervisors was contributed to b y different perceptions of the role of the college supervisor in evaluation and in acting as a resource consultant. Two research studies on the role of the intern consultant concluded that: (1) intern consultants expressed a higher preference for and greater frequency of occurrence of each selected consultant task than the interns, (2) both groups preferred practicalness in consultant method of opera­ tion, while the consultants saw it theoretically based and interns saw it practically based, (3) both groups preferred and perceived interns initiating a solution to a problem, (4) both groups preferred to have a directive consultant but perceived him as being indirective, (5) both groups wanted the consultant to aid in planning and analyzing the teaching task but found those activities rarely occurring, and (6) female interns with a positive attitude toward children, tended to indicate a greater preference for supervisory tasks. CHAPTER III PROCEDURES UTILIZED IN THE STUDY Introduction This chapter contains: on the study sample, (1) demographic information (2) a description of the instrument— the Clinical Consultant Inventory, of the study, (3) the research design (4) the statistical hypotheses developed, (5) information on the administration of the instrument, (6) the data analysis procedure, and (7) the level of significance chosen. The Study Sample Student teachers and clinical consultants in the Michigan State University Cluster Program of Student Teaching as a group were selected as the subjects of this study. Student teachers were selected because they (1) were directly affected by clinical consultant role through intensive professional contact with the clinical consultant, (2) were believed to hold expectations for the clinical consultant role, an entire quarter and (8 weeks, (3) had worked for almost full-time) with the consultant, (4) were accessible and cooperative in conducting the study. 32 33 The student teacher subjects making up the sample represented 34 per cent of the total population in the spring term of 1971. from each cluster. Three students were randomly selected Seventy-six per cent of the sample of student teachers returned a completed questionnaire. Clinical consultants as a group were selected as subjects because they gated, (1) occupied the role being investi­ (2) were believed to hold expectations concerning the role they occupied, (3) had held the clinical consultant position for at least, one term, and (4) were accessible and cooperative in conducting the study. The clinical consultant subjects represented the entire population in the spring term of 19 71. Participation in the study was not mandatory, but 25 of the 28 consultants chose to participate. It was assumed that these samples were representa­ tive of the population of student teachers and clinical consultants in the Michigan State Cluster Program of Student Teaching. Student Teachers The sample of student teachers consisted of 61 people. Of this number, 46 or 75.4 per cent were females and 15 or 24.6 per cent were males. Table 3.1 provides a description of the age dis­ tribution of the student teachers. Approximately 85 per cent 34 TABLE 3.1. — Age Distribution of the Student Teacher S a m p l e . Age Groups Subjects 25 or less 52 85.2 Number Per cent 26-30 31-35 36-40 5 8.2 2 3.3 0 0 Over 40 2 3.3 of the student teaching population were twenty-five or younger at the time of the study. The large percentage of young student teachers was considered typical of most under­ graduate student teaching programs. In Table 3.2, the student teacher sample is described by grade point average at entrance to student teaching. Michigan State University requires a 2.00 accumulative grade point average by a student to qualify for student teaching. About 69 per cent of the students had a grade point average between 2.5 and 3.5. Table 3.3 provides a distribution of student teachers by colleges attended. Approximately 87 per cent of the student teachers had attended Michigan State University for two years or more. Ab o u t 25 per cent of the students had attended another college for more than one year. Table 3.4 includes information on the pre-college community of the student teachers. The sample was almost evenly representative of the first five classifications. 35 TABLE 3.2.— Distribution of Student Teacher Sample by Grade Point Average at Entrance to Student Teaching Program. Grade Point Average Ra n g e — 4.0 Scale Subjects 1.99 or below Number Per cent 0 0 2.002.49 2.502.99 3.03.49 3.5 or above 11 18.1 22 36.1 20 32.8 8 13.1 TABLE 3.3;— Distribution of Student Teacher Sample by Colleges Attended. Slab jects Attended only MSU One year or less at another college Number Per cent 36 59.0 9 14. 8 2 years at another college 8 13.1 4 years 3 years or graduate at another of another college college 4 6.6 4 6.6 36 TABLE 3.4.— Distribution of Student Teacher Sample by Pre-College Community. Type of Community Large City (500,000 or more) City (100,000-500,000) Small City (15,000-100,000) Small Town (2,500-15,000) Rural Community (2,500 or less) or on Farm Suburban (adjacent to a large city) Inner City (within the central core of a large city, sub­ standard housing) Number Per Cent 10 13 15 10 16.4 21.3 24.6 16.4 13 21.3 30 49.2 0 0 When asked if anyone came from an inner-city community,, no one fell into that classification. Almost half of the student teachers; came from suburban environments. In Table 3.5 a distribution provides information on the type of community in which the student teachers were teaching. Approximately 8.2 per cent of the student teachers student taught in a large city and about 2 per cent in the rural communities. About 6 7 per cent taught in cities with a population of 15,000-500,000. Fifty-two per cent taught in suburban environments while only 14.8 per cent taught in what they classified as inner-city schools. A description of marital status of the student teachers is found on Table 3.6. The figure of 41 per cent married was high because almost one-third of the clusters were in the Lansing area wh e r e married students get first choice at student teaching assignments. 37 TABLE 3.5.— Distribution of Student Teacher Sample by Student Teaching Community. Type of Community Large City (500,000 or more) City (100,000-500,000) Small City (15,000-100,000) Small Town (2,500-15,000) Rural Community (2,500 or less) or on Farm Suburban (adjacent to a large city) Inner City (within the central core or a large city, sub­ standard housing) Number Per Cent 5 22 19 14 8.2 36.1 31.1 23.0 1 1.6 32 52.5 9 14.8 TABLE 3.6.— Marital Status Distribution of Student Teacher Sample. Marital Status Single Married Separated Divorced Widowed Number Per Cent 34 25 1 1 0 55.7 41.0 1.6 1.6 0 38 In Table 3.7, a distribution of types of schools in which student teachers taught is shown. Junior high or middle school positions were held by about 44 per cent of the student teachers. The large percentage of junior high schools represented the origin of the cluster program in the SERL Project. Table 3.8 shows tha t 6 8 per cent of the student teachers were majoring in secondary education. Clinical Consultants Of the 25 consultants who participated in this study 12, or 48 per cent w e r e male and 13, or 52 per cent were female. Table 3.9 provides a description of the age distribu­ tion of the clinical consultant sample. About 85 per cent of the consultants were 45 or younger. Table 3.10 describes the marital status of consult­ ants and shows that 88 per cent are married. Information on the number of quarters served as an Michigan State University clinical consultant is given in Table 3.11. Sixty-four p e r cent of the consultants had been consultants for at least two terms. In Table 3.12 the distribution of clinical consult­ ants' number of years of teaching experience is shown. Ninty-two per cent of the consultants have six or more years of experience. 39 TABLE 3.7.— Distribution of Type of School in which Student Teachers are Teaching. Type of School Number Per Cent Elementary (K-5 or 6) Middle (6-8) Junior High (7-8) High School (9-12 or 10-12) 14 9 18 18 23.0 14.8 29.5 29.5 TABLE 3.8.— Distribution of Student Teachers' Education Major. Type of Education Major Type of Number Per Cent 13 42 6 21.3 68.0 9.8 Elementary Secondary Special Education TABLE 3.9.— Age Distribution of the Clinical Consultant Sample. Subjects 22-29 30-35 36'-45 46-55 over 55 Number Per Cent 7 28 6 24 8 32 3 12 1 4 40 TABLE 3.10.— Marital Status Distribution of Clinical Consultant Sample. Marital Status Number Single Married Separated Divorced Widowed P e r Cent 8 88 4 0 0 2 22 1 0 0 TABLE 3.11. — Distribution of Number of Quarters Served as an M.S.U. Clinical Consultant. Subjects 1 or less 2-3 4-5 Number Per Cent 9 36 7 28 5 20 6-7 8 or more 2 8 2 8 TABLE 3.12.-— Distribution of Clinical Consultant's Number of Years of Teaching Experience. Number of Years Subjects 1-5 6-10 Number Per Cent 2 8 13 52 11-15 6 24 16-20 21 or more 2 8 2 8 41 ■v Table 3.13 shows that 80 per cent of the consultants have taught in two or less districts. The distribution of grade level of teaching experi­ ence of the consultants is shown in Table 3.14. Seventh and eighth grade rank the highest with 56 per cent of the teachers having taught that level. The lower elementary grades K-3 rank the lowest. Table 3.15 is a distribution of earned by clinical consultants. consultants have a masters degree. the Eighty per highest degree cent of the A masters plus 15 hours or more is held by 24 p e r cent of the consultants. In Table 3.16 information is provided that shows when the masters degrees were earned b y the clinical consultants. Fifty per cent of the Masters' degrees were earned between 19 66-71. Ba ch e l o r s 1 degrees were received at Michigan State University by 32 per cent of the consultants and Masters' degrees at the same institution by 50 p e r cent. Twenty- five per cent of those w h o earned Masters' degrees received them from Western Michigan University. Instrumentation After an extensive review of the literature for an appropriate standardized instrument to measure the variable of interest in this study the decision w a s made to adopt 42 TABLE 3.13.— Distribution of Number of School Districts in which Clinical Consultant has Taught. Number of School Districts Subjects 1 2 Number Per Cent 9 36 11 44 3-4 4 16 5-6 7 or more 1 4 0 0 TABLE 3.14.— Distribution of Grade Level of Teaching Experience of Clinical Consultants. Subjects K 1 2 3 4 5 6 7 8 9 10 11 12 Number Per Cent 3 3 5 5 6 9 10 14 14 11 10 10 9 12 12 20 20 24 36 40 56 56 44 40 40 36 43 > TABLE 3 ^ 5 . — Distribution of Highest Degree Earned by Clinical Consultants. Degree Subject Bachelors M.A. M.A. +15 Number Per Cent 5 20 14 56 4 16 Ed.S. or M.A . +30 2 8 Ph.D. 0 0 V TABLE 3.16.— Distribution of the Year the M a s t e r of Arts Degree was Earned by Clinical Consulta&ts. Year Degree Awarded Subjects Number Per Cent 1940-50 0 0 1951-55 0 0 1956-60 5 25 1961-65 5 25 1966-71 10 50 44 the Intern Consultant Inventory that Fitch developed to study intern consultant role.1 The Intern Consultant Inventory consisted to two distinct sections: Part A and Part B. to measure perceptions of Part A was designed (1) preference for selected intern consultant tasks and (2) frequency of occurrence of selected intern consultant tasks. Part B of the instrument was designed to measure perceptions of (1) preference for selected intern consultant method of operation and (2) the most likely intern consultant method of operation. Part A consisted of six categories that were representative of intern consultant supervisoral behaviors in working with intern teachers. Each of the six cate­ gories consisted of four behavioral descriptions of intern consultant tasks. The categories were management techniques, (2) conditions of learning, planning for learning experiences, learning, (1) classroom (4) evaluation of (5) analyzing teaching behavior, portive consultant behaviors. (3) and (6) sup­ A l l six of the areas were used in constructing the Clinical Consultant Inventory. Some of the behavioral tasks were changed to be more appropriate to the Cluster Program arrangement. categories were added: Two community involvement and variety ^ h e Intern Consultant Inventory can be found in Fitch's dissertation. 45 •v ' of experiences within the school. Four behavioral descrip­ tions of clinical consultant tasks were added in each of these areas. Each of the four behavioral tasks wer e followed by two continua. The first continuum was designed to measure degree of preference for that selected clinical consultant behavior. The second continuum was designed to measure frequency of occurrence for that same specific intern consultant behavior. The sequence presented in Illustration 3.1 was repeated four times p e r category and followed across the eight categories. Part B of the Clinical Consultant Inventory also used Fitch's format. Five p roblem situations encountered by student teachers were presented. The categories for selected clinical consultant method of operation were theoretical-practical, actuator, student teacher-clinical consultant and directive-non-directive. Respondents esti­ mated their preference for, and perceived actual consultant method of operation. This resulted in six continua for each problem situation: one scale of preference for and one scale of perceived actual consultant meth o d of operation for each of the above stated categories. Validity The Clinical Consultant Inventory was given to all of the Center Directors of Student Teaching at Michigan 46 Category: Classroom Management Technique Behavioral Description: The consultant urges the student teacher to give continued attention to ventilation, lighting, seating, and other physical conditions within the student teacher's classroom Preference Item: 1. A B Definitely not preferred behavior Frequency Item: 2. C D E Very highly preferred behavior A ________B_________ C________D_______ E Never occurs Occurs Occurs Occurs Occurs monthly bi-weekly weekly daily ILLUSTRATION 3.1.— The Organization and Presentation of Preference and Frequency Scales Under the Behavioral Description of Consultant Task within a Category on Part I, of the Clinical Consultant Inventory. 47 ■v State University to whom the clinical consultant is respon­ sible, to help establish the validity of the instrument. They offered unique, relevant and objective criticisms which strengthened both the face and content validity for the Clinical Consultant Inventory. To test appropriateness, objectivity, and sensi­ tivity the instrument was administered to twenty former student teachers w h o went through the Cluster Program the preceeding quarter. This sample was considered similar to incumbent student teachers. Minor changes that were suggested by the pilot group, were incorporated into the final revision of the instrument. Variability of responses by the pilot sample indicated the instrument's ability to measure differences between individuals. The instructions were clear and provided the necessary informa­ tion to accurately complete the instrument. Reliability of the Instrument Unlike man y standardized instruments maturity, achievement tests) (i.e., mental no correct answer was assumed. The subject placed his response anywhere on the continuum. Methods of establishing reliability such as the KuderRichardson Split-Half Formula Twenty assumed a correct answer. Therefore such methods of determining reliability were not applicable. The test-retest method was also considered a feasible approach to establish reliability for a questionnaire. 2 However, at the empirical level, studies by Cuber and Gerberich^ and by Gerber.ich^ had shown considerable inconsistency in questionnaire responses over time. The test-retest method was not considered appropriate as a means of establishing reliability for the Clinical Con­ sultant Inventory. Kerlinger, in defining reliability, indicated that it consists of several components among which is, "accuracy or precision." This component refers to the degree to which the measure obtained from a measuring instrument produce "true" measures of the property measured. It asks simply 5 are the measures accurate? The crucial test of reliability for the Clinical Consultant Inventory was precision or accuracy. 2 The Clinical Consultant Inventory m the absense of a correct answer was considered m ost like a questionnaire. 3 John F. Cuber and John B. Gerberich, "A Note on Consistency in Questionnaire Responses," Sociological Review, XI (February, 1946), 13-15. ^John Gerberich, "A Study of the Consistency of Informant Responses to Questions in a Questionnaire," Journal of Educational Psychology, XXXVIII (May, 1947), 299-306. 5 Fred N. Kerlinger, Foundations of Behavioral Research (New York: Holt, R i n e h a r t , and Winston, Inc., 1967) , p. 430. 49 Design of the Study The mean scores of the student teachers in a cluster were matched with the scores of their clinical consultant for analysis, since independence could not be assumed. The scores for the 8 dependent variables consisted of the mean differences between the two groups. The student teachers' mean scores were subtracted from the clinical consultants' scores. Twenty-four of the twenty-eight clusters were used for statistical analysis. The criterion for selection was that both the clinical consultant and at least one student teacher in the same cluster had to return a completed questionnaire. Thus, the number of experimental units became twenty-four pairs. The multivariate analysis of variance was used to find overall significance and avoid the problem of compounded alpha errors. This statistic investigated all of the dependent measures as a group. The procedure provided simultaneous comparison across the eight measures. Upon finding overall significance, univariate post hoc analysis for significant differences was justified. The .05 level of significance was used. The Statistical Hypotheses of this Study The following multivariate null hypothesis was posed: 50 Ho^: There will be no difference between the student teacher's and clinical consultant's perception of the role of the clinical consultant in the Michigan State University Cluster Program of Student Teaching, across the set of eight measures of task and method of opera­ tion as measured by the Clinical Consultant Inventory. In the event the multivariate null hypothesis is rejected, separate univariate hypotheses will be tested for each of the eight measures. The following form for the univariate null hypotheses was posed for possible testing: H 0 2 : There will be no difference between student teachers and clinical consultants in the Michigan State University Cluster Program of Student Teaching as measured by the Clinical Consultant Inventory with reference to each of the univariate null hypotheses. Administration of Instrument Five weeks before the administration of the instru­ ment a letter was sent to all of the clinical consultants requesting their cooperation in the study. All of the consultants agreed to cooperate by answering the question­ naire themselves and giving it to the three randomly selected student teachers in their cluster. The Clinical Consultant Inventory was sent out on May 17, 19 71 during the eighth week of student teaching. Each questionnaire was in a sealed envelope addressed to the subject. The envelope contained the Clinical Consultant Inventory, an answer sheet, a cover letter, and a stamped, 5 return envelope addressed to the Michigan State Student Teaching Office. The consultants agreed to collect the sealed envelopes, which contained the completed question­ naires, and mail the four envelopes back during the ninth week of student teaching (May 24, 1971). Data Analysis Procedure Scoring and analyzing the data was facilitated by using optical scanner scoring sheets. sheets had 5 choice columns. for each of the 104 items. The scoring The students mark e d one column The returned sheets were marked with group identification, after verifying the names on the sheets with the sample lists. The responses of the students and all identifying information were transmited by the IBM Optical Scanner onto punched cards so that the data could be processed and analyzed by the CDC 3600 computer. CHAPTER IV ANALYSIS OF DATA One multivariate null hypothesis was tested in this study. Eight univariate null hypotheses were posed for possible testing if the multivariate null hypothesis was rejected. In the following section the analysis of the hypotheses is reported. Descriptive data produced by the instrument are also presented. Hypothesis I There will be no difference between the student teacher's and clinical consultant's perception of the role of the clinical consultant in the Michigan State University Cluster Program of Student Teaching, across the set of eight measures of task and method of operation as measured b y the Clinical Consultant Inventory. The multivariate analysis of variance procedure was used to test for over-all significance for Parts I and II of the instrument. The multivariate test was significant at less than the .1053 level. The multivariate null hypothesis was not rejected at the .05 level of signifi­ cance. Therefore, justification did not exist to proceed to test the eight univariate hypotheses. Interpretation of the data in terms of significant differences between groups was not warranted. 52 An effort 53 •v was made to determine which of the eight measures was best able to independently detect differences between the two groups. Table 4.1 ranks the independent measures by level of significance. The measures of preference for the three areas dealing with the consultant's method of operation were individually the most effective at discovering differences in the perceptions of the two g r o u p s . The discriminant function coefficients scores are reported in Table 4.2. This information indicated what group of measures was m o s t effective at discovering dif­ ferences between perceptions of student teachers and consultants. Illustration 4.1 shows the relationship. Three measures worked most effectively as a group to detect differences in perceptions of the two groups. The preference for and frequency of occurrence of student teacher or clinical consultant initiative, and preference for a theoretical-practical approach measures worked better together than any other three measures at d i s ­ criminating differences. All of the other measures were much less effective. Descriptive Data; Results Pertaining to the Clinical Consultant Inventory Three variables of interest in this study that were measured in Part I of the Clinical Consultant Inventory were 54 TABLE 4.1.— Independent Levels of Significance of each Measure. Measure P Less Than Initiative— Preference Directiveness— Preference Theoretical— Preference Total Tasks— Frequency Initiative— Frequency Directiveness— Frequency Total Tasks— Preference Theoretical— Frequency .0023 .0146 .0287 .1640 .1681 .2632 .5825 .9751 TABLE 4.2.— Discriminant Function Coefficients. Measure Initiative— Preference Initiative— Frequency Theoretical— Preference Directiveness— Preference Total Tasks— Frequency Directiveness— Frequency Theoretical— Frequency Total Tasks— Preference Standardized Coefficient Score - 1.5038 .7418 .6683 .2170 .1109 .0929 .0690 .0198 55 Q - 1 . 0 0 .. Measures M-j_= Total Tasks-Frequency Mcj= Initiative-Frequency M 2= Total Tasks-Preference Mg= Initiative-Preference M 3= Theoretical-Frequency M>7= Directive-Frequency M^= Theoretical-Preference Mg= Directive-Preference ILLUSTRATION 4.1.— A Graph of the Standardized Discriminant Function Coefficient Scores. i 56 (1 ) student teachers and consultants, frequency, and (2 ) preference and (3) selected consultant tasks. The data generated by the instrument was further explored beyond the original hypotheses. The descriptive information that is found in the following tables and graphs is given to provide further exploratory information. The 32 consultant tasks w ere grouped into The rank ordering of the 8 8 areas. areas of selected consultant tasks is found in Table 4.3. The mean scores were the combined consultant and student teacher mean scores for questions in each area. It indicated that the variety of experiences within the school task was preferred by student teachers and clinical consultants as a group more than any other t a s k . The supportive behaviors and analyzing teaching behaviors task areas ranked very close behind in the preference rank order. Illustration 4.2 shows the drop in preference for the remaining tasks. Table 4.3 includes the perceived frequency of occurrence of the task areas by consultants and student teachers as a group. They ranked supportive behaviors as the most frequently occurring task. to take place almost weekly. the school ranked second. They were perceived Variety of experience within These two tasks occurred far more frequently than the o t h e r s . TABLE 4.3.— A Rank Order of Combined Student Teacher and Clinical Consultant Mean Scores of Preference for and Perceived Frequency of Occurrence of Selected Clinical Consultant Tasks. Perceived Frequency of Expressed Preference for Rank Score Selected Task Category Mean Score Rank Score Selected Task Category Mean Score 1 . Variety of School Experiences 4.55 1 . Supportive Behaviors 3.88 2. Supportive Behaviors 4.52 2. Variety of School Experiences 3.46 3. Analyzing Teaching Behavior 4.43 3. Analyzing Teaching Behavior 2.93 4. Conditions for Learning 3. 84 4. Management 2.92 5. Management 3.76 5. Conditions for Learning 2.86 6. Community Involvement 3.74 6. Planning for Instruction 2.63 7. Planning for Instruction 3.60 7. Community Involvement 2.40 8. Measurement 3.49 8. Measurement 2.29 ui -j 58 4 .0 - Preference U) Mean Score Initiator Indirective Practical Perceived Actual Occurrence Rank Score 3.94 3.87 3.29 1. . 3. 2 Method of Operation Mean Score Initiator Indirective Practical 4.29 4.24 3.00 perceived the student teacher to initiate action more than they preferred. Table 4.8 shows that clinical consultants had the same rank order as student teachers did for the three aspects of the clinical consultant method of operation. They ranked all areas but perceived actual occurrence of practicalness slightly higher than student teachers. Summary The analysis of the multivariate hypothesis in the study was examined and the following result was found: Hypothesis 1. Results There will be no difference Fail to reject at the between the student teacher's .05 level of confidence, and clinical consultant's per­ ception of the role of the clinical consultant in the i 66 Michigan State University Cluster Program of Student Teaching, across the set of eight measures of task and method of operation as measured by the Clinical Consultant Inventory. The measures of preference for the three aspects of clinical consultant method of operation were individually the most effective .at discovering differences between the two populations. The preference for and perceived actual occurrence of student teacher or clinical consultant initiative, and preference for a theoretical approach measures worked better together than any other three measures at discriminating differences in perception. Descriptive data generated b y the Clinical C o n ­ sultant Inventory was also reported. Tables and illus­ trations provided information on the rank order of responses to various areas investigated by the instrument. CHAPTER V SUMMARY, CONCLUSIONS, AND IMPLICATIONS Chapter V is organized in five sections. section is a summary of the results. Limitations of the study are presented in the second section, conclusions. The first followed by the The implications of the study are discussed in the fourth section. The final section contains the implications for future research. Summary The analysis of the multivariate hypothesis of this study was examined with the following result: Hypothesis Results There will be no difference between the student teacher's and clinical consultant's perception of the role of the clinical consultant in the Michigan State University Cluster Program of Student Teaching, across the set of eight measures of task and method of operation as measured by the Clinical Consultant Inventory. 67 Fail to reject 68 Findings Generated by the Clinical Consultant Inventory Further exploration of the data produced by the Clinical Consultant Inventory provided the following descriptive data Findings Related to Clinical Consultant Tasks 1. The variety of experiences within the school task area was preferred by student teachers and clinical consultants more than any of the other areas. The sup­ portive behaviors and analyzing teaching behavior task areas ranked closely behind. 2. Supportive behavioral tasks were perceived by student teachers and clinical consultants to occur more frequently than any other tasks. take place almost weekly. They were perceived to Variety of experiences within the school behaviors ranked second and were perceived to occur about every ten d a y s . 3. The rank order of the perceived frequency of occurrence of the tasks by the clinical consultants and student teachers as a group followed quite closely the preference rank order of the tasks. Findings Related to Clinical Consultant Method of Operation 4. Student teachers and clinical consultants preferred the student teacher to initiate action in solving a problem. 69 > 5. Student teachers and clinical consultants perceived the student teacher as taking the initiative more than they desired. 6 . Student teachers and clinical consultants preferred the consultant to be indirective. 7. Student teachers and clinical consultants perceived consultants to be more indirective than desired. 8 . Student teachers and clinical consultants preferred practicalness in consultant method of operation. 8 . Student teachers and clinical consultants perceived the consultants to be less practical than they preferred. Findings Related to Clinical Consultant Inventory 10. The measures of preference for the three areas dealing with the consultant's method of operation were individually the most effective at discriminating dif­ ferences in the perceptions of the two g r o u p s . 11. The preference for and perceived actual occur­ rence of student teacher-clinical consultant initiative and the preference for a theoretical-practical approach measures worked together better than any other three measures at discriminating differences. 70 ■v Limitations of the Study Conclusions and implications drawn from the results reported above must be interpreted with full consideration for those factors which may have influenced the study. These limitations were particularly important when extrapolating beyond the study sample to a comparable or general population. 1. A review of the literature revealed n o previous research which had focused upon the perceptions of student teachers and clinical consultants for the role of the clinical consultant, in the Michigan State University Cluster Program of Student Teaching. Therefore, measures constructed for this study represented an initial attempt to assess preference for supervisory assistance afforded student teachers. The extent to which the instrument provided valid and reliable measures of perceptions limited the conclusions drawn. A more sophisticated instrument might have detected differences in perceptions. 2. The clinical consultant tasks were limited to those which involved interaction between the consultant and the student teacher. The consultant did have other tasks which defined his role, but involved other people. 3. Many other people had perceptions of the role of the clinical consultant. This study was limited to two populations; student teachers and clinical consul t a n t s . 71 4. No effort was made to separate grade levels in the collection or analysis of the data. Elementary student teachers and clinical consultants might have had different perceptions of the role of the clinical consultant than secondary student teachers and consultants. Conclusions of the Study 1. Across the set of eight measures of task and method of operation as measured by the Clinical Consultant Inventory, there was no significant difference between the student teacher and clinical consultant perception of the role of the clinical consultant in the Michigan State University Cluster Program of Student Teaching. Conclusions Concerning Clinical Consultant Tasks 2. Th 6 variety of experiences within the school task area was preferred by student teachers and clinical consultants more than any other area. The supportive behaviors and analyzing teaching behaviors were also highly preferred. 3. Supportive behavioral tasks were perceived by student teachers and clinical consultants to occur more frequently than any other task area. The variety of experiences within the school task area ranked second in frequency. 72 4. The rank order of the perceived frequency of occurrence of the tasks by student teachers and clinical consultants followed closely the preference rank order of the tasks measured by the Clinical Consultant Inventory. Conclusions Concerning Clinical Consultant Method of Operation 5. Student teachers and clinical consultants as a group preferred the student teacher to initiate action in solving a problem. 6. Student teachers and clinical consultants as a group perceived the student teacher as taking the initiative more than preferred. 7. Student teachers and clinical consultants as a group preferred the clinical consultant to be indirective. 8. Student teachers and clinical consultants as a group perceived clinical consultants to be more indirective than they desired. 9. Student teachers and clinical consultants as a group preferred practicalness in consultant method of operation. 10. Student teachers and clinical consultants as a group perceived the consultants to be less practical than they preferred. 73 ■v Conclusions Concerning Clinical Consultant Inventory 11. The measures of preference for the clinical consultant method of operation were the most effective individually at discriminating differences of perception of student teachers and clinical consultants. 12. The preference for and perceived actual occur­ rence of student teacher or clinical consultant initiative and preference for a theoretical-practical approach measures worked together better than any other three measures at discriminating differences in the perceptions of the two populations. Implications for Teacher Education An investigation of the role of the clinical con­ sultant in the Michigan State University Cluster Program was an unexplored area in teacher education. The con­ clusions drawn from this study were strictly limited to the parameters delineated by the hypothesis tested and the descriptive information generated by the instrument. The discussion that follows was designed to clarify, extend, and relate the findings of this study to teacher education. The results of the test of the multivariate hypothesis suggested that across the set of eight measures of task and method of operation measured by the Clinical Consultant Inventory there was no significant difference in the perceptions of student teachers and clinical 74 consultants for the consultant's role. This result may indicate that the role of the clinical consultant was more clearly defined and understood by both student teachers and the role incumbents than previously assumed. It may also indicate a high level of communication between the two populations concerning the role of the clinical consultant. The three measures of preference for the consult­ ant's method of operation were the most sensitive to differences in the perceptions of student teachers and the consultants. If a researcher wanted to use one measure used in this study to discover differences he would do well to choose one of these. If any significant differences could be found they would probably appear through the use of one of these types of measures than any of the others used in this study. This finding also indicated that there was more divergence in the method of operation or the way the consultant went about his tasks than what his tasks were, when the tasks used in the Clinical Consultant Inventory were considered. Future researchers investigating consensus between student teachers and clinical consultants for the con­ sultant's role might consider selecting the preference for and perceived actual occurrence of student teacherconsultant initiative measures and the preference for a 75 theoretical-practical approach measure. These three measures of the eight types of measures used in this study discriminated differences in perceptions better than any other three measures as a group. The variety of experiences within the school task area was preferred by student teachers and consultants as a group more than any other task area. The following tasks were used in that area: 1. The consultant provides the student teacher with opportunities for experiences in other subject areas than he or she is normally assigned to teach. 2. The consultant assists the student teacher in planning a schedule that exposes h i m or her to a variety of teaching styles. 3. The consultant provides the student teacher with opportunities for experiences at various grade levels. 4. The consultant helps plan experiences that will expose the student teacher to the duties of and assistance available from all school personnel (principal, counselor, social worker, psychologist). Two major goals of the Cluster Program of Student Teaching were to provide a variety of experiences within the school 76 and to involve student teachers in the community. The above result indicated that the consultants and student teachers highly preferred one of the major goals of the Cluster Program. The tasks that were considered to be supportive behaviors were also highly preferred by consultants and student teachers. 1. Included in the supportive tasks were: The consultant is available, on-call, to the student teacher during the normal school day. 2. The consultant builds up the student teacher's self concept by emphasizing the student teacher's personal and professional strengths. 3. The consultant aids the student teacher to develop within a framework of professional autonomy and freedom. 4. The consultant shares with the student teacher a very close and "open" relationship where each says what he really feels. An implication might be that clinical consultants should consider positive reinforcement of the student teacher. The student teacher should be given every indication that the consultant has a sincere desire to be helpful to the student teacher. Student teachers and clinical consultants highly preferred the analyzing teaching behavior task area. four tasks used were: The 77 % 1. The consultant helps the student teacher become aware of his or her strengths and weaknesses. 2. The consultant provides evaluations for the student teacher that promote self direction. 3. The consultant follows the classroom observation with a critique of the student teacher's teaching. 4. After observing a teaching technique the con­ sultant discusses and analyzes that method with the student teacher. Student teachers and clinical consultants wanted consultants to provide feedback to the student teacher concerning her teaching behavior. The clinical consultant was not directly responsible for the student teacher in the classroom. Although the supervising teacher might analyze the teaching behavior of the student teacher in her room, there also appeared to be a need for the clinical consultant, acting as an outside person, to do the same. An additional advantage was that the consultant could analyze the teaching behavior of a student teacher in a number of different classrooms or situations. Supportive behaviors by clinical consultants were perceived to actually occur more frequently than any other task area. Clinical consultants were behaving as both student teachers and clinical consultants preferred 78 them to behave in relationship to the other tasks used in this study. The instrument measured such behaviors to occur almost weekly. Both populations might prefer an even greater occurrence of those behaviors. The student teachers and clinical consultants perceived providing a variety of experiences within the schools behaviors to occur second in the rank order of frequency of occurrence. highest preferred. These activities were the Consideration of the tasks used in this study indicated that clinical consultants were behaving closely to wh a t was preferred by both student teachers and consultants. As a whole the rank order of the frequency of occurrence tasks followed that of the preference rank order of the tasks measured by the Clinical Consultant Inventory. Although no information in this study indicated how frequently the tasks were preferred, the close similarity in rank order tended to show that the clinical consultants were aware of their perceptions of their role and behaved accordingly. One of the goals of the Cluster Program of Student to involve students in the community. Although Teaching is own and student t e a chers' the multivariate hypothesis indicated that there was no significant difference in the perceptions of student teachers and clinical consultants overall and did not justify investigation of univariate hypotheses, it was interesting to note that student t e a c h e r s 1 scores ranked community involvement tasks seventh while clinical con­ sultant scores ranked it fourth. The difference may or may not be significant, but the position of this task area in relationship to the others might be important. groups' Both scores ranked the area seventh in frequency of occurrence.. Their scores indicated that these activities occurred about every three weeks. One implication might be that student teachers did not see the value of these experiences in being a good teacher. The experienced consultant did see the value. Another implication might have been that student teachers understood the value of it but felt they could get, or were getting, these experiences on their own. New ways of involving students in the community might be a valuable consideration for clinical consultants. They also could make every attempt to determine the individual experiences of student teachers and plan relevant new ones. When a problem occurred student teachers and con­ sultants preferred student teachers to initiate a solution to it. In actual practice both groups perceived the student teacher to be left alone more than they desired. The implication might have been that while consultants should allow the student teacher to initiate a solution 80 to a problem, they should be available for assistance and support if they are needed. Student teachers and clinical consultants preferred the consultant to be indirective during the discussion of a problem. In actual practice both groups perceived the consultant to be more indirective than they wanted. They possibly implied that the consultant should have given more direction to the student teacher than he had been giving. Certain instances might have required the advice of an experienced person. Both populations preferred to have the consultant suggest practical procedures without considering the theoretical basis of them. They perceived consultants to actually be less practical in solving a problem than both groups desired. Student teachers and clinical consultants might have tended to think more in terms of the immediate situation. Student teachers should be made aware of the theoretical basis of practical suggestions offered by the consultants. If student teachers fail to consider it they will probably be less likely to do so as a teacher. M any new practical ideas are suggested to teachers every year to solve their problems. Some basic theory should be considered so that a rationale evaluation can be made of any aspect of the teaching-learning process. 81 > People involved in consultant selection, orientation, and in-service programs should consider the above comments when planning a cluster type of program. As the public school personnel are used more in teacher education pro­ grams colleges and universities must adjust their programs to meet current needs. Implications for Further Research This study was an exploratory effort to analyze effective aspects of the clinical consultant role. Further research that would verify and extend the findings of this study could provide useful information for teacher educa­ tion. Replication of this study would provide comparative data of expectations held by student teachers and clinical consultants over a period of time. The role of the clinical consultant is one that continues to evolve as i the Cluster Program grows and matures. Further analysis of any of the eight task areas seemed warranted. Four behavioral descriptions of tasks only began to measure each of the areas. It seemed especially important to further investigate the community involvement task. What tasks are important in this area? If supportive behaviors and those that assist in providing a variety of experiences within the school are important, they need to be clearly identified. The instrument used in this study was a revised form of the Intern Consultant 82 N Inventory. Further research should attempt to further refine the Clinical Consultant Inventory and continue to verify its validity and reliability. A study of the peripheral advantages to the public school resulting from the services rendered by the clinical consultant should be undertaken. Advantages mi g h t include (1) transmission of ideas on an intra-school basis, (2) involvement and leadership on curriculum committees, (3) leadership in in-service teacher education and w o r k ­ shops, (4) professional assistance to other teachers in the school, (5) identification and recruitment of prospec­ tive teacher candidates, and (6) development of public school-prOfessibnal-university involvement in teacher education. A study is needed to determine what are the advan­ tages and disadvantages of placing a group of 10-12 student teachers in a school. How does it affect the school pro­ gram, the grouping of pupils, and the teaching strategies employed. Is there discontent when a student may be taught by more than one student teacher a day in a departmentalized situation? / Additional studies are needed that investigate the perceptions of other groups for the role of the clinical consultant. Descriptive studies are needed which compare and contrast the supervising teacher, center directors, and 83 clinical consultant roles. How are they alike or different? What expectations do role occupants and those directly affected by the roles hold for the role? A comparative study of the perceptions of the role of the clinical consultant by elementary and secondary school student teachers and consultants is needed. Cluster Program has grown to include both levels. The Dif­ ferences might exist between the perceptions of these two groups for the clinical consultant role. The tables in Appendices F and G list elementary and secondary student teachers1 and consultants' mean scores on the Clinical Consultant Inventory. investigate this topic. / Future studies could further BIBLIOGRAPHY BIBLIOGRAPHY Beckwith, Gladys May. "A Study of the English Teacher Role in the Secondary School as Perceived b y Student Teachers and Supervisory Teachers of English." Unpublished Ph.D. dissertation, Michigan State University, 196 8. Blomxners, Paul, and Lindquist, E. F. Elementary Statistical M e t h o d s . Boston: Houghton Mifflin, 1960. Chase, Donald. "A Comparative Study of the Cooperative Michigan State University-Lansing SERL Project and the Conventional Program of Student Teaching With Reference to Openness and Attitude Formation." Unpublished Ph.D. dissertation, Michigan State University, 19 70. Corrigan, Dean, and Garland, Colden. "Studying Pole Rela­ tionships." A pamphlet. Edited by Leon F. Miller. Cedar Falls, Iowa: The Association for Student Teaching, 1966. Cuber, John F . , and Gerberich, John B. "A Note on C o n ­ sistency in Questionnaire Responses." Sociological R e v i e w , 41:12-18 (February, 1964). Dean, Lee W. "A Student Teaching Program for the 19 70's." A mimeographed speech. East Lansing, Michigan: School of Teacher Education, Michigan State University, December 29, 1969. Dean, Lee W . , and Henry Kennedy. "Position Paper on Student Teaching Programs Developed b y Deans and Directors of Michigan Teacher Education Institu­ tions." In Teacher Education in Transition. Edited by Howard E. Bosley. Vol. T~. B altimore, Maryland: Multi-State Teacher Education Project, 1969. Fitch, Thomas C. "Role Expectations for Intern Consultants: Views of Intern Teachers and Intern Consultants in the Michigan State University Elementary Intern Program." Unpublished Ph.D. dissertation, Michigan State University, 1969. 85 86 Fleming, James S. j"An Investigation of Role Expectations and the Communication Process Between Elementary School Student Teachers and Their Supervising Teachers." Unpublished Ph.D. dissertation, University of Michigan, 1968. Garland, Colden B. "An Exploration of Role Expectations for Student Teachers: Views of Prospective Student Teachers and College Supervisors." Unpublished Ph.D. dissertation, University of Rochester, 1964. Gerberich, John. "A Study of the Consistency of Informant Responses to Questions in a Questionnaire." Journal of Educational Psy c h o l o g y , 38:299-306 (May, 1947) . Gross, Neal; Mason, Ward S.; and McEachern, Alexander W. Explorations in Role A n a l y s i s . New Y o r k : John Wiley and Sons, Inc., 1958. Harris, Ben M. Supervisory Behavior in Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963. Inman, Gerald D. "A Study of Expectations Held by Intern Teachers with Selected Personal Characteristics for Intern Consultant Role." Unpublished Ph.D. dissertation, Michigan State University, 19 70. Jackson, Charles L. "A Study of Selected Student Teaching Experiences Reported by Michigan State University Cluster Program and Conventional Program Student Teachers." Unpublished Ph.D. dissertation, Michigan State University, 19 71. Kaplan, Leonard. "An Investigation of the Role Expectations for College Supervisors of Student Teaching as Viewed by Student Teachers, Supervising Teachers, and College Supervisors." Unpublished Ph.D. dissertation, University of Rochester, 1966. Kerlinger, Fred N. Foundations of Behavioral R e s e a r c h . New Y o r k : Holt, Rinehart, and Winston, I n c . , 1967. Michigan State University College of Education. Intern Program: Another Way to Teach." "Elementary 1966. Parsons, Talcott, and Shils Edward A., eds. Toward A General Theory of A c t i o n . Cambridge, Mass.: Harvard University Press, 1951. 87 "Responsibilities in Clinical Cluster Program." Supplement to Agreement wit h Schools for Clinical Clusters. East Lansing, Michigan: Michigan State University Student Teaching Office, 19 70. Sarbin, Theodore R. "Role Theory." Handbook of Social Psycho l o g y . Edited by Gardner Lindzey. Vol. I Cambridge, Mass.: Addison Wesley, 1954. "SERL Project." East Lansing, Michigan: Michigan State University Student Teaching Office, 1970. Twyman, J. Paschal, and Biddle, Bruce J. "Role Conflict of Public School Teachers." The Journal of Ps y c h o l o g y , 55:183-98 (1963). Van Dalen, Doebold B. Understanding Educational R e s e a r c h . N e w York: McGraw-Hill, 1966. Williams, Robin M . , Jr. "The Sociological Theory of Talcott Parsons." The Social Theories of Talcott Parson s . Edited by Max Black. Englewood Cliffs, N ew Jersey: Prentice-Hall, Inc., 1961. APPENDICES APPENDIX A COVER LETTER 89 Dear Student Teacher - Clinical Consultant: Your cooperation is requested in an attempt to conduct research on the Cluster Program of student teaching. Your participation in this program during this term has provided you with unique experiences. Your responses to this instrument will help to draw some conclusions about the role of the clinical consultant which could not be done without your involvement. I appreciate your cooperation and participation in this project. I will be pleased to send you a summary of the question­ naire results if you desire. The success of this inquiry is wholly dependent upon your completing the entire questionnaire. All information will be held in the strictest confidence and will not be reported either by individuals or by centers. Please fill out the questionnaire during the week of May 17 through May 21. Use a pencil when answering on the answer sheet. Thank you very much for your cooperation. Sincerely, Darrell Bloom Student Teaching Office 90 APPENDIX B STUDENT TEACHER FORM OF CLINICAL CONSULTANT INVENTORY 91 CLINICAL CONSULTANT INVENTORY BACKGROUND INFORMATION All Information in this questionnaire will be held in the strictest confidence. Mark all answers on the answer sheet unless directed otherwise. Place your name and student number on the answer sheet. Also mark seat. Please answer the following questions. On the answer sheet mark the letter that corresponds with your selection for each question. Age: A. 25 or less B. 26-30 Marrital status: A. Single B. Married C. 31-35 D. 36-40 fi. Over 40 C. Separated D. Divorced E. Widowed Grade point average at entrance to student teaching: A. 1.99 or below B. 2.00-2.49 C. 2.50-2.99 D. 3.00-3.49 E. 3.50 or above. Type of education major: A. Elementary B. Secondary C. Special Education Colleges attended - mark the highest number of years in another college: A. Attended only Michigan State University B. One year or less at another college. C. Two years at another college. D. Three years at another college. E. Four years or graduate of another college. Type of pre-college community in which you lived: A. Large City (500,000 or more) B. City (100,000 - 500,000) C. Small City (15,000 - 100,000) D. Small Town (2,500 - 15,000) E. Rural Community (2,500 or less) or on Farm Would you classify your pre-college community asbeingeither of the following: A. suburban (adjacent to a large city) B. inner city (within the central core of a largecity,substandard housing) C. Neither of the above Type of community in which you are teaching: A. Large City (500,000 or more) B. City (100,000 - 500,000) C. Small City (15,000 - 100,000) D. Small Town (2,500 - 15,000) E. Rural Community (2,500 or less) or on Farm 9. Would you classify the community in which your school is located as being either of the following: A. suburban (adjacent to a large city) B. inner city ( within the central core of a large city, substandard housing) C. Neither of the above. 10. What type of school are you teaching in (Choose the most appropriate classifi­ cation)? A. Elementary(K-5 or 6) B. Middle (6-8) C. Jr. High (7-9) D. High School (9-12 or 10-12) E. Other___________________________ . CLINICAL CONSULTANT INVENTORY - Part I INSTRUCTIONS: 1. On the following pages, you will find a number of descriptive statements of clinical consultant behaviors. 2. Read each statement carefully. 3. Below each descriptive statement are two scales. k* Please respond to each scale. 3. The first response, under each descriptive statement, will allow you to indicate whether or not you prefer that particular consultant behavior. 6. The second response scale, under each descriptivestatement, will allow you to indicate the frequency of occurrence of that specific behavior. EXAMPLE: Descriptive statement— The consultant encourages the student teacher to be consistant regarding pupils' behaviors and academic standards. 161. _A______________ B Definitely not preferred behavior ____________ C_______________ D_________ E Very highly preferred behavior 162. _A______________ B_________________ C Never Occurs Occurs occurs monthly bi-weekly D___ Occurs weekly E Occurs daily After carefully reading the statement, select the letter on the first scale that most closely approximates your feeling of preference. On the answer sheet mark the letter that corresponds with your selection for each numbered scale. Then select the letter on the second scale that most closely approximates the frequency of occurrence of that specific behavior. Mark your answer on the answer sheet. Mark your answer for the example above in the space provided on your answer sheet for numbers 161 and 162. Now begin withnumber 11. - 1 - The consultant helps the student teacher become aware of his or her strengths and weaknesses. 11. A_______________B________________ C________________D_______________ E Very highly Definitely not preferred behavior preferred behavior 12. A Never occurs B Occurs monthly C Occurs bi-weekly D Occurs weekly E Occurs daily The consultant exposes the student teacher to areas of the community that are different in socio-economic status from the one in which he or she teaches. 13. A B Definitely not preferred behavior 14. A Never occurs B Occurs monthly C c Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant is available, on-call, to the student teacher during the normal school day. 15. A B Definitely not preferred behavior 16. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant encourages the student teacher to consider psychological aspects that affect the pupil's ability to learn. 17. A B Definitely not preferred behavior 18. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher understand the relationship between good classroom management and discipline. 19. A B Definitely not preferred behavior 20. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant provides the student teacher with opportunities for experiences in other subject areas than he or she is normally assigned to teach. 21. A B Definitely not preferred behavior 22. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher interpret information in the students' cumulative records. 23. A B Definitely not preferred behavior 2k. A Never occurs B Occurs monthly C c Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher locate and select appropriate instructional materials. 25. A B Definitely not preferred behavior 26. A Never occurs B Occurs monthly C C 0CCUT8 bi-weekly D D 0CCUT8 weekly E Very highly preferred behavior E Occurs daily The consultant provides evaluations for the student teacher that promote self direction. 27. A B Definitely not preferred behavior 28. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher plan time and visit community service agencies. 29. A B Definitely not preferred behavior 30. A Never occurs B Occurs monthly C c Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occur8 daily - 3 - The consultant builds up the student teacher's self concept by emphasizing the student teacher's personal and professional strengths. 31. A B Definitely not preferred behavior 32. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant points out examples of child growth and development to the student teacher. 33. A B Definitely not preferred behavior 34. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant urges the student teacher to give continued attention to ventilation, lighting, seating, and other physical conditions within the student teacher's room. 35. A B Definitely not preferred behavior 36. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant assists the student teacher in planning a schedule that exposes him or her to a variety of teaching styles. 37. A B Definitely not preferred behavior 38. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant aids the student teacher to inventory his or her class to determine interests, problems, strengths, self concepts, and attitudes. 39. A B Definitely not preferred behavior 40. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 4 The consultant recommends specific methods of teaching that the student teacher might try. 41. A B Definitely not preferred behavior 42. A Never occurs B Occurs monthly C C 0CCUT8 bi-weekly D D Occurs weekly E Very highly preferred behavioE Occurs daily The consultant follows the classroom observation with a critique of the student teacher's teaching. 43. A B Definitely not preferred behavior 44. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant encourages the student teacher to attend board of education meetings. 45. A B Definitely not preferred behavior U6. A Never occurs B Occurs monthly C c Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant aids the student teacher to develop within a framework of pro­ fessional autonomy and freedom. 47. A B Definitely not preferred behavior 48. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant encourages the student teacher to adjust his teaching to the interests, maturity, and experiential background of the learner. 49. A B Definitely not preferred behavior 50. A Never occurs B Occurs monthly C C 0CCUT8 bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 5 The Consultant encourages the student teacher to establish and maintain a daily, weekly, and monthly schedule. 51. _ A ______________ B_______________ C_______________ fi_______________ B Very highly Definitely not preferred behaviopreferred behavior 52. A Never occurs B Occurs monthly C Occurs bi-weekly D Occurs weekly E Occurs daily The consultant provides the student teacher with opportunities for experiences at various grade levels. 53. A B Definitely not preferred behavior 5k. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher interpret a student's standardized test results. 55. A B Definitely not preferred behavior 56. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher plan effectively for pupil learning activities. 57. A B Definitely not preferred behavior 58. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily After observing a teaching technique the consultant discusses and analyzes that method with the student teacher. 59. A B Definitely not preferred behavior 60. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 6 - The consultant provides the student teacher with experiences with community agencies that work with children outside of the school. 61. A______________ B Definitely not preferred behavior 62. A Never occurs B Occurs monthly C________________D_____________ __B Very highly preferred behavior C Occurs bi-weekly D Occurs weekly E Occurs daily The consultant shares with the student teacher a very close and nopenn relationship where each says what he really feels. 63. A B Definitely not preferred behavior 6L. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly B Very highly preferred behavior B Occurs daily The consultant helps the student teacher select learning materials specifically for particular pupil's needs. 65. A B Definitely not preferred behavior 66. A Never occurs B Occurs monthly C C Occurs bi-weekly D D 0CCUT8 weekly E Very highly preferred behavior E Occurs daily The consultant aids the student teacher to plan for future events (school calendar, holidays, parent conferences). 67. A B Definitely not preferred behavior 68. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps plan experiences that will expose the student teacher to the duties of and assistance available from all school personnel (principal, counselor, social worker, psychologist). 69. A B Definitely not preferred behavior 70. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher to diagnose Individual and classroom learning difficulties. 71. A_______ B_______________ C________________D_______________ E Definitely not Very highly preferred behavior preferred behavior 72. A Never occurs B Occurs monthly C Occurs bi-weekly D Occurs weekly E Occurs daily The consultant provides the student teacher with new ideas for lessons and units. 73. A B Definitely not preferred behavior 74. A Never occurs B Occurs monthly C D c D Occurs weekly Occurs bi-weekly E Very highly preferred behavior E Occurs daily CLINICAL CONSULTANT INVENTORY - Part II INSTRUCTIONS 1. On the following pages, you will find five different problem situations similar to those encountered by a student teacher. 2. Read each problem carefully. 3. Each problem is followed by six different reaction scales. to each of the six scales. A. After carefully reading a problem situation, select the letter on each scale which is your best estimate or appraisal. On the answer sheet fill in the space that corresponds with your selection for each numbered scale. Please respond EXAMPLE: Assume that you are having difficulty with classroom control. teacher and you have not been able to solve the problem. Your cooperating IF THIS PROBLEM OCCURRED: 163. How would your consultant most likely behave? A B THEORETICAL — -164. What consultant behavior A B would you prefer? Tends to examine the educational theory underlying the proposed action. C D E C D E PRACTICAL Tends to suggest particular procedures without considering the theoretical basis. 5. For the example numbered 163.and 164 above, select a letter on each continuum and mark that letter on the answer sheet next to the space provided for numbers 163 and 164. 6. Follow the same procedure for each of the scales under each problem situation. 7. Begin with question 75. SITUATION ONE Assume that you and your consultant have just watched a video tape replay of a lesson you taught. In this particular lesson you planned to actively involve the pupils. Your directions were not as clear and concise as you had planned. IF THIS PBOBUSM OCCURRED: 75. How would your consultant most likely behave? A B THEORETICAL — ------------76. What consultant behavior A B would you prefer? Tends to examine the educational theory underlying the proposed action. 77* How would your consultant most likely behave? A B CONSULTANT --------------78. What consultant behavior A B would you prefer? Consultant takes the initiative in solving the problem. C C D E --------- PRACTICAL D E Tends to suggest particular procedures without considering the theoretical basis. C D E — .. c 79. How would your consultant c most likely behave? A B DIRECT ' " ' 80, What consultant behavior A B c would you prefer? Consultant prescribes; insists on specific steDs: tells student teacher. D E STUDENT TEACHER Consultant encourages the student teacher to take the initiative in solving the problem. D E -------D E INDIRECT During discussion, student teacher identifies procedures; consultant asks questions. SITUATION TWO Assume that you can not agree with the action of the board of education to dismiss a non-tenured teacher Who was involved in a civil rights protest. IF THIS PROBLEM OCCURRED: 81. How would your consultant most likely behave? B THEORETICAL 82. What consultant behavior B would you prefer? Tends to examine the educational theory underlying the proposed action. 83. How would your consultant most likely behave? A B CONSULTANT -- ------------84. What consultant behavior A B would you prefer? Consultant takes the initiative in solving the problem. 85. How would your consultant most likely behave? A B DIRECT ---------------86. What consultant behavior A B would you prefer? Consultant prescribes; insists on specific steps: tells student teacher. E PRACTICAL E Tends to suggest particular procedures without considering the theoretical basis. C C D E -------D E STUDENT TEACHER Consultant encourages the student teacher to take the initiative in solving the problem. C C D E ------ — D B INDIRECT During discussion, student teacher identifies procedures; consultant asks questions. SITUATION THREE Assume that you are teaching a unit to a class. You are experiencing difficulty in helping the students understand a particular concept. IP THIS PROBIEM OCCURRED: 87. How would your consultant most likely behave? A B THEORETICAL 88. What consultant behavior A B would you prefer? Tends to examine the educational theory underlying the proposed action. C C A B C d i r e c t -------------- — 92. What consultant behavior A B would you prefer? Consultant prescribes; insists on specific steDs: tells student teacher. E — ------ PRACTICAL D E Tends to suggest particular procedures without considering the theoretical basis. 89. How would your consultant C most likely behave? A B CONSULTANT ---------------90. What consultant behavior A B C would you prefer? Consultant takes the initiative in solving the problem. 91. How would your consultant most likely behave? D c E -------D E D STUDENT TEACHER Consultant encourages the student teacher to take the initiative in solving the problem. D E -------- INDIRECT D E During discussion. student teacher identifies procedures; consultant asks questions. SITUATION FOUR One of your students can not concentrate on his school work. There seems to be a family problem in his home that is affecting his school work. IF THIS PROBLEM OCCURRED: 93. How would your consultant most likely behave? A B THEORETICAL--- ----------94. What consultant behavior A B would you prefer? Tends to examine the educational theory underlying the proposed action. 95. How would your consultant most likely behave? A B CONSULTANT .........— . 96. What consultant behavior A B would you prefer? Consultant takes the initiative in solving the problem. 97. How would your consultant B most likely behave? DIRECT 98. What consultant behavior B would you prefer? Consultant prescribes; insists on specific steps; tells student teacher. C D — C D E — E PRACTICAL Tends to suggest particular procedures without considering the theoretical basis. C D — C D E ---- STUDENT E TEACHER Consultant encourages the student teacher to take the initiative in solving the problem E INDIRECT E During discussion, student teacher identifies procedures; consultant asks questions. 5 SITUATION FIVE Assume that you have experienced repeated difficulty in diagnosing pupils' learning difficulties and planning specific lessons that will strengthen these weaknesses. IF THIS PROBIEM OCCURRED: 99. How would your consultant most likely behave? A B THEORETICAL---------------100. What consultant behavior A B would you prefer? Tends to examine the educational theory underlying the proposed action. 101. How would your consultant most likely behave? A B CONSULTANT ---------------102. What consultant behavior A B would you prefer? Consultant takes the initiative in solving the problem. 103. How would your consultant most likely behave? direct A B ---------------A B 104. What consultant behavior would you prefer? Consultant prescribes; insists on specific steDs: tells student teacher. C C D E ------- — PRACTICAL D E Tends to suggest particular procedures without considering the theoretical basis. C C D E --------- STUDENT D E TEACHER Consultant encourages the student teacher to take the initiative in solving the problem, C c D E ... .— D E INDIRECT During discussion, student teacher identifies procedures; consultant asks questions. APPENDIX C CLINICAL CONSULTANT FORM OF CLINICAL CONSULTANT INVENTORY 10 8 CLINICAL CONSULTANT INVENTORY BACKGROUND INFORMATION All Information In this questionnaire will be held In the strictest confidence. Mark all answers on the answer sheet unless directed otherwise. Place your name and sex on the answer sheet. Please answer the following questions. On the answer sheet mark the letter that corresponds with your selection for each question. 1. 2. Age: A. 22-29 B. 30-35 C. 36-45 Marrital status: A. Single B. Married D. 46-55 C. Separated E. Over 55 D. Divorced E. Widowed 3. Number of quarters served previously as an MSU clinical consultant: A. One or less B. 2-3 C. 4-5 D. 6-7 E. 8 or more 4* Number of years of teaching experience: A. 1-5B. 6-10C. 11-15 D. 16-20 E. 21 or more 5. Where did you receive your Bachelors degree? A. Michigan State University B. University of Michigan C. Wayne State University D. Western Michigan University E. Fill in other . 6. Do you have a Masters degree? A. Yes B. No 7* If yes, where did you receive your Masters? A. Michigan State University B. University of Michigan C. Wayne State University D. Western Michigan University E. Fill in other S. When did you receive your Masters? A. 1940-50 B. 1951-55 C. 1956-60 . D. 1961-65 E. 1966-71 9. Number of different school districts taught in: A. 1 B. 2 C. 3-4 D. 5-6 E. 7 or more 10. Highest degree attained: A. Bachelors B. Masters 30 E. C. Masters plus 15 D. Ed. Specialist or Masters plus Doctorate Please list grades that you have taught: . CLINICAL CONSULTANT INVENTORY - Part I INSTRUCTIONS: 1. On the following pages, you will find a number of descriptive statements of clinical consultant behaviors. 2. Read each statement carefully. 3. Below each descriptive statement are two scales. 4. Please respond to each scale. 5. The first response, under each descriptive statement, will allow you to indicate whether or not you prefer that particular consultant behavior. 6. The second response scale, under each descriptivestatement, will allow you to indicate the frequency of occurrence of that specific behavior. EXAMPLE: Descriptive statement— The consultant encourages the student teacher to be consistant regarding pupils' behaviors and academic standards. 161. _A______________ B________________ C_______________ D________________E Definitely not Very highly preferred behavior preferred behavior 162. _A______________ B________________ C____________ D_________ E Never Occurs Occurs Occurs Occurs occurs monthly bi-weekly weekly daily After caref\illy reading the statement, select the letter on the first scale that most closely approximates your feeling of preference. On the answer sheet mark the letter that corresponds with your selection for each numbered scale. Then select the letter on the second scale that most closely approximates the frequency of occurrence of that specific behavior. Mark your answer on the answer sheet. Mark your answer for the example above in the space provided on your answer sheet for numbers 161 and 162. Now begin withnumber 11. -1The consultant helps the student teacher become aware of his or her strengths and weaknesses. 11. A B C D Definitely not preferred behavior 12. A Never occurs B Occurs monthly C Occurs bi-weekly D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant exposes the student teacher to areas of the community that are different in socio-economic status from the one in which he or she teaches. 13. 1A. A B Definitely not preferred behavior A Never occurs B Occurs monthly C D E Very highly preferred behavior c Occurs bi-weekly D Occurs weekly E Occurs daily The consultant is available, on-call, to the student teacher during the normal school day. 15. A B Definitely not preferred behavior 16. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E • Very highly preferred behavior E Occurs daily The consultant encourages the student teacher to consider psychological aspects that affect the pupil's ability to learn. 17. A B Definitely not preferred behavior 18. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher understand the relationship between good classroom management and discipline. 19. A B Definitely not preferred behavior 20. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 2 - The consultant provides the student teacher with opportunities for experiences in other subject areas than he or she is normally assigned to teach. 21. A______________ B_______________ C Definitely not preferred behavior 22. A Never occurs B Occurs monthly C Occurs bi-weekly D_______________ E Very highly preferred behavior D Occurs weekly E Occurs daily The consultant helps the student teacher interpret information in the students' cumulative records. 23. A B Definitely not preferred behavior 21. A Never occurs B Occurs monthly C c Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher locate and select appropriate instructional materials. 25. A B Definitely not preferred behavior 26. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant provides evaluations for the student teacher that promote self direction. 27. A B Definitely not preferred behavior 28. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E 0CCUT8 daily The consultant helps the student teacher plan time and visit community service agencies. 29. A B Definitely not preferred behavior 30. A Never occurs B Occurs monthly C c Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 3 The consultant builds up the student teacher's self concept by emphasizing the student teacher's personal and professional strengths. 31. A______________ B________________C________________D_______________ E Very highly Definitely not preferred behavior preferred behavior 32. A Never occurs B Occurs monthly C Occurs bi-weekly D 0CCUT8 weekly E Occurs daily The consultant points out examples of child growth and development to the student teacher. 33. A B Definitely not preferred behavior 34. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant urges the student teacher to give continued attention to ventilation, lighting, seating, and other physical conditions within the student teacher's room. 35. A B Definitely not preferred behavior 36. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant assists the student teacher in planning a schedule that exposes him or her to a variety of teaching styles. 37. A B Definitely not preferred behavior 38. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant aids the student teacher to inventory his or her class to determine interests, problems, strengths, self concepts, and attitudes. 39. A B Definitely not preferred behavior 40. A Never occurs B Occurs monthly C C 0CCUT8 bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 4 The consultant recommends specific methods of teaching that the student teacher might try. 41. A B Definitely not preferred behavior 12. A Never occurs B Occurs monthly C G Occurs bi-weekly D D Occurs weekly E Very highly preferred behavio. E Occurs daily The consultant follows the classroom observation with a critique of the student teacher's teaching. 43. A B Definitely not preferred behavior 44. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant encourages the student teacher to attend board of education meetings. 45. A B Definitely not preferred behavior 46. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant aids the student teacher to develop within a framework of pro­ fessional autonomy and freedom. 47. A B Definitely not preferred behavior 48. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant encourages the student teacher to adjust his teaching to the interests, maturity, and experiential background of the learner. 49. A B Definitely not preferred behavior 50. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily - 5 The consultant encourages the student teacher to establish and maintain a daily, weekly, and monthly schedule. 51. A B Definitely not preferred behavior C 52. A Never occurs c B Occurs monthly 0CCUT8 bi-weekly D D Occurs weekly E Very highly preferred behavio~ E Occurs daily The consultant provides the student teacher with opportunities for experiences at various grade levels. 53. A B Definitely not preferred behavior 5A. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher interpret a student's standardized test results. 55. A B Definitely not preferred behavior 56. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher plan effectively for pupil learning activities. 57. A B Definitely not preferred behavior 58. A Never occurs B Occurs monthly C G Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily After observing a teaching technique the consultant discusses and analyzes that method with the student teacher. 59. A B Definitely not preferred behavior 60. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant provides the student teacher with experiences with community agencies that work with children outside of the school. 61. A________ B_______________ G Definitely not preferred behavior 62. A Never occurs B Occurs monthly C Occurs bi-weekly D D Occurs weekly B Very highly preferred behavior E Occurs daily The consultant shares with the student teacher a very close and "open" relationship where each says what he really feels. 63. A B Definitely not preferred behavior 6k. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps the student teacher select learning materials specifically for particular pupil's needs. 65. A B Definitely not preferred behavior 66. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E 0CCUT8 daily The consultant aids the student teacher to plan for future events (school calendar, holidays, parent conferences). 67. A B Definitely not preferred behavior 68. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily The consultant helps plan experiences that will expose the student teacher to the duties of and assistance available from all school personnel (principal, counselor, social worker, psychologist). 69. A B Definitely not preferred behavior 70. A Never occurs B Occurs monthly C C Occurs bi-weekly D D Occurs weekly E Very highly preferred behavior E Occurs daily -7 The consultant helps the student teacher to diagnose individual and classroom learning difficulties* 71. A_______ B_______________ C_______________ D_______________ B Very highly Definitely not preferred behavior preferred behavior 72. A Never occurs B Occurs monthly C Occurs bi-weekly D Occurs weekly _B Occurs daily The consultant provides the student teacher with new ideas for lessons and units. 73. A B Definitely not preferred behavior 74. A Never occurs i B Occurs monthly C C Occurs bi-weekly D D Occurs weekly B Very highly preferred behavior E Occurs daily CLINICAL CONSULTANT INVENTOR! - Part II INSTRUCTIONS 1. On the following pages, you will find five different problem situations similar to those encountered by the student teacher. 2. Read each problem situation carefully. 3. Each problem situation is followed by six different reaction scales. Please respond to each of the six scales. 4. After carefully reading a problem situation, select the letter on each scale which is your best estimate or appraisal. On the answer sheet fill in the space that corresponds with your selection for each numbered scale. EXAMPLE Assume that a student teacher is having difficulty with classroom control. The cooperating teacher and the student teacher have not been able to solve the problem. IP THIS PROBLEM OCCURRED WHAT WOULD BE YOUR: 163. Most likely behavior A B C THEORETICAL-----------------164. Preferred behavior A B C Tend to examine the educational theory underlying the proposed action. D E ------- — PRACTICAL D E Tend to suggest particular procedures without considering the theoretical basis. 5. For the example numbered 163 and 164 above, select a letter on each continuum and mark that letter on the answer sheet next to the space provided for numbers 163 and 164. 6. Follow the same procedure for each of the scales under each problem situation. 7. Begin with question 75. SITUATION ONE Assume that you and your student teacher have just watched a video tape replay of a lesson taught by your student teacher. In this particular lesson your student teacher planned to actively involve the pupils. The student teacher's directions to the pupils were not as clear and concise as the student teacher had planned. IP THIS PROBLEM OCCURRED WHAT WOULD BE YOUR: 75. Most likely behavior A B O THEORETICAL --------------C 76. Preferred behavior A B Tend to examine the educational theory underlying the proposed action. D E ------- ------- PRACTICAL D E Tend to suggest particular procedures without considering the theoretical basis C 77. Most likely behavior A B CONSULTANT --------------78. Preferred behavior A B O Consultant takes the initiative in solving the problem. D E -------------- STUDENT D E TEACHER Consultant encourages the student teacher to take the initiative in solving the problem. 79. Most likely behavior BO. Preferred behavior B DIRECT --------------A B Consultant prescribes; insists on specific steps; tells student teacher E D INDIRECT E During discussion, student teacher identifies procedures; consultant asks questions. SITUATION TWO Your student teacher can not agree with the action of the board of education to dismiss a non-tenured teacher who was involved in a civil rights protest. IF THIS PROBLEM OCCURRED WHAT WOULD BE YOUR: 81. Most likely behavior A B C D E THEORETICAL ---- ---- ----- ----- ------ ------ - PRACTICAL 82. Preferred behavior A B C D E Tend to examine Tend to suggest the educational particular procedures theory underlying without considering the proposed action. the theoretical basis. 83. Most likely behavior A B C D E CONSULTANT ......... ......... ... ....... ■■ ■ ■ -STUDENT 84. Preferred behavior A B C D E TEACHER Consultant takes Consultant encourages the initiative in the student teacher solving the problem. to take the initiative in solving the problem. 85. Most likely behavior 86. Preferred behavior A B C D E DIRECT----------------------------------- INDIRECT A B C D E Consultant prescribes; During discussion, insists on specific student teacher steps; tells student identifies procedures; teacher. consultant asks questions. SITUATION THREE Assume that your student teacher is teaching a twit to the class. The student teacher is experiencing difficulty in helping the students understand a particular concept. IP THIS PROBIEM OCCURRED WHAT WOULD BE YOUR: 87. Most likely behavior A B THEORETICAL--------------- 86. Preferred behavior A B Tend to examine the educational theory underlying the proposed action. C 89. Most likely behavior A B CONSULTANT ---------------90. Preferred behavior A B Consultant takes the initiative in solving the problem. C 91. Most likely behavior C 92. Preferred behavior A B DIRECT ---------------A B Consultant prescribes; insists on specific steos: tells student teacher. C C C D E --------- PRACTICAL D E Tend to suggest particular procedures without considering the theoretical basis. D E ------- - STUDENT D E TEACHER Consultant encourages the student teacher to take the initiative in solving the problem, D E -------- INDIRECT D E During discussion, student teacher identifies procedures; consultant asks questions. SITUATION FOUR One of youl* student teacher's pupils can not concentrate on his school work. There seems to be a family problem in his home that is affecting his school work. IF THIS PROBLEM OCCURRED WHAT WOULD BE YOUR: B 93* Most likely behavior THEORETICAL 94* Preferred behavior A B Tend to examine the educational theory underlying the proposed action. 95* Most likely behavior B CONSULTANT 96. Preferred behavior A B Consultant takes the initiative in solving the problem. 97. Most likely behavior A B ------A B Consultant prescribes; insists on specific steps; tells student teacher. direct 98. Preferred behavior E PRACTICAL E Tend to suggest particular procedures without considering the theoretical basis. E D STUDENT E TEACHES Consultant encourages the student teacher to take the initiative in solving the problem. E INDIRECT E During discussion, student teacher identifies procedures; consultant asks questions. SITUATION FIVE Assume that your student teacher has experienced repeated difficulty in diagnosing pupils' learning difficulties and planning specific lessons that will strengthen these weaknesses. IF THIS PROBLEM OCCURRED WHAT WOULD BE YOUR: A B 99. Most likely behavior THEORETICAL ---------------100. Preferred behavior A B Tend to examine the educational theory underlying the proposed action. 101. Most likely behavior A B CONSULTANT ---------------A B 102. Preferred behavior Consultant takes the initiative in solving the problem. 103. Most likely behavior 104. Preferred behavior A B DIRECT-- *-------- --A B Consultant prescribes; insists on specific steps; tells student teacher. C C C C C D E -------- PRACTICAL D E Tend to suggest particular procedures without considering the theoretical basis. D E -------- STUDENT D E TEACHER Consultant encourages the student teacher to take the initiative in solving the problem. D E ... 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SHOWING THE MEAN SCORES FOR PREFERENCE AND FREQUENCY FOR SELECTED CONSULTANT TASKS BY STUDENT TEACHERS AND CONSULTANTS 126 APPENDIX E.— A Listing of Items Within Categories for Part I. Showing the M e a n Scores for Preference and Frequency for Selected Consultant Tasks by Student Teachers and Consultants. Categories Analyzing Teaching Behavior Student Teachers Items 11 12 27 Helps student teacher become aware of his strengths and weak­ nesses Evaluations that promote self direction 28 43 44 4.41 4.64 2. 31 3.40 4.51 4.52 2.93 3.12 4.43 4.56 2.66 3.36 After observing he dis­ 4.11 cusses and analyzes the methods used 2.59 3.08 Total Preference Total Frequency 3.68 2.80 3.83 3.04 13 4.07 3.96 2.49 2.24 3.61 4.08 2.72 2.96 3.03 3.52 1.90 1.88 3.67 Provides experiences with community agencies 2.39 working with children 3.96 2.60 3.60 2.38 3. 8 8 2.42 59 60 Community Involvement Follows classroom observation with critique Consultants 14 29 30 45 46 61 62 Exposes S.T. to areas of the community of different socio­ economic status Plans time and visits to community service agencies Encourages S.T. to attend Board of Educa­ tion meetings Total Preference Total Frequency 127 4.20 M ICHIG AN STATE UNIVERS TY f'i n n n n : -- r, n n n s5s H H H :-i ri ri LI h ri n i s ¥. “ ‘ ■’ h “ uH- tHa * 3= H n K >-• F 1.1 :.i ; y I) u . .... u ■i ■ r r - •. 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Categories Items 51 4.44 3.20 3.79 3.51 3.36 2.75 2.48 2 3.68 .80 3.83 3.04 4.05 4.60 3.34 3. 80 Plans a schedule that 4.36 exposes S.T. to a var­ iety of teaching styles 3.33 4.68 Provides experiences at 4.60 various grade levels 3.75 4.76 4.49 4.80 3.18 3.08 Total Preference Total Frequency 4.38 3.40 4.71 3.51 23 3. 38 3.44 1.87 2.12 3.74 Suggests inventory of interests, problems, strengths and attitudes 2.39 of class 3.60 67 68 Maintains a daily, weekly, and monthly schedule Plans with student teacher for future events Total Preference Total Frequency 21 22 37 38 53 54 69 70 Measurement of Learning Consultants 3.78 52 Variety of Experiences Within the School Student Teachers 24 39 40 55 56 Opportunities in other subject areas than assigned to teach Exposes the S.T. to duties and assistance available from all school personnel Helps interpret in­ formation in student's cummulative record Helps interpret standardized test scores 3.68 3.48 2.64 3.13 3.04 1.58 1.79 130 APPENDIX E.— Continued. Categories Items 71 Consultants 4.08 3.52 2.92 3.00 Total Preference Total Frequency 3.58 2.19 3.40 2.39 25 3.67 3.36 2.66 2.52 3.98 3.72 2.85 2.84 3.38 3.60 2.31 2.68 3.67 3.40 74 2.48 2.68 Total Preference Total Frequency 3.68 2.58 2.68 72 Instruction 26 41 Helps diagnose indi­ vidual and classroom learning difficulties Student Teachers Locates and selects appropriate instruc­ tional materials Recommends specific methods of teaching 42 57 58 73 Plan effectively for pupil learning activi­ ties Provides new ideas for lessons and units 3.52 APPENDIX F A LISTING OF MEA N SCORES OF PREFERENCE AND FREQUENCY FOR CLINICAL CONSULTANT TASKS BETWEEN ELEMENTARY AND SECONDARY STUDENT TEACHERS AND CONSULTANTS 131 l APPENDIX F.— A Listing of Mean Scores of Preference and Frequency for Clinical Consultant Tasks between Elementary and Secondary Student Teachers and Consultants. Elementary Preference Categories Student Teachers Secondary Preference Consultants Student Teachers Consultants I 4.60 4.92 4.30 4.34 II 4.52 4.54 4.49 4.55 III 3.80 4.21 3.66 3.71 IV 3.57 3.42 3.57 3. 40 V 3.13 3.25 2.69 3.20 VI 3.22 4.25 3.72 4.01 VII 2.85 3.25 2.79 2.92 VIII 2.02 2.46 2.21 2.34 ital 3.97 4.17 3.88 3.96 Elementary Frequency Student Teachers Secondary Frequency Consultants Student Teachers Consultants I . 3.47 3.13 3.55 4.12 II 3. 80 4. 38 3.72 3.37 III 4.25 4. 79 4.51 4.87 IV 3.93 4.08 3.57 3.34 1.88 1.71 2.58 2.62 VI 2.68 3.33 2.71 2.86 VII 2.98 3.46 3.53 3.53 VIII 2.72 3.00 2.54 2.58 2.79 3.09 2.71 3.01 V Total .... I = Analyzing Teaching Behavior V = Management VI = Variety of School Experiences II = Community Involvement III = Supportive Behaviors IV = Conditions of Learning VII = Measurement of Learning V III = Planning for Inst. 132 APPENDIX G A LISTING Otf MEAN SCORES OF PREFERENCE AND PERCEIVED ACTUAL CLINICAL CONSULTANT METHOD OF OPERATION BETWEEN ELEMENTARY AND SECONDARY STUDENT TEACHERS AND CONSULTANTS 133 APPENDIX G.— A Listing of M ean Scores of Preference and Perceived Actual Clinical Consultant Method of Operation between Elementary and Secondary Student Teachers and Consultants. Secondary Elementary Student Teachers Consultants Student Teachers Consultants Preference I 3.43 3.33 3.36 3.41 II 3.46 3.50 3.64 4.07 III 3.69 3.53 3.56 3.98 I 3.31 3.33 3.34 2.09 II 3.67 4.17 3. 89 4.32 III 3.74 4.07 3.95 4.28 Perceived Actual I = Theoretical-Practical II = Student Teacher-Clinical Consultant Initiative III = Directive-Indirective 134