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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A X erox Education Company 72-22,195 BRADY, Hugfi P., 1920A COMPARISON OF THE STUDENT TEACHING EXPERIENCE OF MICHIGAN STATE UNIVERSITY STUDENT TEACHERS ASSIGNED TO OVERSEAS AMERICAN SCHOOLS WITH THAT OF MICHIGAN STATE UNIVERSITY STUDENT TEACHERS ASSIGNED TO PUBLIC SCHOOLS IN MICHIGAN. Michigan State University, Ph.D., 1972 Education, teacher training University Microfilms, A XEROX Com pany, Ann Arbor, Michigan A COMPARISON OF THE STUDENT TEACHING EXPERIENCE OF MICHIGAN STATE UNIVERSITY STUDENT TEACHERS ASSIGNED TO OVERSEAS AMERICAN SCHOOLS WITH THAT OF MICHIGAN STATE UNIVERSITY STUDENT TEACHERS ASSIGNED TO PUBLIC SCHOOLS IN MICHIGAN By Hugh P. Brady A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education PL E A S E NOTE: So m e p a g e s m a y ha ve i n d i s t i n c t print. F i l m e d as received. U n i v e r s i t y M i c r o f i l m s , A X e r o x E d u c ati on C o m p a n y ABSTRACT A COMPARISON OF THE STUDENT TEACHING EXPERIENCE OF MICHIGAN STATE UNIVERSITY STUDENT TEACHERS ASSIGNED TO OVERSEAS AMERICAN SCHOOLS WITH THAT OF MICHIGAN STATE UNIVERSITY STUDENT TEACHERS ASSIGNED TO PUBLIC SCHOOLS IN MICHIGAN By Hugh P. Brady The primary purpose of this study was to compare the effects of the presence of student teachers of Michigan State University assigned to overseas American schools with the effects of the presence of student teachers of Michigan State University assigned to public schools in Michigan. The secondary purpose of this study was to identify and measure some of the changes in atti­ tudes and values of student teachers of Michigan State University assigned to overseas American Schools located in England, Italy and Holland. The subjects were two groups of student teachers and supervising teachers of Michigan State University. One group comprised the total population of 575 student teachers and their supervising teachers assigned to public schools in Michigan during the fall term 1969. The other group was made up of 60 student teachers and their Hugh P. Brady supervising teachers who were assigned to overseas American schools in England, Italy and Holland during 1970-71. The survey instrument used in this study1 was originally designed to determine the impact of student teaching programs upon cooperating public schools in Michigan. From the original instrument which contained 80 questions, the writer selected 18 questions to help test the five hypotheses designed for this study. In addition to the student teaching questionnaire, the student teachers assigned to schools in Italy and Holland were asked to complete a sociological question­ naire. The questionnaire was designed by the writer to identify and measure changes in attitudes and values the student teachers might have undergone as a result of their sojourn overseas. Individual student teachers and groups of student teachers from the three overseas schools were subjected to a series of taped interview questions designed to measure some of the effects that overseas studying and living had on the lives of the student teachers. Finn's Multivariate Analysis of Variance was the statistical design used to test the first three hypothe­ ses. Chi square was the statistical tool used to test hypotheses four and five. The reliability of the questions used to form the five hypotheses was calculated by the Hoyt Estimate of Reliability. Hugh P . Brady The multivariate analyses of variance failed to reject the following null hypotheses: 1. There are no differences in the effect on specific instructional activities due to the presence of Michigan State University student teachers in overseas American schools compared to the presence of M i c h i ­ gan State University student teachers assigned to public schools in Michigan. 2. There are no differences in contributions to specific aspects of the school program when student teachers of Michigan State University assigned to overseas American schools are compared to student teachers of Michigan State University assigned to public schools in Michigan. 3. There are no differences in the amount of time the supervising teacher spends on professional duties due to the presence of a student teacher whether this student teacher is assigned to overseas American schools or public schools in Michigan. The Chi square test of significance used for hypotheses four and five (listed below) did indicate some statistically significant results but not in any consistent manner. 4. There are no differences in the amount of time the supervising teachers were able to spend on specific classroom activities due to the presence of a student teacher whether this student teacher was assigned to ove r ­ seas American schools or to public schools in Michigan. 5. There are no differences in the contribution to the professional growth of the supervising teacher by the student teacher in overseas American schools compared to that in public schools in Michigan. On the basis of the statistical evidence accumu­ lated by the student teaching questionnaire for this study, Hugh P. Brady none of the five null hypotheses related to this investi­ gation could be rejected. The sociological questionnaire revealed that student teachers assigned to both Italy and Holland felt that compared to Americans, the host nationals are friendlier, more serious minded, more culturally oriented and more traditional. Both groups felt Americans are more sophisti­ cated, more industrious, more competitive, and more morally upright. The Rome group saw Italians as less well informed but more conservative than Americans, while the student teachers in Holland saw the Dutch as better informed and less conservative than Americans. The taped interviews indicated that the student teachers were impressed with Italian family life. They found a female could walk unescorted in the major cities of Europe in the evenings. They found European cities were cleaner and more modern than they expected. The interviews indicated that the student teachers felt: that Europeans were friendlier and more helpful than Americans would be to foreigners; that public demonstrations, how^- ever spontaneous they m i g h t be, were well controlled and orderly; and that national leaders of European countries could appear in public without great fear of bodily harm. Some of the student teachers actually experienced antiAmerican feelings for the first time. A majority of the student teachers assigned ove r ­ seas indicated that: they would have enjoyed living with Hugh P. Brady a host nation family; that food was wholesome and p l e n t i ­ ful; and that Europeans view the material things in life as not as important as A m e r i c a n s . Although changes in attitudes and values are very difficult to identify and measure, this study did indicate the beginnings of changes in attitudes, values, and p r e ­ conceived notions regarding foreign cultures on the part of student teachers. The writer concluded that: 1. The classroom student teaching experience appears to be not significantly different whether undertaken in a Michigan public school or in an overseas American school. 2. The overseas student teaching experience had a positive effect on the students in terms of understanding and appreciating their own and other cultures. 3. The student teachers who were exposed to an overseas student teaching experience became more flexible and open minded as a result of their overseas experience. ACKNOWLE DGEMENTS Sincere appreciation is expressed to the many persons whose contributions made this study possible. The writer is especially grateful to Dr. W. Henry Kennedy, the thesis director and chairman of the doctoral committee, for his valuable guidance, encouragement, and assistance during the development of this study. Grateful acknowledgement is extended to Dr. Ruth Useem, Dr. William Durr, Dr. Dale Alam, and Dr. Hugo David, members of the guidance committee for their encouragement along the way. Appreciation is extended to the Headmaster of the Overseas School of Rome, Dr. Stanley Haas, and of the Inter­ national School of The Hague, Mr. John Griffin, and to the Supervising Principal of the American Dependents School at Lakenheath, England, Mr. Morris Crum, for their coopera­ tion and assistance. Recognition and sincere thanks are due the student teachers and supervising teachers in both the overseas schools and the public schools in Michigan, whose coopera­ tion and participation were essential to the completion of this study. Finally, appreciation is extended to my friends in Europe and the United States for their support, understand­ ing, and patience throughout this doctoral study. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ......................................... ii LIST OF T A B L E S ............................................... vi Chapter I. THE P R O B L E M ..........................................1 1 Introduction .............. Statement of the Problem .................... 7 Purposes of the S t u d y ............................ 8 Need for the S t u d y ............................... 9 H y p o t h e s e s ..................................... 10 Definition of T e r m s ........................... 11 Limitations of the S t u d y ....................... 15 Procedures and Methodology ................. 17 Sample Population ........................... 18 Instrument Derivation .................... . 1 9 O v e r v i e w ................................ - . . 21 II. REVIEW OF L I T E R A T U R E .............................. 23 I n t r o d u c t i o n ................. Historical Background American Dependents Schools ........................ History of American International Schools . Organization of the American International Schools .................... Organization of Department of Defense S c h o o l s . . . Overseas Student Teaching Programs . . . Overseas Schools Used in this Study . . . MSU Student Teaching Programs in Public Schools in Michigan .............. Michigan State University Clinical Cluster Student Teaching Program . . . S u m m a r y ........................................ 23 26 29 32 41 49 52 65 71 73 Chapter III. Page RESEARCH P R O C E D U R E S .................... . . . . 7 5 Introduction .................................. 75 Identification of Sample ..................... 75 __ . 80 Instrumentation Sociological Questionnaire ................. 83 Collection of D a t a .............................. 85 Statistical Hypotheses ..................... 86 Analysis P r o c e d u r e s .................... . 88 S u m m a r y .........................................91 IV. PRESENTATION AND ANALYSIS OF D A T A ................. 92 Introduction .................................. 92 Specific Hypotheses Tested . 97 Analysis of Data Obtained from Chi Square . 108 Other Findings . 130 S u m m a r y ........................................I®8 V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . 172 Summary of Methodology and Procedures . . 172 Summary of Findings . ..................... 177 Conclusions . 181 Recommendations 182 . Suggestions for Further Study . . . . .183 BIBLIOGRAPHY ................................................ 184 A P P E N D I C E S ............................................... 189 Appendix Appendix Appendix Appendix A B C D ........................................... 190 .................... 201 ........................................... 212 ........................................... 217 v LIST OF TABLES Table Page 1. Population Distribution 2. Reliabilities and Standard Error of the Estimate for Dependent Variables One, Two, Three, Four, and F i v e .....................9 3 3. Multivariate Analysis of Variance for Effects of Presence of Student Teachers 4. .................. 18 . . Mean Scale Scores for Hypothesis One (Instructional Activities) ..................... 96 98 5. Univariate Analysis of Variance on the Dependent Variable of Instructional A c t i v i t i e s ......................................... 99 6. Mean Scale Scores for Hypothesis Two (Contributions to School Program) 7. 8. 9. 10. 11. . . . Univariate Analysis of Variance on the Dependent Variable of Contributions to the School P r o g r a m ................. Mean Scale Scores for Hypothesis Three (Time Spent on Professional Duties) . . . . . .102 . Univariate Analysis of Variance on the Dependent Variable of Time Spent on Professional Duties . . . Time Spent by Supervising Teachers on Instruction Due to the Presence of Student Teachers (Student Teacher Responses) Time Spent by Supervising Teachers on Instruction Due to the Presence of Student Teachers (Supervising Teacher Responses) ........................... vi 101. 104 105 . 109 110 Table 12. 13. 14. 15. 16. 17. Page Time Spent by Supervising Teachers on Lesson Planning Due to the Presence of Student Teachers (Student ........................ Teacher Responses) . 112 Time Spent by Supervising Teacher on Lesson Planning Due to the Presence of Student Teachers (Supervising Teacher Responses) ............................ 113 Time Spent by Supervising Teachers on Grading Papers Due to the Presence of Student Teachers (Student Teacher Responses) ............................ 114 Time Spent by Supervising Teachers on Grading Papers Due to the Presence of Student Teachers (Supervising Teacher Responses) . 115 Time Spent by Supervising Teachers on Helping Individual Students Due to the Presence of Student Teachers (Student'Teacher Responses) . . . Time Spent by Supervising Teachers on Helping Individual Students Due to the Presence of Student Teachers (Supervising Teacher Responses . . . . . . . 117 . 118 18. Amount of Time Per Week Student Teachers Spent in the Physical Presence of the Supervising Teacher (Student Teacher R e s p o n s e s ) ....................................... 120 19. Amount of Time Per Week Supervising Teachers Spent in the Physical Presence of the Student Teacher (Supervising Teacher Responses) ....................... 121 Amount of Extra Hours Per Week the Super­ vising Teacher Spent at School Due to the Presence of a Student Teacher (Student Teacher Responses) ................. 123 Amount of Extra Hours Per Week the Super­ vising Teachers Spent at School due to the Presence of a Student Teacher (Supervising Teacher Responses) ............... 124 20. 21. vii Table 22. 23. 24. 25. 26. 27. Page Amount of Time Supervising Teachers Spent on Job Related Activities Away from School due to the Presence of Student Teachers (Student Teacher R e s p o n s e s ) . 125 Amount of Time Supervising Teachers Spent on Job Related Activities Away from School due to the Presence of Student Teachers (Supervising Teacher Responses) . Number of Times Per Week the Student Teacher was in Contact with the Supervising Teacher Outside of Regular Working Hours at School (Student Teacher Responses) ........................... Number of Times Per Week the Student Teacher was in Contact with the Supervising Teacher Outside of Regular Working Hours at School (Supervising Teacher Responses) . . 126 128 . 129 Effect Working with a Student had on the Performance of the Supervising Teacher (Student Teacher Responses) ................. 131 Effect Working with a Student had on the Performance of the Supervising Teacher (Supervising Teacher Responses) . . . 132 . . 28. Comparisons of Selected Characteristics of Host Nationals with A m e r i c a n s ................... 148 29. Typologies of Student Teachers Assigned to Overseas American Schools and Michigan Public Schools .................................. viii 153 CHAPTER I THE PROBLEM Introduction Increasing numbers of Americans are moving to foreign lands to live, work, and study. The reasons for this migration are as diverse as the migrants th e m s e l v e s : as the U.S.. companies expand their overseas operations, larger numbers of American executives and technicians are required to work at these branches and subsidiaries; the high cost of living is driving some Americans to other countries with a lower cost of living; some Americans are relocating because they have become disenchanted with the "American way o f life"; more students and university professors are studying and teaching abroad; and the surge of tourism has exposed foreign patterns of life to more Americans. Shifts in value orientation and new assessments of one's self-image as a result of cross-cultural interactions and cultural diffusion are coming to the attention of 1 2 educators, sociologists and others in the behavioral sciences. Familiar these days to research workers, foreign student advisors, and other observers is the pehnomenon of "cultural shock" wherein the cross c u l ­ tural person suffers from the loss of familiar signs and symbols. An additional problem is making important ph y s i ­ cal and psychological adjustments to both living and w o r k ­ ing roles. During the period from 1959-1969 approximately 1,600,000 given time. to 2,000,000 Americans have lived abroad at any One-third of this group is composed of civilians engaged in work or service roles for the United States Government, business, international organizations and missionary and volunteer agencies, while two-thirds of the group are military personnel stationed at United States Army, Navy, Air Force or Department of State posts. Although in pre World War II years the United States Department of State accounted for a large portion of Americans in developed areas, today State Department employees account for less than 20 per cent of the total number of Americans residing overseas.1 In 1897, $1.6 billion were invested by business and industry outside the United States; in 1943, $7.9 billion; in 1950, $11.8 billion and by the late 1960's lnWhat Americans are Doing Abroad," U. S. News and World R e p o r t , Vol. L X X I , No. 2 (Washington, D. C., February 1, 1971), p. 23. 3 over $70 billion. About 3,200 U.S. corporations operate 15,000 foreign business enterprises, rising. and the number is Among major corporations abroad the number of American employees has been rising at a rate of 15 per cent a year. At the latest count there are 100,000 businessmen and 280,000 wives and children of businessmen livxng abroad. 2 American sponsors often accompanied by their families have both preceded and followed these investments into overseas areas. This situation has resulted in the establishment of American communities in . widespread areas of the world, where economic development and institution building have high priorities w ith the American group and the host nation. Notable characteristics of the overseas American community are its sheer mobility and the new sets of behavior patterns developed in their "home away from home" in the international setting. Americans living abroad are better educated, on average, than those at home. Most people of working age who leave this country are managers or professionals— lawyers, doctors, economists, scientists. Their children are growing up bilingual and in many cases attending a bilingual school. Parents may feel that a healthier educational climate prevails abroad than in the United States where student unrest, general permissiveness, 2 I b i d . , p. 23. oversized classes and large, impersonal campuses are not uncommon. The voluntary exchanges and migrations of univer­ sity students, missionaries, and foreign service personnel have a long history extending three decades before World War I. The movement of elementary and secondary age A m e r i ­ can dep e n d e n t s , however, has become a common occurrence only with post World War II movements of these families across broad areas of the globe. The 1960 census of Americans overseas listed 250,000 children between the ages of six and eighteen as residents outside the continental limits of the United States. Approximately 80 per cent of this total were dependent children of armed forces personnel, mainly residing in developed countries such as: United Kingdom, Belgium, Germany, The Italy, Spain, Holland, Greece, Japan, the Philippines, and Okinawa. 3 Throughout Europe, the Middle East, the Far East, Asia and South America, a large number of schools serv­ ing various segments of overseas American society, (i.e. military, business, retired government and m ili­ tary personnel, State Department, missionaries, employees of private foundations) have been established primarily to accommodate American students and secondarily, students 3 The Stars and Stripes (Darmstadt, Germany, December 2, 1970), p. 5. (U. S . Population up to 204.8 million.) 5 from the host nation or other nations on a space avail­ able basis. These schools patterned after public schools in the United States generally offer a standard American type of curriculum and usually encompass grades one through twelve. The overseas dependent high schools of the Depart­ ment of Defense are accredited by the North Central Association, tation. the largest American association for accredi­ The overseas international schools are generally not members of an American accrediting association. ever, How­ they pride themselves on the proportion of high school graduates accepted into American universities. The over­ seas dependent schools are sponsored by the Department of Defense with logistical support afforded by the United States Army European Headquarters in Heidelberg, Germany. The international schools operate as separate entities, each under a charter or sponsored by a private organiza­ tion, while the Department of Defense maintains a central administrative headquarters for all of its European schools in Karlsruhe, Germany. The faculties of both the overseas international and the dependents schools are basically staffed with American teachers who have trained and taught in public school systems for at least two years in the United States and have been hired through a recruitment process in the United States or while traveling overseas. Others are hired who have followed their-husbands on their overseas assignments. A majority of the teachers are single, 6 Caucasoid, and from 25 to 55 years of age. schools in the United States, As in public females p r e d o m i n a t e .in the elementary levels and males in the secondary schools. These teachers have served throughout most areas of the United States with a greater number coming from the East and West coasts. Host nationals are frequently hired to supplement the course offerings, usually in the foreign language areas.^ Student and teacher turnover is higher in o ver­ seas American schools than in American public schools. Elizabeth B. Bole in "American Schools Overseas" relates: It is perfectly possible to have a one hundred per cent turnover in the Board of Directors, an eighty per cent turnover in the administra­ tion, a sixty per cent turnover in the student body and faculty . . . all in the course of one or two y e a r s . 5 The student body in the overseas American schools contains students who are from all sections of the United States, some of whom were born overseas, many with foreign born mothers, and some of whom, although they are American citizens, have never been in the United States. Many of these students have spent a greater portion of their young lives overseas than in the United States and may attend as many as five to eight schools in their first twelve years of formal education. 4 Elizabeth E. Bole, "American Schools Overseas," Vassar Alumnae M a g a z i n e , June, 1965, p. 14. 5I b i d . , p. 17. 7 Americans returning from varied overseas areas and with backgrounds of cross-cultural experience, often bring unusual "problems" back with them to the United States. These "problems" may be the result of cultural change in the individual from his trip abroad, or changes in his home society occurring during his absence. Social factors, such as the prevailing climate of opinion, the morale of the individual, and can present distinct p r o b ­ lems of adjustment to the returning person. changes in the socialization process, Abrupt resulting from shifting about from one primary association group to another may present considerable difficulty for the returning individual. Statement of the Problem There has been little research on the effects of an overseas experience on the lives of teachers or students in the overseas American schools. Research studies dealing with personal adjustment problems, employment and work roles, relationships with host nationals and the world outlook of students and teachers who have studied and worked abroad are virtually unknown. What has seldom been measured and analyzed is the impact their intercultural experiences have made on the lives of globallymobile people as they complete their education or fulfill their job roles in the overseas American schools. Studies are not available to indicate that an overseas experience might change the values and attitudes of a teacher, who 8 previous to her overseas experience had lived, studied and was employed in the place of her birth. F e w of these teachers, some of whom have lived from five to fifteen years overseas, received any special training to better enable them to cope with the problems of overseas living. Very little is known of the effectiveness of the teaching strategies and instructional patterns learned in the United States and the effects of an overseas training experience on the teacher after she returns to the United States. It is only in the last two years that student teachers have been assigned by an American university in large numbers, faculty, accompanied by a member of the university to overseas American schools for student teaching. These student teachers have been putting into practice what they have learned in American universities such as methodology, subject matter concepts, and innovations. Purposes of the Study The primary purpose of this study was to compare the effects of the presence of student teachers of Michi­ gan State University assigned to overseas American schools with the effects of the presence of student teachers of Michigan State University assigned to public schools in Michigan. The secondary purpose of this study was to identify and measure some of the changes in values and attitudes of student teachers of Michigan State University assigned to overseas American schools, resulting from their 9 opportunity to interact wit h peoples of different national­ ities and segments of the overseas American community. Need for the Study Michigan State University has been involved in overseas student teaching programs since 196 8 and since that time has conducted student teaching programs in Holland, Italy, Spain, England and Mexico. A few other universities have been sponsoring overseas student teach­ ing programs since 1965. The major justification that has been offered for such an international program of student teaching is that the overseas American schools can provide a laboratory for learning at least equivalent to that in stateside schools, and that in addition, spin-off benefits will accrue through providing the student teachers with the opportunity to gain an understanding of a foreign culture. There is a need for evidence by which to judge whether assigning student teachers for training in ove r ­ seas American schools is justified as a means of preparing student teachers for their life roles as public school teachers. In addition, the findings obtained in this study should produce evidence to determine whether an overseas student teaching experience will be of value to the student teacher in terms of educational experience and exposure to a foreign background. 10 Finally, there is a need to determine whether overseas student teaching will help American universities fulfill their obligation to prepare teachers for service in the overseas American schools. Hypotheses The hypotheses presented in this section appear in general research form. In Chapter III these hypotheses are operationalized and appear in testable form. H. There are changes in instructional activi­ ties due to the presence of Michigan State University student teachers in overseas American schools compared to the presence of Michigan State University student teachers assigned to public schools in Michigan. H_ Greater contributions to the school program will result when student teachers at Michigan State University are assigned to overseas American schools as compared to when Michigan State University student teachers are assigned to public schools in Michigan. H Supervising teachers in overseas American schools spend a greater amount of time on professional activities due to the presence of student teachers of Michigan State Univer­ sity than do supervising teachers in Michigan public schools. Supervising teachers in overseas American schools spend a greater amount of time on classroom activities due to the presence of Michigan State University student teachers than do supervising teachers in public schools in Michigan. H,- Student teachers contribute more to the p r o ­ fessional growth of supervising teachers when assigned to overseas American schools compared to student teachers of Michigan State Univer­ sity assigned to public schools in Michigan. 11 In addition to these hypotheses, this study attempted to assess changes in worldmindedness, attitudes and values resulting from living in a foreign culture. Definition of Terms Terms and phrases used to form the operational hypotheses and those which are used in a limited and specific sense in this study are defined as follows: 1. Student T e a c h i n g : That period of guided full-time experience in which the student takes increasing responsibility for the work with a group of learners over a period of consecutive weeks under the direction of a supervising teacher and p artici­ pates in school and community experiences as a resident of the school community. 2. Supervising T e a c h e r : A regular classroom teacher in whose classes university students observe, parti­ cipate or do student teaching. 3. University S u p e r v i s o r : An individual employed by the teacher education institution to work cooperatively with supervising teachers to assist the student teacher in deriving the greatest possible values from the student teaching experience. 4. Dependents S c h o o l s : Schools maintained by the United States Department of Defense for dependent chil­ dren of military and civilian personnel stationed outside the continental limits of the United States. 12 5. International S c h o o l s ; American schools which are established usually with United States Department of State aid for children of businessmen, prof e s ­ sionals, government employees other than military personnel, and private citizens who make up other sections of American communities abroad. 6. Socialization P r o c e s s : Among the many definitions which describe the process of socialization dur­ ing childhood and adolescence, the definition given by Brim is broad enough in scope for this study: Socialization refers to the process by which people acquire the knowledge, skills and dis­ positions that make them more or less able members of our society. People move through a sequence of different positions in society, in accord with different stages of the life cycle. Changes in the demands upon them arise from their mobility both geographic and social and from the customs of their society which may vary during their lifetime.® 7, Cultural S h o c k : Cultural shock may be defined as a feeling of a temporary loss of familiar signs or symbols that people experience when entering a foreign country or upon returning to their native land after an extended overseas experience. 8. Mobility: Mobility is associated with geographical and cultural change. Berger points out that: 6 Orville G. Brim, Jr. and Stanton Wheeler, Socialization After Childhood (New York: John Wiley and Sons, 1966), p. 132. 13 The changes occur in the severing of interper­ sonal relations with family and friends and the removal of established mores, norms, and. folkways with the simultaneous introduction of new social systems.7 9. Host N a t i o n : The host nation may be defined as the country of the overseas assignment of the indivi­ dual. The host national is a citizen of the country and is employed by the outside state wor k ­ ing in the country. 10. Overseas Inter a c t i o n : The Gullahorns define overseas interaction as The opportunity to establish enduring friendships with foreign citizens, to chat frequently with a variety of host nationals in casual transactions, to mingle with overseas students and teachers and to visit host nationals in their h o m e s . 8 11. Worldmin d e d n e s s : Worldmindedness is described by Gleason as "the manifestation of a group of atti­ tudes of overseas experienced people which reflect certain qualities of open mindedness concerning national identities and cultural values. 9 7 Susan R. Berger, "The Effects of a Cross-Cultural Experience Upon the Personal and Social Adjustments of Selected American Elementary School Students" (unpublished Ed.D. thesis, Boston University, 1964), p. 22. g John T. Gullahorn and Jeanne E. Gullahorn, "American Students Abroad: Professional versus Personal Development," The Annals of the American Academy of Political and Social S c i e n c e , Vol. 368 (November, 1966), p. 47. 9 Thomas P. Gleason, "Social Adjustment Patterns and Manifestations of Worldmindedness of Overseas Experi­ enced American Youth" (unpublished Ph.D. dissertation, Michigan State University, 1969), p. 5. 14 12. Social A d j u s t m e n t ; Social adjustment describes the "on going activity by which a person attempts to satisfy his needs in terms of his roles and p o s i ­ tion in society."'^ 13. Cross Cultural E d u c a t i o n : Cross cultural education is described as the "reciprocal process of learn­ ing and adjustment that occurs when individuals sojourn for educational purposes in a society that is foreign to them, normally returning to their own society after a limited period. 14. Personal A d j u s t m e n t : Personal adjustment is illus­ trated by the individual who: . . . lives and grows in such a way that he is actively aware, relatively satisfied and feels largely successful with his internal adjustment and as a result of this, he exhibits behavior that is generally approved by him and relatively acceptable to the outside w o r l d . 12 15. Culture: Kroeber and Kluckhorn define culture as: . . . consisting of patterns, explicit and impli­ cit, of and for behavior acquired and transmitted by symbols, constituting the distinctive achieve­ ment of human groups, including their embodiments in artifacts; the essential core of culture con­ sists of traditional (i.e., historically selected and derived) ideas and especially their attached values; culture systems may on the one hand be P. Barrabee; E. L. Barrabee; and J. E. Finesinger, "A Normative Social Adjustment Scale," American Journal of Psychiatry, 112 (1955), p. 254. 11 Brewster M. Smith, "Cross-cultural Education as a Research Area," Journal of Sociological Issues, 12 (1956), p. 3. 12 Mason W. Mathews, "Successful Adjustment: A Frame of Reference," American Journal of Orthopsychiatry, 30 (1960), p. 671. ------- 15 considered as products of action on the other as conditioning elements of further a c t i o n . 13 16. Third Cu l t u r e : The patterns which are created, shared, and learned by men of two different societies who are . . . personally engaged in the process of linking their societies, or sections thereof, to each other.14 17. Values: "The goals learned from our society have come to be defined as values." 15 Limitations of the Study The present cross continental research is concerned with a delimited population of overseas experienced teachers and students. The international mobile subjects were not randomly selected but comprised the total p o p u l a ­ tion of student teachers assigned to the three student teaching centers in The Netherlands (Holland), Italy and England. Three groups of overseas American elementary and secondary school student teachers and their supervising teachers in the three countries provided one segment of the population responding to the two questionnaires and taped interviews. 13 A. L. Kroeber and Clyde Kluckhohn, C u l t u r e ; A Critical Review of Concepts and Definitions (New Y o r k : Vintage Books, 1952), p. 357. 14 John Useem, "Work Patterns of Americans in India," The Annals of the American Academy of Political and Social Science, Vol. 368 (November, 1966), p. 147. 15 York: Henry C. Smith, Personality Adjustment (New McGraw-Hill Book Company, Inc., 1961), p. 8 6 . 16 The remainder of the population used in this study were elementary and secondary school student teachers and their supervising teachers assigned to public schools in Michigan. The student teachers were assigned to overseas schools during spring and fall, 1970, and spring, 1971. The student teachers assigned to Michigan public schools were surveyed in fall, 196 9. The students selected for overseas student teach­ ing assignments were chosen from a large group of Michigan State University students and had volunteered for an over­ seas student teaching assignment. The students selected were generally of middle class families, well dressed, neat in appearance, and were able to afford the costs of travel and living in a foreign country. The overseas student teachers were assigned to the overseas schools for six to eight weeks, while student teachers were assigned to public schools in Michigan for twelve weeks. In the Department of Defense school in England used in this study, approximately 500 students from the junior and senior high school reside in dormitories. The remainder of the student body and the complete student bodies of the schools in Italy and Holland are day students. These differ­ ences in circumstances and composition of the schools may have some effect on the attitudes of the students, and student teachers assigned to the schools. faculty 17 Because of the above mentioned characteristics of this study, generalizations of these findings are not meant to be applied to student teachers or supervising teachers in other institutions. Procedures and Methodology One of the m ost thorough studies of the impact of student teaching programs upon cooperating public schools in Michigan was conducted in the fall of 1969 by the Deans and the Directors of Student Teaching gan. Programs in Mi c h i ­ For this study an 80 item questionnaire was adminis­ tered to the entire population of student teachers assigned by 28 Michigan universities and colleges during the fall quarter or semester of 1969. teachers, student teachers, All of the supervising and building principals con­ cerned with the training of student teachers during the fall of 1969 were involved in the study. The questionnaire was designed to determine the effect of student teaching programs upon cooperating public schools in Michigan. The present study used the same basic instrument, the 80 item survey, which had been administered to the total population of student teachers in Michigan during the fall 196 9, with a different purpose in mind. Instead of searching for the impact of a student teaching program upon a cooperating school, the intent of the present study was to compare the effects of the presence , 18 of student teachers in the overseas American schools with student teachers in Michigan cooperating s c h o o l s . Sample Population The questionnaire was administered to four referent groups of student teachers from Michigan State University and their supervising teachers. The largest group con­ tained student teachers and their supervising teachers who were assigned to public schools located in the 16 student teaching centers of Michigan State University. These groups were surveyed in the fall of 1969. The three overseas groups were student teachers and their supervising teachers who were located in schools in England, Holland. fall, Italy and These three groups were surveyed in the spring and 1970, and spring, 1971. The numbers in each group are shown in Table 1. TABLE 1.— Population Distribution. Item Michigan England Italy Holland Total Overseas Student Teachers 595 24 12 24 60 Supervising Teachers 588 24 12 24 60 ■\ \ ■ ‘ ' : 19 The school in England used in this study is a Department of Defense dependents school with a total enroll­ ment of 3,500 students in grades one through twelve. The Overseas School of Rome, Italy is an international school with a total enrollment of more than 800 students in grades one through twelve. The American School of the International Schools of The Hague in The Netherlands is an international school with approximately 800 students in grades one through twelve. The Michigan schools utilized in the survey were elementary and secondary public schools located in the 16 student teaching centers of Michigan State University. In the Department of Defense dependents school in England, tuition is free to dependents of military per­ sonnel and civilians employed by the United States Forces. Tuition rates in the two international schools average from $800 for a first grade student to $ 1 2 0 0 yearly for a senior in high school. Instrument Derivation The questionnaire and the survey instruments used in this current study were designed with assistance from the research consultant service of the Michigan State University College of Education. The survey The Impact of Student Teaching Programs Upon the Cooperating Public Schools in Michigan 16 16 was conducted on the entire population of student Student Teaching Programs, Questions and Answers (East Lansing, Michigan: Michigan Council of State College Presidents, 1970), p. 6 . (n.n.) 20 teachers, supervising teachers and principals who were assigned to or working with student teachers during the fall of 1969. Separate instruments were (developed for student teachers, supervising teachers and'administrators. The student teacher and the supervising teacher surveys were printed in parallel form except as they reflected viewpoints from the two different positions. The questionnaire as it was .utilized in the Michi­ gan public schools sought to determine the impact of a student teaching program upon the public schools-in Michigan which were participating i.n such a program. In order to accomplish the primary purpose of this study the same instrument used in the Michigah public schools was used in the research in the overseas schools. In order to accomplish the secondary purpose of the study, a sociological questionnaire was designed by the writer to identify and measure some of the possible changes in values and attitudes of student teachers.of Michigan State University assigned to overseas American schools resulting from their opportunity to interact with peoples of different nationalities and American segments of the overseas American community. A series of taped 1 interviews discussing the value of the overseas experience i with student teachers assigned to England, Italy and. ' Holland will be presented in Chapter IV. The data obtained from the survey instruments will be summarized and appropriate statistical tools 21 applied. Selected items will be analyzed to determine differences, if any, caused by the presence of student teachers in overseas American schools and public schools in Michigan. Ages, sex, level taught, and amount of : previous training are variables which will be considered. Overview This chapter has developed the frame of reference: for the entire study. Included are the introduction, problem statement, purposes of the study, need for the study, general hypotheses to be examined, definition of terms, limitations of the study, procedures and methodo­ logy, sample population, and instrument derivation. In Chapter II, literature and research relevant to the problem are presented. This includes the histori­ cal background of overseas education and the organiza­ tional structure of Department of Defense dependents schools and overseas American international schools. A review of the nature of overseas student teaching pro­ grams of American universities is presented. In parti­ cular the s t u d e n t .teaching program of Michigan State University both overseas and in Michigan Public schools i s •reviewed. Chapter III includes research procedures and methodology. This chapter centers upon the source of the data, development and implementation of the survey instru­ ments, the general design of the study, the nature of the sample and the statistical treatment of the data. 22 In Chapter IV the testable hypotheses, the e x a m i ­ nation and analysis of the data and other findings are presented. ■ Chapter V includes a summary of the study together with the conclusions and recommendations for further research With this general outline of the study as a guide, a review of related research on student teaching in o v e r ­ seas schools and the cross-cultural interaction of student teachers assigned overseas and subsequent adju s t ­ ments patterns follow in the next chapter. CHAPTER II REVIEW OF LITERATURE Introduction Three generalizations emerged while reviewing the literature related to the problem under study. First, there has been a vast amount of literature written on Americans traveling and living abroad in a temporary tourist-type situation. Second, there has been a limited amount of literature written on Americans living, working and studying abroad for an extended period of time. Third, there is almost no literature relating to the specific problem under investigation in this study. The research on Americans living abroad after World War II is basically concerned with the various international settings in which Americans are located. Work-roles of American adults or case-studies of American institution building efforts in an international setting may be found in the literature, and the histories of American missionary schools overseas are well documented. A great deal of research has been conducted on foreign students studying in the United States at American 23 24 universities and secondary schools; however, r ela­ tively few empirical studies have been conducted on American elementary and secondary student and teacher populations training or working for extended periods of time in a foreign country. Smith has succinctly hig h ­ lighted the.need for research in this area when he states Research has heavily emphasized the situation of 'foreign nationals sojourning in the United S t a t e s . ' Very little has been done in regard to processes and effects pertaining to United States nationals abroad or to exchanges between third countries. Practical considerations will probably continue to favor this unbalance in emphasis From the standpoint of cumulative scientific understanding of cross-cultural education, h o w ­ ever, it is unfortunate. In today's world, the United States happens to be a unique country in a number of respects. It is important to k now the extent to which findings involving the United States as locus of exchange can be extended to cross-cultural situations g e n e r a l l y .1 In investigating the goals of student exchange, it has been noted that American institutions sponsoring educational exchange cite as their objectives 'the promotion of international underst a n d i n g ; 1 the development of friends and supporters of the United States; assistance in economic, social, or political development of other countries; educational development of out-standing individuals; and the advancement of k n o w l e d g e .2 Partly as a reflection of these goals, much of the evalua tive research in cross-cultural education has focused— ethnocentrically--on. whether foreign sojourners do, in M. B. Smith, "A Perspective for Further Research on Cross-Cultural Education," Journal of Sociological I s s u e s , 12 (1956), p. 56. 2 "The Goals of Student Exchange, An Analysis of Goals of Programs for Foreign Students," The Annals (New York Institute for International Education, 1955) , p. 44. 25 fact, develop more positive attitudes towards Americans and the United States in general as a consequence of their experiences here. UNESCO's international Handbook states that in 1963 there were 128,000 world wide opportunities for subsidized travel. These were provided by such varied types of organizations as national governments, public and private foundations, international organizations and educational institutions. In 196 3, the United States as a donor of grants, sponsored 716 programs which comprised 3 36,235 fellowships for study abroad. These figures continued to increase each year finally leveling off in 196 9. Despite the magnitude of these statistics, they . do not include the off-spring of the grantees or of the business and governmental personnel. The military personnel, the highly educated professionals, businessmen and the governmental employees with the exception of missionaries, make up the major portions of the American communities abroad. An area of great concern to parents in these American communities is the education of their children. ment of State employees, Businessmen, Depart-, and military personnel, who do not always have an option, have been known to refuse a lucrative overseas assignment when schooling was not available for their children. 3 "Study Abroad," 1963), pp. 665-697. Other areas of concern International Handbook (UNESCO, 26 such as housing, health, adequate shopping facilities, and servants are amenable to more or less satisfactory conditions. The tremendous postwar increase in foreign resi­ dence and foreign travel got underway soon after the close of World War II in 1945. As American foreign investments mounted, the number of Americans representing American business abroad likewise rose. As wives and dependents were able to join their sponsors stationed with the military forces, American construction firms, or other foreign businesses, small American communities grew up. Many of these residents, some unwillingly overseas, transplanted American suburbia to foreign shores. American style schools, churches, stores, clubs, theaters and recreation areas were established. This chapter reviews the literature relative to the establishment of and comparison of the overseas American international and Department of Defense Depen­ dents Schools. A review of the nature of previous overseas student teaching programs will be presented, and student teaching programs in Michigan will be reviewed with emphasis on the student teaching program of Michigan State University. Historical Background American D eP endents Schools The need for schools for the dependent children of United States military families has deep roots. Credit 27 for the inauguration of a system of schools for children residing on military posts in the United States belongs to General Winfield Scott. General Scott was a practic­ ing lawyer and leader of troops in the War of 1812, the Mexican War and the Civil War. Regulations were enacted into law by Congress in 1812 providing among other bene­ fits for dependents of military personnel, of dependent children. the education Responsibility for the support of the schools was transferred back and forth from the ^Congress to the Department of Army for the next 75 years. At one point, the post chaplain was asked to assume the role of teacher to the dependent children. The program of schooling for dependents of Americans stationed on bases in the United States continued to grow as the Army grew. In 1967, approximately 40,000 minor age dependents of military and civilian personnel were attending 23 schools operating on military posts and bases in the United States. 4 The establishment of dependents schools on military bases in the United States set the precedent for the p r o ­ vision of educational facilities and programs to dependent children of overseas military personnel. Previous to 1936, educational facilities did not exist in United States terri­ tories and possessions outside the continental limits of the United States or in overseas areas. In early 1936, 4 Anthony C a r d i n a l e , "Overseas Schools of the DOD," Phi Delta K a p p a n , XLVIII (May, 1967), 460-61. 28 however, a dependents school was opened at the Guantanamo Bay, Cuba Naval Base and later that year the Department of the Navy opened a dependents at Pago Pago. school in American Samoa 5 Since dependents did not join American military personnel in the relatively short occupation of Germany after World War I , the need for such a school system never arose. When the decision was made after World War II to allow occupational personnel in Germany to have their dependents join them, the establishment of schools, as well as other essential services was a logical conse­ quence. The existing dependents school system was estab­ lished in October, 1946 when 38 elementary and five high schools registered approximately 2800 American students and employed 120 American teachers. The original M u nich American High School located in a private German home accommodated 38 students who were taught in the attic, £ basement and b e d r o o m s . Today the present 216 dependents schools in Europe have almost 115,000 students enrolled employed. with 5100 teachers Nine hundred foreign nationals are employed in the system as foreign language or intercultural ^I b i d . , p. 461. 0 "Dependent Schools," The Directorate United States Dependents Schools, European Area (Karlsruhe, Germany: USDESEA Pamphlet, 1969), p. 3. 29 education teachers, and as clerks, non-teaching personnel. secretaries and other 7 History of American International Schools A major portion of this chapter is based primarily on the overseas American schools after World War II. Literature is lacking on overseas American schools before that time. It is interesting to observe, however, that the one notable exception occurred in India where American missionaries have served for over 1 0 0 years. One of the earliest established overseas American schools for elementary and secondary students was founded in India. The Woodstock School, 16 0 miles north of Delhi, was founded in 1854 as a Protestant Missionary school. In 1874 the American Presbyterian Mission bought the school and remained in control until 1923, when several other missions became affiliated. At this time authority and responsibility for the operation of the school were shared g among the various participating groups. Woodstock today serves approximately 400 students, 75-80 per cent of whom . . 9 are children of missionaries. At the close of World War II the breakup of world colonial empires and the establishment of new nations ^I b i d . , p. 3. 8 A. E. Parker, "An Analysis of the Factors in the Personality Development of Children of Missionaries" (masters' dissertation, University of Chicago Divinity School, June 1936), pp. 33-34. 9 Gleason, op. c i t . , p. 13. 30 found the United States in need of foreign service offi­ cers not only in the large world capitals but also in the newly developed nations. Since World War II, 66 new nations, covering one quarter of the world's surface, have been formed. At the same time, technical and economic assistance from the United States professionals in agri­ culture, business, education, medicine, science, construc­ tion, and government literally flooded into the developing countries. If foreign service officers and professional specialists were to be recruited, naturally they had to have reasonable assurance that there would be schools for their children. T h u $ hurried efforts were made to e s t a b ­ lish and maintain schools. Another phenonomen followed rapidly. American free enterprise now looked beyond the borders of the continental United States. As never before, American businessmen and even those from the professions plus foundation officials saw opportunities for the private sector in other lands. As a result, American businessmen and professional men emigrated overseas. tives, they too, To recruit their American representa­ soon found schools in foreign soil a necessity. By 1968 more than two million American citizens were living and making their living overseas. M ost of these persons with children of school age were insisting 31 on schools with an American oriented curriculum and schools staffed with American teachers. In the fall of 1963 a committee was commissioned by the Department of State to review the work and problems of selected American sponsored schools in Europe, the Far East, the Middle East and South Asia. The committee report described the schools, highlighted their strengths and weaknesses, and made recommendations for improvement. Largely as a result of these recommendations, the Office of Overseas Schools was established in the U. S. Depart­ ment of State in 1964. Unlike their counterpart, the Department of Defense Dependents schools, these private American overseas schools are operated as separate e n t i t i e s , either under a charter or sponsorship by private organizations. The number of overseas international schools assisted by the Office of Overseas Schools, as well as the total enrollment, have increased markedly since 1963. At the present time there are 135 schools with an enrollment of over 67,000 students. It should be pointed out, however, that while many schools have been added, others, because of wars or political change, have been forced to close their doors.^ Vescolani, in 1970, brought out that "a declining ^ F i n i s E. Engleman and Edward W. Rushton, A m e r i ­ can-Sponsored Overseas Schools, A Second Look (Washington, D. C . : American Association of School Administrators, May, 1969), p. 2. ^ I b i d . , p. 35. 32 American population overseas is one of the primary factors for change in American overseas schools." He cited two major reasons for the smaller American population, "(1) The tendency of American business abroad to phase out American personnel, leaving only top-level American admin­ istrators, and filling other slots with nationals, and (2 ) large military, AID and other government sponsored w i t h ­ drawals ."12 Organization of the American International Schools Administration American international schools are generally governed by school boards with most of the board members being elected by constituency rather than by appointment. These boards function in different ways with some boards concerned more with administrative detail and operational items, while other boards confine themselves largely to policy matters, overall program approval and discussions of major goals. Some boards operate as a legislative body and others as an executive group. Although most of the members of the school boards are American citizens of the community served by the school, schools that enroll foreign nationals very often have representation from other countries. The chief school administrator in an international school might have a variety of titles. 12 In a large school Fred Vescolani, "Viewpoint," Communique Michigan State University Institute for International S t u d i e s , Vol. 1^ 3 (February, 1970) , p. S~. 33 with more, than one administrator, the chief administrator might be called the superintendent, headmaster or the prihcipal. the director, the The chief school adminis­ trators in these schools are generally widely experienced and well-trained, with some having had many years of similar experiences in the United States. They must possess skill in personnel management, know how to make and administer a budget, and be able to work well with school boards and the community. Other administrative personnel are employed in these schools. Frequently in the large schools, the primary, middle, junior or senior high school each might have a separate administrative head each functioning under the same headmaster or superintendent and sometimes under the same roof. Prior to 1964 there had been no single agency in Washington with the responsibility for serving, aiding, and giving advice, support and leadership to the inter­ national schools. In that year the Office of Overseas Schools was established in Washington, D. C. by the United States Department of State. This office is staffed with qualified, professional educators who are expected to perform a nonauthoritative leadership role in assisting the American International schools. The Office of Overseas Schools in Washington serves as a source for these schools to turn to for facts and advice. It serves the schools in the field as a clearing house and provides advice and 34 counseling to the overseas school boards, teachers and parents. administrators, . Encouraged by the Washington Office of overseas Schools, foundations, colleges, universities, and p r o ­ fessional organizations have, in recent years, developed an interest in the overseas international schools. The American Association of School Administrators established the position of Associate Secretary for International Education with special responsibility for rendering ser­ vice to the overseas international schools. izations, such as Other organ­ the Association for the Advancement of International Education and the Institute for the Devel­ opment of Educational A c t i v i t i e s , along with the American Association of School Admi n i s t r a t o r ^ have attempted to bring new insights, new techniques and new professional knowledge to these schools. Finance Overseas schools have some common p r o b l e m s : a board of education tendency to administer the schools; rapid turnover of teachers and administration; hire vs. Stateside-hire problems; local and fluctuating sources of funds. The overseas international schools are basically financed by the collection of tuition. Since 1963, con­ siderable sums for capital outlay and for special programs ^3I b i d . , p . 8. 35 have been made available through the Office of Overseas Schools by the Department of State and the Agency for International Development. Occasionally foundations, private individuals and corporations operating overseas make financial contributions to these schools. As the tuition rates rise due to increasing over­ head costs, economic barriers are sometimes set against some Americans living overseas and some students of other nationalities. Because of their location the costs of operating these private schools overseas is often greater than the revenue derived from tuition payments. The school's operating policies are frequently dictated to by local laws and regulations, enrollment composition. cal ideologies, local conditions and the Diverse tax policies and politi­ foreign and domestic, also complicate the financing of the schools. The school budgets are usually developed by the administrators and staff of the international schools and approved by the school boards. Once the budget is approved, the school board holds the administrative head responsible for administering and operating within the budget. Periodically the status of the operating budget is reported to the board. Personnel handling funds are usually bonded and accounts are audited. The School Pro g r a m The school program or curriculum in the typical overseas international school has been characterized as 36 academic and geared almost exclusively to the college-bound student. It is difficult to find comprehensive course offerings and the non-college bound student seems to be the forgotten one in many overseas international high school programs. Course offerings in the fields of indus­ trial arts, practical arts, vocational, business education and home economics are virtually non-existent. Some atten­ tion is given to the fields of art, music, drama and p h y s i ­ cal education. Heavy stress is placed upon the foreign languages with special emphasis upon the host nation language. Curricular guidelines for teachers, particularly in the small and more isolated schools are almost n o n ­ existent, although some staff members have worked at the local level on program outlines, educational objectives, methods and procedures and evaluative devices to evaluate learning success. Specialist services are limited in the international schools. The students are not generally exposed to rea d ­ ing improvement specialists, speech therapists, guidance counselors, or special education programs. Little is offered in the way of extra curricular activities. Most of the guidance services offered place heavy emphasis upon preparing for college. In fact, a few of the schools define their functions in their charter, as American college preparatory schools. 37 A few of t M international schools have been accredited by an American accrediting association. There seems, however, to be a growing interest in meeting such standards and as an incentive for seeking accreditation, the Office of Overseas Schools usually increases funding and acts as a liason agent with the accrediting agency. It should be recorded, however, that many of the schools are cognizant of the shortcomings in their course offer­ ings and are making honest attempts to innovate wit h some­ times very meager financial r e s o u r c e s . Facilities School buildings for international schools as with Department of Defense schools range average. from poor to above The high school buildings could be considered more adequate than many of the elementary schools in both systems. In 1963 most of the overseas international schools were housed in old, inadequate, and often dilapidated rented buildings which had not been designed specifically for school purposes. The second survey conducted by AASA brought out that although many buildings are still needed, it is fair to say that greatly increased plant facilities with fair equipment have been constructed in the p ast few years. 14 14 Engleman and Rushton, op. c i t . , p. 8. 38 In the capitals and major cities excellent facili­ ties are available such as in the Overseas Schools of Rome, the American School of The Hague, and the American School in Paris. The American School in Paris was able to obtain the 120 room facility, complete with cafeteria, gymnasium and dormitories from the American Armed Forces when they were phased out of France in May, 1967. Some Overseas International schools have, with assistance from the U. S. government and U. S. business, along with help from the local community, been able to select a site, design a modern school plant, and complete a major part of the construction. Financing a new school presents a serious problem for local boards with limited resources and the future seems dark unless major grants become available from the local sector and the federal government. The Staff The faculties of the international schools are basically composed of American teachers who were educated in the United States. A survey conducted in 1968 revealed however, that in these schools, the small schools particu­ larly continue to recruit mainly from the people locally available, many of whom are not career t e a c h e r s . ^ Emerging countries are demanding training of their own nationals in staffing of these schools, according to ~*~5Ibid. , p. 15. 39 Dr. Vescolani, who is Coordinator for Mexican and Central American schools and Consultant to the Office of Overseas Schools. His consultant role puts him in an advisory capacity on school board-administrative relations, board-teacher and board-community relations, and on policy development.^ A Second Look cites that more of the teachers in 1968 had bachelor's degrees or advanced credentials from good universities and that they were more mature in judgement, more experienced, and better trained than the teachers from these schools in 1963 whom they felt were interested mainly in travel and foreign adventure. The AASA found, on the positive side, that many schools could boast of faculty credentials which equal many of the better schools in the United States. Where high teacher pre p a r a ­ tion was found, however, other favorable conditions p r e ­ vailed, such as reasonably good salaries, environment, favorable cultural superior instructional resources and programs, good working conditions and reasonable housing. In other words, the same factors that recruit and hold superior teachers in schools in the United States are equally effec­ tive in schools overseas."^ Turnover of staff no doubt was found to be the most devastating factor as far as developing new programs and achieving excellence is concerned. 16 17 Vescolani, op. c i t . , p. The statistics on 8. Engleman and Rushton, op. e x t . , p. 15. \ 40 turnover are revealing. The records show from 30 to 100 per cent turnover of staff annually. In one school system, the committee found that in 1967-68, 6 8 per cent of the teachers had been in the school for one year or less. The figures went on to reveal that only 11 per cent of the teachers had been xn the system for five years. 18 Intercultural Education Several international schools, recognizing the importance of maintaining intercultural relations with the host country and being sensitive to local mores and politics have selected host country nationals as assis­ tants to their chief school administrators. One good example of this practice may be found in the Belgrade School where the isolation and the possible conflict of values seemed to justify selection of a highly qualified host country national as an educational assistant to the principal. This person was clearly proving of signifi­ cant value to the total school program and at the same time was enhancing international understanding between the United States and Yugoslavia. 19 The development of intercultural appreciation and understanding is possibly the most outstanding offering in the curriculum of the international schools. I b i d . , p. 17. 1 9 Ib i d . , p. 31. Almost 41 all of the schools offer the host nation language, with some starting in the first grade. Many schools become significantly involved in the cultural and academic life of the community. Field trips are executed, playdays with host nation children, band concerts, games, etc. are a part of the program. Teachers in the international schools have an excellent opportunity to become involved in intercultural activities. Some are married to host nationals, quarters where they learn the host language, live in teach children of many nationalities and spend time attending courses at foreign universities. Some schools have arranged to train student teachers from host nation schools. Organization of POD Schools Administration During the period 1946-1964 the three services— Army, Navy and Air F o r c e - o p e r a t e d separate overseas dependents schools. As these systems grew from a rel a ­ tively small number of isolated schools to large c o m ­ plexes, it became necessary to improve administration and to eliminate costly duplication. In 1964, the Secretary of Defense reorganized the administration of dependents schools by placing in one military department responsibility for academic administration of all schools within a given area. The Department of the Army was made responsible for academic 42 administration in Europe, the Navy in the Atlantic, and the Air Force in the Pacific. In 1966 responsibility for the organization, operation, administration and logistical support of all Department of Defense Overseas Dependents Schools was given to the office of Assistant Secretary of Defense (Manpower). were assumed by this office: The following functions the selection of general educational goals and objectives; the development of appropriate curricula and lists of approved instructional materials; the provision for the procurement and distri­ bution of school unique items; the establishment of p r o ­ fessional standards for all school professional p e r s o n ­ nel; the recruitment, selection, assignment, and transfer of all professional personnel to and between overseas school areas; the development of standards for the oper­ ation and administration of the academic design and construction of school facilities. 20 The assignment of the responsibility for the education of all American forces dependents in the European area to the Department of the Army resulted in the establishment of the Di r e c ­ torate, United States Dependents Schools at Karlsruhe, Germany. The Directorate at Karlsruhe consists of the Director of USDESEA and his staff. 20 Cardinale, op. c i t . , p. 461. 43 Finance The overseas dependents schools in Europe are sponsored by the United States Department of Defense with support afforded by the United States Army, European, H ead­ quarters in Heidelberg, Germany. These schools operate from a central budget with teachers' materials, transportation, salaries, teaching and building funds generated from Congressional appropriations. Logistical support of the schools is the respon­ sibility of the local installation commanders in each geographical area, and includes the provision of suitable and adequate school facilities, dormitories (when required), area and district offices, and all supplies and equipment necessary to operate a school. 21 The School Program The curriculum offered in the United States d e p e n ­ dent elementary and secondary schools is similar to that offered in the public schools in the United States. Since the students in the DOD schools represent a cross section of America, States. the program varies, as it does in the United All of the 34 high schools have programs fully accredited by the North Central Accrediting Association. In the elementary schools, modern mathematics, the new approaches in science, English, and other curricula are common. Intercultural education is stressed with special ^ I b i d . , p. 462. 44 attention given to the language customs, and culture of the host nation. Each dependent school has a curriculum review committee which forwards its suggestions for p r o ­ gram and materials to district review committees who in turn forward the suggestions to the Directorate. Among the new programs in the DOD schools are black studies, drug abuse, and human sexuality. Some high schools are offering instruction in computer educa­ tion, data processing, and uses of video taping. A model elementary school and high school are developing instruc­ tional materials to further individualized instruction in the schools. Special education programs for retarded and physically handicapped children are provided in certain designated schools. Facilities In the first years of the dependents system in Europe, school locally available buildings were used, but these were generally inadequate since the Office of the Military Government had forbidden the requisitioning of German school buildings for use by the American forces. Schools were housed in whatever was available, sometimes in apartments, in private houses, even in troop billets where there was space left over. In 1953 a school construction program was completed, and paid for by the West German Government. Projects consisted of either the construction of new buildings or altera­ tions to old buildings, at a cost of $10,500,000. Despite 45 the number of new school buildings and the renovation and improvement of other requisitioned school buildings, the influx of troops and personnel have continued to keep pres­ sure on the available space, while a unique situation exists in that all newly constructed school buildings must be approved by the local government and in actuality, are the property of these governments." 23 For school year 1970/71 USDESEA maintained 216 schools with over 114,000 students m kindergarten through 12th grade. 24 The Staff USDESEA teachers, like their students, every state in the United States. come from USDESEA teachers have an average of 10 years experience compared wit h the national average of 12 years, 31 per cent have graduate degrees compared with the national average of 30 per cent. The average age of the USDESEA teacher is 33 years compared with the national average of 39 y e a r s . 25 22 The Dependents School Program of the U. S. Army, Europe, 1946-56 (Europe: Headquarters United States Army, Historical Division, 1958), p. 5. 23 Robert H. Martin, "An Orientation Handbook for Teachers in the United States Army Schools in Europe" (unpublished masters' thesis, University of Southern California, 1956), p. 74. 24Joseph A. Mason, in a briefing presented as Direc­ tor of United States Dependents Schools, European Area, to the Curriculum Coordinators: Directorate, Karlsruhe, Germany, April, 1970. 2 ^"Twenty-Five Years," The Directorate, United States Dependents Schools, European Area (Karlsruhe, Germany: USDESEA Pamphlet, April, 1971), p. 8. 46 Seventy-four per cent of all USDESEA teachers are female and 43 per cent are married. More than 60 per cent of all USDESEA teachers are in their first, second, or third year of service to the system. USDESEA for the school year 197 0/71 employed 5,088 American teachers to teach 114,656 students in 216 schools located in 14 countries. For the school year 1970/71, 268 American teachers were recruited from the United States and 801 teachers were locally hired depen­ dent wives or tourists traveling during summer leave. Three hundred forty eight teachers were transferred from 2 CL the Pacific dependents schools. Applicants for overseas teaching positions in USDESEA schools are required to have a bachelor's degree, 18 semester hours of course work in the field of p r o f e s ­ sional teacher education, two years of successful teach­ ing experience, and certain specialized qualifications dependent upon the subject taught. The two years of teaching experience may be waived for qualified teachers employed in Europe. Salaries are based upon a recurring survey made of public school salaries in the major school systems in the United States. The salary schedule includes addi­ tional increments for advanced degrees and for longevity. All USDESEA classroom teachers recruited in the United States receive the following collateral benefits: 2^Mason, op. c i t ., p. 10. 47 Post Exchange and military commissary privileges, access to all U.S. Armed Forces recreation areas, U. S. Civil Service retirement coverage, medical and dental out-patient care for a small fee at military dispensaries, and transpor­ tation to and from overseas at government expense. Usually, single teachers are provided with bachelor officer quarters, or, when government quarters are not available, employees receive a quarters allowance to cover rent in private quarters. Turnover of the teaching staff averages about 20 per cent yearly. One reason for this percentage is the number of teachers w h o obtain leave from their school systems in the United States and can rarely extend a leave past the second year. Intercultural Education Intercultural education in USDESEA is not confined to one teacher or to one class period. It continues throughout the day, not only in social studies, but in the language arts, in science, in art and music; it is correlated to the curriculum on an interdisciplinary basis. Elementary school children, accompanied by class­ room teachers and parent c h a p e r o n e s , annually participate in week-long, outdoor camp-study programs. USDESEA students from schools throughout Europe ski on the slopes of southern Bavaria and northern Italy usually with children of the host nation. Together they study part of \ 48 the day and spend the remainder of the school day explor­ ing nature and learning to ski. Each school designs its intercultural program to fit its needs and desires. There are types of programs ranging from professional activities involving American teachers and teachers in the local communities to a variety of programs which bring together American boys and girls with boys and girls of the host nation. Joint participation by American and host nation children in tours of ancient castles and cathedrals, group concerts, international student forums, folk fests and sports events are commonplace. In some schools, arrangements are made for USDESEA students to live in youth hostels for a week or two with their counterparts from the host nations; they play and work together, quite often forming lasting friendships. They usually emerge with a better mutual understanding and a more accurate picture of each other's culture and customs.27 Local national teachers (citizens of the country in which the school is located) contribute immensely to the success of the intercultural program by serving as liason between the school and the local community. also normally teach the host nation language to the elementary school students. 27 "Twenty-five Years," op. 'cit. , p. 19. They 49 The American teachers working in the USDESEA schools generally come to Europe with a desire to k now the people and culture along with their primary mission of teaching in the schools. Many are convinced that part of their mission overseas is to instill this same curiosity and same desire to learn about the culture and the people of the country in which they are employed into the hearts of the children they are teaching. Overseas Student Teaching Programs American universities have been sponsoring overseas student teaching programs since 1965. The University of Southern California, Boston University, Pennsylvania State University, Florida State University, Stetson University, Miami University of Ohio and Michigan State University are among those most involved in overseas student teaching programs. The major universities contributing to the o ver­ seas student teaching programs have been the University of Southern California and Michigan State University. USC has had a program of student teaching overseas since 1966 while MSU started on overseas student teaching programs in 1969. The USC program consisted of about 10-12 student teachers assigned to three or four schools for a period of one semester about 10 to 12 weeks. The students were generally assigned to one of the professors who was teaching in the USC School of Education Graduate Overseas Program. This person usually made two or three trips to 50 each school where a USC student teacher was assigned. USC has traditionally assigned student teachers to only DOD schools, however, in the school year 1970/71, some USC stu­ dent teachers were assigned to International schools. The other mentioned schools have spasmodically sent student teachers to overseas schools to train, some universities have sent a student coordinator with the student teachers while others have asked the local school principal to aid and evaluate the student teacher. Michigan State University has been assigning student teachers to both the DOD and Overseas Inter­ national schools since Spring term 1969 when the first group of student teachers w a s assigned to the American School of the International Schools of The Hague. Student teachers of Michigan State University included in the present study were assigned to overseas American schools in England, Italy and Holland. F rom 20 to 25 student teachers were I assigned to each school for approximately 8 to 10 weeks. The student teachers assigned to schools in England lived in bachelor officers quarters on an American air base, the student teachers assigned to Italy lived in Italian pensiones (boarding houses) and the student teachers assigned to Holland lived in private Dutch homes. Student teachers of Michigan State University travel to their overseas assignment as a group and are accompanied by a regular MSU faculty member of the univer­ sity student teaching staff. This faculty member serves 51 as a coordinator of the program, and works with the school administration and teaching staff in planning and p r o v i d ­ ing an individualized program of experiences for each student teacher. 28 The coordinator who accompanies the student teachers overseas has a regular assignment as a director of one of the 16 MSU student teaching centers in Michigan. Although the primary task of the overseas coordi­ nator is the supervision and evaluation of the student teachers, another task that the coordinator must assume is the teaching of an MSU graduate course in education to the supervising teachers. This course could include, but not be limited to, the supervision of student t e a c h e r s , utilization of community resources or curriculum improve­ ment. The courses are offered to the supervising teachers at in-state tuition rates and can be used as a part of the MSU overseas masters program. The student teachers assigned to overseas c e n t e r s , hopefully take advantage of the opportunity to study and participate in a second culture, in order to better underr stand the similarities and differences in customs, patterns and traditions. living Student teachers selected for overseas assignments represent a cross section of grade levels and subject areas from kindergarten through senior 28 W. Henry Kennedy, "A Cooperative Student Teaching Program Between Michigan State University and Selected American International Schools" (East Lansing, Michigan: Student Teaching Office, Michigan State University, January, 1970), p. 2. (Mimeographed.) 52 high schbol and are selected for (1) their interest in gaining living experiences in a second culture, academic and cultural background, ity characteristics. and (2) their (3) their personal- 29 Overseas Schools Used in this Study The Hague The International School of The Hague is a non­ profit organization established in 1953 to serve the needs of the foreign community in the Netherlands. Each of its autonomous member schools operates as a private day school offering courses of instruction fulfilling its national educational requirements. The American School of The International Schools offers three programs, elementary, middle, and high school. are American. The principals of these schools The teachers, with the exception of native foreign language instructors, are American trained and are required to have a minimum of two years of experience. Virtually all of the teachers have a min i m u m of five years experience and are certified teachers. 30 The combined enrollment of the divisions of the Hague American International School is over 800 students. Classes are small and average 21 students in grades one 29 I b i d . , p . 4. ^ The American School of the International Schools of The Hague (The H a g u e , N e t h e r l a n d s : The American School of the International Schools of The Hague, September, 1970), p. 3. 53 through twelve. are American; Approximately 85 per cent of the students the remaining 15 per cent represent 25 different nationalities. admitted each year. A few boarding students are Thfe school assists parents in locating housing for these students in approved Dutch homes. In the eleirtentary school, grades kindergarten through four, a comprehensive, contemporary curriculum, patterned after that of the average elementary school found in the United States, is offered. Course offerings in the school grades kindergarten through twelve, follow that of the better American schools. Modern mathematics is offered at all grade levels and the conceptual and discovery through inquiry approaches are offered in science and social studies. Heavy emphasis is placed upon the instruction of foreign language with a course in conversational Dutch being required of all newly enrolled students placed in grades three through eight. General music and physical education are offered at all grade levels. Each school contains a library and emphasis is placed upon its use as a multimedia resource center for both students and teachers. Home economics and industrial arts are offered in the middle school. Personal typing is available for both middle and high school students. The high school program provides an intensive college preparatory program with four years of English and social studies required. Two years each of mathematics, 54 science and foreign language are required for graduation. Music, art, and personal typing are offered on an elec­ tive basis and all students participate in physical education classes. College Board Examinations are offered four times yearly. Extra curricular activity centers around the club program which has major emphasis in the Middle School. Intramural and interscholastic activities are offered to the high school students. A number of cultural and sport activities are jointly sponsored with the other foreign schools in the Hague. In addition, art, music, and poetry competitions have been held. Counseling and guidance services are offered to the high school students with stress laid upon gaining admissions to college as well as helping to solve personal problems. Extra help is often provided in specific sub­ ject areas for students who arrive late and encounter difficulties in certain courses. If necessary, the school will assist in making arrangements for private tutoring at extra cost. The school follows the standard school calendar found in most American schools with a total school year of 181 school days. Local national and religious holidays are observed by the school. kindergarten fees of $350.00, Tuition rates vary, with $500.00 for the elementary 55 school, $600.00 for the middle school and $700.00 for grades nine through twelve. 31 Each school contains well lighted, fully equipped and maintained classrooms in school buildings loaned to the school by the Dutch Ministry of Education. Major maintenance of the outside of the building is handled by Dutch authorities. No cafeteria is available and pupils bring their own lunches to school with milk or soft drinks available at school. Bus transportation to and from school is available to all students with a fee per student in grades K-12 of $50.00 per semester. Textbooks are pro^ vided for student use during the school year on a loan basis. In addition to tuition fees, an enrollment fee is charged for all students ranging from $20.00 to $100.00 in grades kindergarten through twelve. 32 The American School of the International Schools of The Hague is an approved school for dependents of all United States Government departments and agencies. Kindergarten or its equivalent is a prerequisite for entering grade one. Children entering the first grade should have reached their sixth birthday by 31 December of the year they are enrolled. 31Ib i d . , p. 13. 32Ib i d . , p. 14. 56 The Overseas School of Rome The Overseas School of Rome was established in 1947 by a group of American and British parents as a non-profit, non-sectarian, English-language school to prepare children for admission to schools and universities m their own countries. 33 The Overseas School of Rome population is nondenominational and the school is attended by students repre­ senting 35 nationalities and a broad range of religious faiths. The school contains a pre-school section year o l d s ) , kindergarten (four (five year o l d s ) , a lower school (grades one-six) , and a high school (grades 7-12). Approx­ imately 80 per cent of the students are Americans who plan to return to schools in the United States or to continue their studies at colleges in the United States after com­ pleting their high school programs. The faculty and administration are multi national but predominantly American. The student body reflects a number of students with parents assigned to embassies and consulates, m i l i ­ tary assistance groups, industrial and commercial enter­ prises, and the United Nations, as well as Fulbright scholars, artists and journalists. In 1953, the United States government made a grant to the school under the terms of U. S. Public L a w 480 33 Italy: The Overseas School of Rom e — Catalogue Overseas School of Rome, 1969), p. 2. (R o m e , 57 which aims to promote a better understanding of the United States in other countries, and to increase mutual under­ standing between the people of the United States and the people of other countries. With the aid of this grant of $450,000 over a five year period, the Board of Trustees constructed a new building for the elementary school, additional high school classrooms and a gymnasium, set up a program of scholarship assistance to enable Italian children to attend the school and provided badly needed supplements to faculty salaries. In recent years, 34 the school has had to resolve the problem of the steady growth of the student body, the steady rise in the percentage of Americans in the student body, and the need of the American students for a college preparatory program that prepares them for college-entrance requirements and examinations. in terms of finances, It was found impossible, staff and facilities, to provide alternative curricular offerings and to prepare students of several nationalities for the entrance requirements of Universities in their home countries. As a consequence, the Board of Trustees of the Overseas School at a special meeting in the spring of 1965 approved a new charter for the Overseas School which defines it as an American college-preparatory school. ~^I b i d ., p. 3. 58 Instruction at the Overseas School of Rome is in English. Foreign language is taught at all grades of the school by the Pattern Practice method, based on recent studies of linguistics applied to the teaching of a foreign language. All students in grades 1-6 study Italian as part of their program. In the lower school, students have a prescribed program consisting of English, mathematics, science, social studies, music and physical education. Italian, art, The social studies curri­ culum in the lower school relates European history to Greek, Roman and American, presenting physical and socio­ economic geography and correlating these programs wit h art, music and literature. In grades seven and eight, a period per day is offered in English, mathematics, social studies, language, and science. Physical education, are offered one to three times weekly. art and music Honors courses which present an enriched or accelerated program are offered. Students may choose between Italian or French at the appropriate level and may elect Latin as a sixth major subject. A minimum program for students in grades 9-12 consists of four major subjects, of which one may be English, offered one period per day. Physical education, art and music may be taken for a minimum of two periods per week. Most students elect five major subjects, and some students are allowed to take six major subjects. 59 Honors courses are offered in English and mathematics with an accelerated program offered in social studies. Courses are also offered in contemporary poetry, drama and journalism. A reading specialist teaches remedial and developmental reading to selected students at various 35 grade levels.The Overseas School of Rome has an integrated curriculum in each field of study for grades one through twelve. A curriculum review committee composed of the department chairmen and selected faculty members continu­ ally reviews the curriculum for its relationship to students' needs and the school's philosophy. An outstanding feature of the academic p r o g r a m is the low teacher-pupil ratio throughout the school. Grade sections in the lower school range from 22 to 25 students, in the upper school classes range from seminar groups of 6 to 10 students for advanced courses in most subjects to an average of 2 0 and a maximum of 25 students in the larger courses in Social Studies. The curriculum at the Overseas School of Rome is American college preparatory in nature and effect. Students of other nationalities are not p r e pared e s p e c i ­ ally for entrance to the universities in their own cou n ­ tries and graduation from Overseas School of Rome does not by itself, guarantee them the right to enter these universities. “^Ibid. , p . 4. 60 The program at Overseas School of Rome is suffi­ ciently similar to that of the Italian and Commonwealth schools at the first through fifth grade levels to enable these students to re-enter their national school system without difficulty until or after grade five. The p r o ­ gram in grades 6-12 diverges from that of the Italian schools and makes it increasingly difficult or impossible for the older student to re-enter the Italian school without having to make-up the time spent in the school. A professionally trained guidance director is available on a full time basis to work with the students. Educational and career planning is emphasized in the guidance program. College guidance is an integral part of the process and students are counseled in selecting the most suitable programs consistent with their individual interests, the schools graduation requirements, and the admissions requirements of the colleges they select to attend. A guidance reference section in the library provides career and educational information for students. A coordinated testing program is carried on under the supervision of the Guidance Department. National testing programs are integrated in the school program when desirable. The school is a test center for the College Entrance Board, the American College Testing Program and the National Merit Scholarship program. 61 The Overseas School of Rome grants two diplomas, each with different requirements. One, the Academic Diploma, requires 22 Carnegie u n i t s , while the General Diploma requires 18 Carnegie units. The big difference between the two diplomas is the heavier emphasis upon foreign language, mathematics and science in order to obtain the academic diploma. 36 The school has a scholarship program, largely based on funds received from the governments of Italy and the United States, students. to help finance the education of deserving A limited number of partial scholarships are awarded on the basis of past academic performance and recommendations. The school serves as a demonstration center in Italy of American educational methods and philosophy. The school is visited by Italian teachers and by groups of Italian students several times during the year. Lakenheath Dependents Schools The American Dependents at Lakenheath School presently located Royal Air Force Base, Suffolk, England was originally established at Mildenhall Royal Air Force Base when an elementary school was opened in 1956. The school was moved to its present site on the RAF base at Laken­ heath in 1958. In September, 36Ibi d . , p. 11. 1960, the Lakenheath American 62 High was established and operated as a seven through twelve grade junior-senior high school. In August 1969 the junior high school was separated from the high school and the seventh through ninth grades were moved to the Royal A i r Force Station at Feltwell, Norfolk, England approximately eight miles from the Lakenheath Air Base. During the 1970-71 school year over 3500 students were enrolled in the Lakenheath school complex wit h over 500 of the total high school enrollment of 800 students being housed in a seven-day dormitory located on the Lakenheath Air Base. The Lakenheath school complex does not have kindergarten classes and American students of pre-school age frequently attend the English Infants Schools located in villages surrounding the air base. The dormitory although staffed with non-teaching American personnel is administered by the supervisory principal of the three schools. Each one of the three schools in the complex is administered by a building principal who is, in turn, responsible to the supervisory principal. The Lakenheath American Dependents Schools are part of the 216 Department of Defense overseas schools in Europe and are operated by the United States Depen­ dents Schools European A r e a with offices located in Karlsruhe, Germany. The school is maintained strictly for dependents of United States military and civilian personnel; however, other English speaking students may be admitted on a tuition-paying, space-available basis. 63 in the three Lakenheath American schools contem­ porary curricula patterned after the better public schools in the United States are offered. The large elementary school containing 1800 students in grades one through six is staffed with an American librarian, nurse, two reading improvement specialists, counselor, special education teachers, a speech therapist, and music, art and a p h y s i ­ cal education teacher. All students in the junior high school are enrolled in English, mathematics, studies, science and physical education. are offered, social Other electives some of which give high school credits. One unique feature of the operation of the Lakenheath Junior High School is that it is located on a British Air Station controlled by a British Commander, but logistical support for the school is the responsibility of the American Air Base Commander at Lakenheath. The Lakenheath Senior High School was constructed in 1960 at a cost of over $2,000,000 wit h costs to be paid from surplus commodity funds.* Over $250,000 of extra monies were expended in order to equip and furnish the completed structures. Lakenheath Senior High School is one of the three American High Schools existing in the United Kingdom to serve the educational needs of dependents of Americal military and civilian personnel. The others are at London and High Wycomb. *Commodity Funds are derived from the sale of U. S. Government goods to a foreign country. 64 Lakenheath high school offers a four-year curri­ culum for day and residence students enrolled in grades nine through twelve. Residence facilities are available for students to reside in on either a five or seven day basis, depending on the father's work assignment. The high school offers a program similar to the better high schools in the United States. All members of the staff are fully certificated by state departments of education and are carefully chosen by professional school administrators and civil service recruiting teams for their successful teaching experience and graduate training. Lakenheath High School is a fully accredited member of the North Central Association of Colleges and Secondary Schools. A m i n i m u m of 16 units of credit is required for graduation. A unit of credit equals two semesters of a full-year course or two one-semester courses. A minimum of four courses not including physical education is ordinarily required. . Along with the regular courses offered in high schools in the United States, Lakenheath High School offers courses in creative writing, debate, humanities, Russian international relations, sociology, I and II and home economics for boys and mechanical and technical drawing for girls. Two full time guidance counselors are available to aid in selection of courses, assist college-bound students and administer the standardized testing program. Supervision of the dormitories is provided by a staff of 65 American and British counselors. housed three to a room. Most students are These students eat three meals a day in thfe school cafeteria. A large recreation lounge and a small snack bar are adjacent to the cafeteria. school auditorium, gymnasium, The tennis courts and sports fields are available for many dormitory activities. Interscholastic activities are carried on wit h both British and American High Schools. An active student council and an inter-dormitory council serves the needs of both the day students and the dormitory students. MSU Student Teaching Programs in Public Schools in Michigan The Certification Code of the Michigan State Board of Education states as one of the requirements for certi­ fication of teachers that: An applicant for a teaching position m u s t present evidence that he has participated under institu­ tional supervision in a program of laboratory experiences with children at the level of his p r o ­ posed certificate. The Certification Code cites that no less than eight semester hours must be spent in with experience. the laboratory Of these eight hours, no less than five semester hours are to be spent in directed teaching at the level for which the certification is granted. ^ For state certification purposes in Michigan, a minimum of 30 clock hours of responsible classroom teaching 37 Rules Governing the Certification of Michigan Teachers (Lansing, Michigan: Department of Education, Bureau of Higher Education, July, 1967), p. 2. 66 and observation under the supervision of a sponsoring institution is counted as the equivalent of one semester hour of credit in directed teaching. i 38 The primary agency for the planning and implementa­ tion of the total program for teacher preparation at Michi­ gan State University is the School of Teacher Education, the College of Education. in One of the most important func­ tions served by the School of Teacher Education is the development and maintenance of a network of cooperating public schools which work wit h the student teaching office to provide actual classroom experiences for prospective teac h e r s . Since the Fall of 1956, full-time off campus student teaching has been a requirement for all students earning teaching certificates at Michigan State University. The School of Teacher Education has been cooperating with more than 130 Michigan school systems. It has enrolled during the past five years an average of over 2700 stu­ dents for the student teaching experience. The college has stationed some 40 full time equivalent faculty members in 16 resident centers throughout the state to coordinate the professional work of the student teachers. Under this program both elementary and secondary education students live in a Michigan community for eleven weeks. There, they are considered to be members of the regular school faculty where they are assigned for their student teaching 33I b i d . , p. 10. 67 and they participate in school and related community activities Students participate in a weekly seminar under the direction of the university faculty member who resides in the community. They study regional and community educational enterprises and agencies, discuss pertinent problems with civic leaders, take part in church activi­ ties, and give assistance to such youth programs as scouting and "Y" activities. Opportunities are offered to the student teachers in these communities which are impossible in I part-time student teaching situations. In this situation, the student has muc h occasion to see the total school in operation. He is given a chance to participate in after­ school athletic programs, intramurals, athletic association activities, boys and girls and student clubs. observes and takes part in noon-hour supervision, guidance of playground activities, He in and has other oppor­ tunities to take an active part in family affairs at teachers' meetings, PTA activities, faculty study commit­ tees, work with specialists assigned to the school and conferences with parents. 39 40 Professional Education, A Mission of Michigan State University (East Lansing, Michigan: Michigan State Univer­ sity, 1969) , p. 4. 40 I b i d . , p . 4. 68 One of the most important advantages of the MSU resident student teaching program is that students can see first-hand and have a part in the development of a continuous teaching program for pupils. They can observe from a good vantage point how different phases of the curriculum are related, what kinds of emphasis are impor­ tant in a sequential program of teaching, and the inter­ relationship of one classroom to the total program in the school. The resident student teaching program provides opportunity for teaching in many different kinds of p r o ­ grams. This is particularly significant for the elemen­ tary major, since elementary schools provide experiences in self-contained classrooms, team teaching, time schedules. and block Practice is not only provided in teaching the basic subjects, but also experience is gained in art, physical education, music, and in other specialized areas as well as in different organizational areas. This training also is helpful to the student teacher who is preparing to teach in the secondary schools, since many junior and senior high school teachers teach some courses in their minor as well as their major field. The full­ time resident program may permit the student teacher to gain some experience teaching in his minor field. Student teachers get to know their pupils better by being with a group for a longer period of time. study the backgrounds of their pupils, They they have more 69 time for understanding and helping to diagnose difficulties of children, and they, are able to offer more effective guidancfe and counseling since they are with their groups full time during the term. The student teaching residence program in each center is directed by a Resident Student Teaching Coordi­ nator. This Coordinator carries full faculty rank and status. There are man y advantages in having a Student Teaching Coordinator assigned full-time to a community; he knows the teaching staff and school administrators, and is acquainted w i t h school and district policies. learns first-hand the curricula He of the local schools and how to adapt them to the needs and abilities of the student teachers. He knows the community, its resources, its problems, and how school and community work together. This intimate knowledge of school and staff allows for more effective assignment of individual student teachers to particular supervising teachers. 41 Dean brings out the many advantages in the preparation of teachers that have been found in this type of a program: 1. Better methodology and more effective ways in 'how to teach' results from the resident stu­ dent teaching program because of optimum emphasis on the factors of time, sequence, and continuity. Leland W. Dean, "A Description of Michigan State's Full-Time Teaching Program (East L a n s i n g r Michigan: Michigan State University, College of Education, May, 1966) , p. 2. i 70 2. Since this program provides for more careful analysis of pupils' backgrounds, records, strengths, and weaknesses, and since there is time to relate them to school progress, a deeper insight into understanding of pupil behavior and improved ways of evaluating achievement are accomplished by the student teacher, 3. The teacher-in-training has greater oppor­ tunities to observe and understand the inter­ relationship of one classroom to the school, of school to school, and of school to community. 4. Student teachers' contacts with parents and parent activities are increased through this program. Hence, students who have had this experience are better able as beginning teachers to work with parents, 5. Problems of teaching and methods of solving them become immediately more realistic as student teacher, classroom teacher, and coordinator tackle the problems cooperatively in a real public school setting. 6. The Resident Coordinator who lives in the com­ munity and who works in the local schools is more readily available and can give more time to visitation, observation, and consultation than a college supervisor who may live on campus many miles from the community. Where student teaching programs were operated by campus based staff, a common complaint of supervising teachers has been: "I'm not sure w h a t the college wants me to do. I never see the college representative often enough or long enough for him to explain my role as a supervising teacher." This is not a problem under the resident program. 7. Every coordinator of student teaching under the MSU resident center plan devotes at least one-half day each week to a seminar related to student teaching. The group is large enough to insure a lively and challenging session and to include problems common to each level of teaching. The size of the group is such that resource persons from the school system or the community feel that their contributions are not 'wasted' on a mere handful of prospective teachers. Since the coordinator also involves 71 the students in planning and in carrying out the seminar meetings, they are able to draw upon their reservoir of talent and ability, and their creative skills, in enriching the seminar learnings. 8. Our pro g r a m of helping teachers to better understand the work and responsibility necessary in supervising a student teacher has great emphasis under the resident center program. Individual conferences, group meetings of supervising teachers, and quick attention to supervising teacher questions and problems are a par t of the program. In most centers the resident coordinator teaches the course, 'Supervision of Student T e a c h i n g 1 to improve the understanding of the supervising teacher of the pro g r a m and his responsibilities and possible contributions. This leads to their improved effectiveness as supervising teachers.42 Michigan State University Clinical Cluster Student Teaching Program In 1967 representatives of the teacher p r e p a r a ­ tion institutions in Michigan began working together to develop improved programs of teacher education with special emphasis placed upon laboratory experiences for student teachers. There was general agreement that devel­ oping closer partnerships with public schools would strengthen teacher education programs and at the same time improve inservice educational opportunities for teachers in public schools. ^ Ibid. , p. 3 . 72 In a position paper in which the structure of a model teaching program was presented, the authors p r e ­ sented four principles that they considered p a r a m o u n t . ^ 1. The program for student teachers should p r o ­ vide great flexibility so that strengths and weakness of the individual students will determine the specific program each will follow. 2. An individually designed pro g r a m can build upon the unique competencies of each student teacher. 3. The program shall be structured to provide many kinds of school experiences for the student teacher in addition to classroom teaching. 4. Effective means should be developed to bring .practicing teachers and teacher preparation institutions into a true partnership in the design and implementation of teacher e d u c a ­ tion p r o g r a m s . In designing the new type of laboratory experience as suggested in the model teaching program, Michigan State University developed the Clinical Cluster Program. the cluster program, In the student teachers are assigned to a teacher jointly selected by the school principal, teaching staff and the MSU student teaching center director. This teacher is released for a portion of his teaching load and is designated as a Clinical Cluster Consultant. He works with the rest of the building staff in providing a 43 Leland Dean and W. Henry Kennedy in collaboration with Deans and Directors of Teacher Education of Michigan in Michigan Colleges. "A Position Paper on Student Teaching Programs," in Howard E. Bosley, Teacher Education in Transi­ tion, An Experiment in C h a n g e , Vol. 1 (Baltimore, Maryland: Multi-State Teacher Education Project, May, 1969), pp. 165-66. 73 sequence of experiences based on the diagnosed needs of the students and the resources and needs in the building. The teacher selected as the Clinical Cluster Consultant teaches a half a the day and works for and is paid by M S U for remainder of the day which is spent working with student teachers. The Consultant is directly responsible to the University Student Teaching Center Director for all activities involving student teachers and to the principal for all matters affecting the faculty and 44 students. The assignment of the Clinical Cluster Consultant includes providing leadership to student teachers, p r o ­ viding classroom supervision and instruction to student teachers when needed, identifying student teacher problems, and aiding in developing individualized p a r t i ­ cipatory schedules based upon the diagnosed needs of the student teachers. This p rogram has met with outstanding success at Michigan State University and will be expanded to include over 1200 of the approximately 3000 student teachers who will be assigned to MSU student teaching centers in Michigan during the school year 1971-1972. Summary This chapter reviews the literature relative to the establishment of and comparison of the overseas American 44 W. Henry Kennedy, "Responsibilities m Clinical Cluster Program," Supplement to Agreement with Schools for Clinical Clusters (East Lansing, Michigan: Student Teach­ ing Office, Michigan State University, n.d.), p. 2. 74 international schools with the Department of Defense Dependents Schools. The organizational structure of the American Dependents Schools and the American International schools covering administration, finance, the school program, facilities, the staff and intercultural education has been presented for both systems. A review of the nature of overseas student teaching programs of American univer­ sities is presented with particular emphasis upon the student teaching programs of Michigan State University in the public schools of Michigan and in the overseas student teaching centers. A description of the three overseas student teaching centers used in this study is presented in this chapter. From a review of the literature reported in this study it was found that while a great deal of research has been conducted on foreign students exchange, relatively few studies have been conducted on American elementary and secondary teacher populations training or working for extended periods of time in a foreign country. A great percentage of the literature contained in this chapter was in the form of letters, pamphlets, briefs and position papers. CHAPTER III RESEARCH PROCEDURES Introduction The primary purpose of this study was to compare the effects of the presence of Michigan State University student teachers in overseas American schools wit h the effects of the presence of Michigan State University of1 student teachers assigned to Michigan public schools. The secondary purpose was to identify and measure some of the changes in attitudes and values of student teachers assigned to overseas schools. This chapter p r e s e n t s : a description of the sam­ ple; development of the survey instrument; the methods used in the collection of data; the statistical hypotheses; and the techniques used to code and record the data. Identification of Sample The sample population used in this study included four referent groups of student teachers of Michigan State University and the supervising teachers of these students. The largest group was the 595 student teachers 75 76 assigned to the 16 student teaching centers of Michigan State University throughout Michigan during the fall term of 1969. This group was a segment of the original survey, "The Impact of Student Teaching Programs Upon the Cooperating Public Schools in Michigan," conducted by deans and direc­ tors of teacher education institutions in Michigan, which was administered in 1969 to the entire student teaching population assigned by 2 8 teacher preparation institutions in Michigan. The original survey was administered at the same time to the supervising teachers and principals who were involved in student teaching programs during the fall quarter or semester of 1969. The other three groups participating in the present study were student teachers of Michigan State University and supervising teachers assigned to overseas American schools in England, Italy and Holland. One of the overseas groups was assigned to a United States Department of Defense school maintained for dependent children of military and civilian personnel. This school which offers grades one through twelve is located in Lakenheath, England on a large A m e r i ­ can airbase, 50 miles northwest of London. The other two overseas groups were assigned to International schools in Rome, Italy and The Hague, The Netherlands. schools are private, coeducational, Both of these and offer educational programs from kindergarten through twelfth grades for students of all nationalities. These international schools are sponsored by the United States Department of State and American business firms. The students attending these two 77 private overseas schools are children of businessmen, Department of State officials, citizens. and private American A few students are children of business men or professionals of other nationalities and in some cases are children of officials of other countries. These three overseas groups were administered the same questionnaire used in The Impact Study of student and supervising teachers in Michigan. The questionnaire was administered to the overseas groups during the spring and fall of 1970, and the spring of 1971. teachers were assigned to England, Twenty-four student 20 assigned to Italy, and 24 were assigned to Holland comprising a total of 6 8 student teachers and 68 supervising teachers. The student teachers participating in each group were not randomly selected, rather the total population of each referent student and supervising group was surveyed. Differences in circumstances and composition of the schools may have had some effect upon the attitudes of the stu­ dents, student teachers and faculties of these schools. It was assumed, however, that regardless of the numerical inequity of the sample, that this sampling procedure would provide four groups of student and supervising teachers who would be comparable except for differences in the locale of their assignment and school organization. 78 Development of the Survey Instrument The development of the survey instrument used in this study was an outgrowth of the Impact Study on student teaching in Michigan conducted in fall 1969. The Impact Study developed in response to a request in 1968 by the Council of State College Presidents in Michigan, who after reviewing student teaching practices asked the question: "What impact does a student teaching program have upon the public school cooperating in such a venture?"^ The assignment to conduct such a study was given to the Deans of Education and Directors of Student Teaching in Michigan, a group whic h had been meeting regularly for three years. Nearly 10,000 respondents including teachers, student teachers and administrators, were involved in what is probably the most comprehensive study of student teaching ever conducted in this country. 2 The committee established to initiate and conduct this survey was made up of representatives of three state 1 Leland W. Dean, Past Chairman of Deans and Directors Group, Impact of Student Teaching Program Upon the Cooperating Public Schools in M i c h i g a n . A Survey of Opinions of Supervising Teachers, Student Teachers and School Administrators conducted, by Deans and Directors of Teacher Education in Michigan, June, 1970, p. 1. 2 I b i d . , p. 1. 79 supported institutions: Michigan University; and Michigan State University; Central the University of Michigan. Chairman of the committee was Dr. W. Henry Kennedy, Director of Student Teaching, Michigan State University. Educational researchers from the three institutions were involved by the committee in planning the study, and the research consultant service of the College of Education of Michigan State University was used extensively in the design of the study and the development of the survey instruments. The committee gave special attention to the need for complete objectivity in the instruments used for data gathering. The instruments were developed and reviewed by the student teaching faculties of the various institutions and members of the profession in the winter of 196 9. During the spring term of 1969, eight institu­ tions conducted a pilot study to test the instrument and procedures. The instruments were then refined, procedures sharpened and limitations corrected. During the development of the pilot study and in the preparation of the final version of the instr u m e n t s , officials from the Michigan Education Association and the Detroit Federation of Teachers provided suggestions and made contributions to items in the instruments. Separate instruments were developed for supervis­ ing teachers, student teachers and administrators. A system was developed to match the supervising teacherstudent teacher pairs to make possible the eventual 80 statistical analysis of the data. The administrator ver­ sion of the instrument was in some respects similar to the supervising teacher and student teacher instruments to make possible the comparisons of the three groups on some items. After deciding that random sampling would be rather difficult in view of the extent of the program, the decision was made to survey the entire population of student teachers assigned for student teaching by Michigan institutions. The survey sought to determine the impact of a student teaching program upon public schools in Michigan who were participating in such a program. A total of 9,881 participants responded to the study; 4,3 97 supervising teachers; 3 1,001 principals. 4,483 student teachers; and Instrumentation In the current study the author used the same questionnaire devised for the Michigan Student Teacher Impact Study of 196 9 with the student teachers of Michigan State University assigned to the three overseas American schools and their supervising teachers. Except as they reflected the appropriate viewpoint from the two different positions, the student teacher questionnaire and the super­ vising teacher questionnaire each contained 80 items and were so designed that the respondents checked only the one ^Ibid. 81 response they considered applicable. An IBM answer sheet was provided and the response sheets were machine scored and tabulated by the Michigan State University Data P r o ­ cessing Center. The first six items for both the student teacher questionnaire and the supervising teacher questionnaire were designed to yield demographic information. The next seven questions covered the current teaching assignment including the grade, respondent. subject area or teaching field of the Questions 14 through 18 on the questionnaires dealt with changes in individualizing instruction. Item 19 for both questionnaires was concerned with the extent of time reteaching was deemed necessary after the student teacher had taught. Numbers 20 through 2 8 reported the extent that instructional activities were changed due to the presence of the student teacher. Items 29 through 34 for the questionnaires were concerned with the contributions the student teacher may have made to the school program. Questions 35 and 36 brought out the number of hours per week the student teacher taught assigned classes and the hours per week the supervising teacher was away from class due to the presence of the student teacher. Questions 37 through 44 reported for both groups the time spent by the supervising teacher on additional activities due to the student teacher handling the classes. Questions 45 through 49 asked both groups for the extent of time student teachers relieved other faculty 82 members of additional school related activities. On both questionnaires, questions 50 through 53 were concerned with the extent other faculty members were able to conduct school related activities due to the presence of a student teacher. On both questionnaires, items 54 through 57 reported the number of hours per week the student teacher spent with the supervising teacher, the extra hours the supervising teacher spent at school and the average number of hours weekly the supervising teacher worked on job related activities away from school due to the student teacher's presence. Questions 57 through 60 reported for both groups the extent of time the supervising teacher spent on class­ room activities due to the presence of the student teacher. For both groups, questions 61 through 69 requested the extend of time the supervising teacher spent with the student teacher on school work and outside job-related activities. For both groups, questions 70 and 71 were concerned with the amount of time the student teacher taught while the supervising teacher or other faculty m e m ­ bers were away from class. On both questionnaires item 72 presented the amount of time the student teacher spent doing volunteer work in the school community. For both groups questions 73 and 74 dealt with the effect of the presence of the student teacher on the supervising teacher and the attitude of the administration towards working with student teachers. Question 75 on the 83 student teacher questionnaire dealt with the degree the student teacher would recommend a friend for student teaching with the same supervising teacher. Item 75 for the supervising teacher sought an indication of the degree of acceptance of another student teacher. Questions 76 through 78 for both groups dealt with the amount of time and degree of help given by the univer­ sity coordinator of student teaching. naires, On both q u e stion­ items 79 asked if the supervising teacher would want the student teacher teaching in the school next year while the student teacher was asked if she would accept a teaching position in the school for the next school year. Question 80 referred to the reason why the student teacher was assigned to a particular school and asked the super­ vising teacher why a student teacher was assigned to her. Sociological Questionnaire In order to accomplish the secondary purpose of this study, a questionnaire (Appendix C) was designed by the writer to identify and measure some of the possible changes in values and attitudes of student teachers assigned to overseas schools resulting from their opportunity to interact with people of different nationalities and Ameri­ can segments of the overseas American communities. .This questionnaire was administered only to the student teachers. It contained 29 items pertaining to their association with Europeans, differences in living conditions, impressions gained during their travels, 84 changes in attitudes, and other differences encountered by the student teachers during their sojourn overseas. The first two questions were designed to yield information in regard to the student's responses to people of different nationalities both as a guest in their coun­ tries and meeting Europeans visiting the United States. Inquiry as to his awareness of being an American overseas was included in items 83, 89, 90 and 94. How the student reacted to Europeans and adjustment to the foreign envir­ onment were presented in items 85, 88, 91, 92, 93, and 97. Changes in the person's cultural and leisure interests were reported in items 84, 87, 95, and 98. Item 96 reported the extent of learning about the host nation from living there as opposed to books or lectures in the United States. As a part of changing attitudes, student teachers were asked to make a general comparison, in items 99 to 108, of the host nationals with Americans on characteristics which included friendliness, morals, outlooks, and indus­ triousness. T he possibility of new career aspirations evolving and becoming more important to the overseas stu­ dent teachers because of their overseas experience was brought out in item 86. Friendships with host nationals or Europeans which the student teacher made while overseas, and plans to correspond with or keep in contact with host nationals were dealt with in item number 109. 85 i Collection of Data The data collected by The Impact Study of Student Teachinq Programs in Michigan were utilized in the current study. 1969 The group surveyed by the original Impact Study of was referred to in this study as Student Teachers of Michigan State University Assigned to Michigan Public Schools. Permission was granted to this writer to admin­ ister the Impact Study questionnaires to the student and supervising teachers of the three overseas American schools involved in the current study. The item response analysis sheets of the student and supervising teachers of Michigan State University who participated in the original Impact Study of 196 9 were made available by the Michigan State University Data Pro­ cessing- Center. These analysis sheets were used to com­ pare the Michigan public schools group w ith the overseas American School group. The questionnaires, both the Impact Study instru­ ment and the sociological instrument, were administered by the writer with the aid of the Michigan State Univer­ sity student teacher coordinators who accompanied the students to the overseas schools and supervised their student teaching experiences. Student teacher question­ naires were presented in groups while the supervising teachers were given the questionnaires individually and asked to fill in the IBM answer sheets and return them as soon as possible. 86 The responses on all questionnaires were trans­ ferred to IBM key punch cards and from the cards to item response analysis sheets. The data from the questionnaires were summarized and appropriate statistical tools applied. Selected items were analyzed and compared to determine differences/ if any, between the overseas group and the Michigan school group. A series of taped interviews with the overseas student teachers was conducted by the writer discussing the value of the overseas teaching experience and overseas living experience. Interviews were held with individual student teachers and with groups of student teachers in the three overseas student teaching centers. Excerpts from the student teacher interviews were presented in a later section of this study. Statistical Hypotheses Five general hypotheses were formulated relative to each of five major dimensions of concern. For each of these dimensions a comparison was made between the perceptions held by student teachers in Michigan schools and those held by student teachers in overseas schools. Similarly a comparison was also carried out between the perceptions of supervising teachers in the Michigan public schools and in the overseas schools. were two comparisons made. those of supervising teachers Thus for each hypotheses, there 87 Ho^ There are no differences in the character­ istics of the following instructional activities as perceived by student teachers or as perceived by supervisory teachers when student teachers of Michigan State Univ e r ­ sity are assigned to overseas American schools as compared to the assignment of student teachers in Michigan public schools: a. b. c. d. e. Ho~ There are no differences in the contributions to the following aspects of the school p r o ­ gram when student teachers are placed in overseas American schools as compared to when student teachers are placed in public schools in Michigan. a. b. c. H °3 Amount of small group instruction Extent of individual instruction Amount of material covered Classroom discipline changes Motivation of pupils The frequency w ith which student teachers perform recess, yard, playground or hall duty The extent to which student teachers develop, provide or suggest new or different instructional materials The hours per week in which student teachers taught supervising teachers' assigned classes There are no differences in the amount of time the supervising teacher was able to spend on the following profes­ sional duties due to the presence of the student teacher whether this student teacher was assigned to overseas American schools or public schools in Michigan. a. b. c. d. e. The frequency of supervising teacher visits to other classrooms Amount of committee work conducted by supervising teacher with students and faculty Amount of research conducted by the supervising teacher Amount of professional reading performed by the supervising teacher Amount of time supervising teacher spent participating in student teacher seminars or in-service activities 88 Ho^ There are no differences in the amount of time spent by the supervising teacher on the following classroom activities due to the presence of student teachers in the overseas American schools as compared to their presence in the public schools in Michigan: a. b. c. d. Ho,. Time spent by supervising teacher on instruction Time spent by supervising teacher on lesson planning Time spent by supervising teacher on grading papers Time spent by supervising teacher helping individual students There are no differences in the contribution of the student teacher to the professional growth of the supervising teacher whether student teachers are assigned to overseas American schools or in the public schools of Michigan: a. b. c. d. e. A m o u n t of time per week spent with supervising teacher Amount of extra hours per week the super­ vising teacher spent at school due to presence of a student teacher Amou n t of time the supervising teacher spent on job related activities away from school due to presence of a student teacher Times per week student teacher was in contact with the supervising teacher outside of regular working hours at school. The effect a student teacher working w ith the supervising teacher had on the performance of the supervising teacher Analysis Procedures A multivariate of analysis was chosen to analyze the data. This analysis was done with a Fortran program by Jeremy Finn of the State University of N e w York at 89 Buffalo and modified for use at Michigan State University. 4 The computer analysis chosen for the investiga­ tion allowed not only for a univariate or multivariate analysis of covariance, but also for related transforma­ tions, cell means, correlations, least square estimates, and canonical as well as hypotheses tests related to this study. The 18 questions used in the Form A Questionnaire to form the five null hypotheses were extracted from the 5 Impact Study. (See Appendix A and B.) The reliability of these questions was calculated by the use of the Hoyt g Estimate of Reliability. Calculations gave a value of 0.8430 for the reliability coefficient of the factors in the first hypothesis activities). (changes in specific instructional A value of 0.7368 was established for the reliability coefficient of those in the second hypothesis (contributions to the school program) and a value of 0.7933 was established for the reliability coefficient of the factors in the third hypothesis 4 (time supervising teachers Jeremy D. Finn, "Univariate and Multivariate Analysis of Variance and Covariance: A FORTRAN IV Program," Modified for the Michigan State University CDC 3600 and 6500 Computer Systems by David J. Wright. Occasional Paper No. 9 (East Lansing: Michigan State University, Office of Research Consultation, March, 1970). 5 Leland W. Dean, "Impact of Student Teaching. . op. c i t ., p. 2. g Cyril Hoyt, "Test Reliability Obtained by Analysis of Variance," Psychometrika, VI (June, 1941), 153^160. 90 spend on specific classroom activities). The coefficients for hypotheses four and five were found to be statistically unreliable so these were analyzed by the application of the chi square statistical test for significance. The .05 level of confidence was chosen arbitrarily as indicating statistical significance. The Form B Questionnaire used in this investigation was a sociological questionnaire designed by the writer to identify and measure some of the changes in values and attitudes of student teachers assigned to overseas schools (Appendix C ) . The Form B questionnaire was administered only to student teachers assigned to the Michigan State University student teaching centers in Italy and Holland, The Form B questions were given scale scores and the p e r ­ centages are indicated in Chapter IV in the form of bar g raphs. A series of questions were presented in the form of taped interviews of the student teachers located in the student teaching centers in England, (See Appendix D.) Italy and Holland. These interviews were conducted with individual student teachers and groups of student teachers in the three overseas student teaching centers. These questions were framed to attempt to identify some of the effects that overseas living had on the lives of the student teachers. 91 Summary In this chapter the purpose of the investigation was delineated and the procedures used to obtain and analyze the data were discussed. following topics: Included were the identification of population and selection of samples; the development of the instrument used for the collection of data; the instruments and the basis for the validity and reliability of the instruments the procedures used to collect the data; the statistical hypotheses formulated for testing purposes and the p r o ­ cedures used to analyze the data. Chapter IV presents the analysis of the data. CHAPTER IV PRESENTATION A N D ANALYSIS OF DATA Introduction The data collected by the student teacher q u e s ­ tionnaire, the sociological questionnaire and the taped interviews are presented in this chapter. These data compared the effects of the presence of student teachers of Michigan State University assigned to overseas Ameri­ can schools with student teachers of Michigan State University assigned to public schools in Michigan. The chapter is divided into three sections. The first section contains the data collected by the student teacher questionnaire with a format paralleling the statement of the five hypotheses presented in Chapter I. The second section of this chapter presents the data collected from the sociological questionnaire. section is divided into two parts: This part one contains 18 items from the sociological questionnaire and part two contains a selected list of items in which the student teachers were asked to make comparisons. The third section of the chapter contains a series of responses by 93 the student teachers to taped interviews conducted at the overseas student teacher centers. Statistical Procedures Thirty three items from the 80 items in the Mi c h i ­ gan Impact Study instrument were selected as m o s t appro­ priate for comparison for purposes of the present study and grouped according to their relationship to each of the five hypotheses identified in the study. The responses to each group of items were subjected to a computerized program for converting the responses into scale scores, and the reliability of the scale scores was calculated by Hoyt's Analysis of Variance.1 TABLE 2.— Reliabilities and Standard Error of the Estimate for Dependent Variables One, Two, Three, Four, and F i v e . Dependent Variables Scales H1 H2 H3 H4 H5 Reliability Coefficient Standard Error of the Estimate 0.8230 1.33 0.7368 1.67 0.7965 1.62 0.4513 2.18 0.4770 1.80 1Cyril Hoyt, "Test Reliability Obtained by Analysis of Variance," P s y chometrica, VI (1941), 153-160. 94 The value of the coefficient of reliability of a set of scores is related to a number of characteristics of the test and the group tested. 2 Typically the reliability coefficient will be greater for scores from a test composed 3 of more homogeneous or discriminating items. Calculations gave a value of 0.8230 (Table 2) for the reliability coefficient for scale one, a value of 0.7368 was calculated for scale two and a value of 0.7965 was established as the reliability coefficient for scale three. The value of 0.4513 was computed as the reliability coefficient for hypothesis four and the value of 0.4770 for hypothesis five. Since the reliability coefficients for these two hypotheses were deemed too low to be treated as scale scores, the chi-square technique following the procedures set forty by Dixon and Massey 4 was used for analysis of the data obtained for these two hypotheses. As the data collected for this study contain more than one independent variable and several dependent vari­ ables , a multivariate analysis of variance was selected for the statistical model to analyze the data collected for the general hypothesis relating to overall effect. The multivariate analysis of variance uses several rather 2 Robert L. Ebel, Measuring Educational Achieve­ ment (Englewood Cliffs, N e w Jersey: Prentice-Hall Inc., 1965), p. 330. 3I b i d ., p. 336. 4 . Wilfred J. Dixon and Prank J. Massey, Introduc­ tion to Statistical Analysis (New York: McGraw-Hill Book Company, Inc., 1951), pp. 188-189. 95 than just one dependent variable in which these variates are weighted to provide the maximum possible effects. Another major feature of multivariate models is that they make provision for considering the interaction among dependent as well as independent variables. Computation was carried out by the Finn program on a Control Data Corporation 3600 computer. This analysis of variance was computed using the two independent vari­ ables: role and location (i.e., student teacher or supervising teacher) (i.e., Michigan, England, Italy or Holland). Thus the analysis was performed on a 2 x 4 factorial analysis of variance with unequal cell sizes. The problem of assessing the effect of tional activities, (1) instruc­ (2) contributions to the school program, and (3) time spent by supervising teachers on professional activities was approached by testing the three specific hypotheses in addition to the general hypothesis relating to overall effect. Each hypothesis was presented in its null form, evaluated with respect to the evidence and accepted or rejected according to the level of significance which was arbitrarily set at the .05 level. The multivariate analysis of variance showed no significant interaction between the independent variable of role location (i.e., student teacher or supervising teacher) and (i.e., Michigan, England, Italy or Holland), which ^Finn, op. c i t . , p. 90. 96 provided the justification for analyzing the main effects of role and location on each dependent variable separately. TABLE 3.— Multivariate Analysis of Variance for Effects of Presence of Student Teachers. Source of Variance Degrees of Freedom Mean Square F Ratio Significance Role 3 1271.0000 25.5409 0.00001 Location 9 3093.4306 1.3890 0.18710 Role x Location (interaction) 9 3093.4306 1.6980 0.08400 The analysis of variance for the independent variable of role shows a significant difference at the .05 level therefore, the null hypothesis was rejected. The analysis of variance for the independent variable of loca­ tion shows no significant difference at the .05 level, therefore, the null hypothesis was not rejected. An examination of the analysis of variance for interaction (i.e., role x location shows no significant difference at the .05 level therefore, rejected (Table 3). the null hypothesis was not Specific Hypotheses Tested Findings Relative to Hypotheses 1 Hypothesis one stated that: There are no differences in the effects on the following instructional activities as perceived by student teachers or as perceived by supervisory teachers, when student teachers of Michigan State University are assigned to overseas American schools as compared to the assignment of students teachers to public schools in Michigan. a. b. c. d. e. Amount of small group instruction Extent of individual instruction Amount of material covered Classroom discipline changes Motivation of pupils As indicated in Table 4 the student teachers in the three overseas schools as well as in the Michigan public schools rated their participation in the five measures higher than did their supervising teachers. A wide dis­ crepancy was noted in the overseas school of Rome where the Rome student teachers rated themselves four points higher than did their supervising teachers. Table 4 As noted in the London student teachers and the student teachers assigned to public schools in Michigan rated themselves very similarly. The supervising teachers in the three overseas schools in Rome, The Hague and London rated them­ selves evenly as indicated in Table 4. 98 TABLE 4.--Mean Scale Scores for Hypothesis One (Instructional A c t i v i t i e s ) . Group Mean Scale Scores Michigan Supervising Teachers 16.62 Michigan Student Teachers 17.70 Rome Supervising Teachers 15.16 Rome Student Teachers 19.08 The Hague Supervising Teachers 15.87 The Hague Student Teachers 18.16 London Supervising Teachers 15.45 London Student Teachers 17.75 The analysis of variance on the dependent variable of instructional activities shows a significant difference due to role (i.e., student teacher or supervising teacher) at the .05 level since P was .0001. Thus, clearly, the supervising teachers in the program respond differently than do the student teachers (Table 5). The analysis of variance on the dependent variable of instructional activities shows a significant difference due to interaction effects level since p was However, (role x location) at the .05 .0170. as noted in Table 5, the analysis of variance on the dependent variable of instructional acti­ vities shows no significant difference due to location (i.e., Michigan or overseas centers) significance since p was .5685. at the .05 level of The null hypothesis for TABLE 5.— Univariate Analysis of Variance on the Dependent Variable of Instructional Activities. Source of Variance Sum of Squares Degrees of Freedom Mean Square Statistic Significance 481,0844 1 481.0844 64.1699 .0001 Location 15.1419 3 5.0473 .6732 .5685 Role x Location (interaction) 76.4 3 25.5828 3.4124 .0170 1273 7.4970 Role Error 95.2 x 10' 100 location effects on instructional activities therefore could not be rejected. Findings Relative to Hypothesis 2 Hypothesis two stated that: There are no differences in contributions to the following aspects of the school program when student teachers are assigned to overseas American schools compared to when student teachers assigned to public schools in Michigan. a. b. c. The frequency which teachers perform recess, yard, playground or hall duty The extent to which student teachers develop, provide or suggest new or different, instruc­ tional materials The hours per week in which student teachers taught supervising teachers assigned classes. As indicated in Table 6 the student teachers in the three overseas schools as well as the teachers in the Michigan public schools rated their participation in the three measures higher than did their supervising teachers. The increase reported by the Michigan student teachers was slightly higher on the three measures than the Michigan supervising teachers while the Rome student teachers rated themselves more than two points higher than the Rome super­ vising teachers. The supervising teachers in the overseas schools Of London and The Hague rated themselves very similarly with the supervising teachers in London rating themselves slightly lower on the three measures (see Table 6) . 1 101 TABLE 6.— Mean Scale Scores for Hypothesis Two tions to School P r o g r a m ) . Group (Contribu­ Mean Scale Scores Michigan Supervising Teachers 12.01 Michigan Student Teachers 12.77 Rome Supervising Teachers 11.66 Rome Student Teachers 14.00 The Hague Supervising Teachers 11.75 The Hague Student Teachers 13.29 London Supervising Teachers 10. 75 London Student Teachers 12.83 The analysis of variance on the dependent variable of contribution to the school program revealed a significant difference due to role vising teacher) (i.e., student teacher or super­ at the .05 level since p was .0001 (Table 7). The analysis of variance on the dependent variable of contribution to the school program shows no significant difference due to interaction effects location) at the .05 level since p was (i.e., role x .1613. As noted in Table 7, the analysis of variance on the dependent variable of contributions to the school p r o ­ gram shows no significant difference due to location (i.e., Michigan, England, Italy or Holland) level of significance as p was at the .05 .3970. Even though role differences were significant, the analysis showed no significant difference in contribution TABLE 7.— Univariate Analysis of Variance on the Dependent Variable of Contributions to the School Program. Degrees of Freedom Mean Square 241.5874 1 241.5874 31.5945 .0001 Location 22.6923 3 7.5641 .9892 .3970 Role x Location (interaction) 39.430 3 17.1440 1.7190 .1613 1273 7.6465 Source of Variance Role Error Sum of Squares 9.7 x 10' Statistic Significance 103 to the school program. Thus, hypothesis 2 was not rejected. Findings Relative to Hypothesis 3 Hypothesis three stated that: There are no differences in the amount of time spent by the supervising teacher on the follow­ ing professional duties due to the presence of a student teacher in the overseas American schools compared to the presence of a student teacher in the public schools of Michigan. a. b. c. d. e. The frequency of supervising teachers visits to other classrooms The amount of committee work conducted by supervising teachers with students and faculty The amount of research conducted by the supervising teacher The amount of professional reading per­ formed by the supervising teacher The amount of time the supervising teacher spent participating in student teaching seminars or in-service activities As indicated in Table 8 the student teachers in the overseas American schools and in the Michigan public schools rated themselves very similarly in the five m e a s ­ ures used in this hypothesis. A minimal increase was noted on the part of the Michigan student teachers over the Michigan supervising teachers. Again it was noted that the Rome student teachers tended to rate themselves higher than the Rome supervising teachers. The student teachers in The Hague rated their participation in the five measures two points higher than the supervising teachers in The Hague. 104 TABLE 8.— Mean Scale Scores for Hypothesis Three Spent on Professional D u t i e s ) . Group (Tjme Mean Scale Scores Michigan Supervising Teachers 14.29 Michigan Student Teachers 14.60 Rome Supervising Teachers 12.50 Rome Student Teachers 14.50 The Hague Supervising Teachers 12.00 The Hague Student Teachers 14.08 London Supervising Teachers 13.83 London Student Teachers 14.50 The analysis of variance on the dependent variable of time spent on professional duties reveals no significant difference due to role vising teacher) (i.e., student teacher or super­ at the .05 level since p was .0506. The analysis of variance on the dependent variable of time spent on professional duties shows no significant difference due to interaction effects location) (i.e., role x at the .05 level since p was .3146 (Table 9). As shown in Table 9, the analysis of variance on the dependent variable of time spent on professional duties shows no significant difference due to location Michigan, England, Italy or Holland) significance since p was (i.e., at the .05 level of .0558. Thus, hypothesis three was not rejected and it was concluded that there were no differences between the TABLE 9.— Univariate Analysis of Variance on the Dependent Variable of Time Spent on Professional Duties. Source of Variance Sum of Squares Degrees of Freedom Role 56.6618 1 56.6618 3 37.4287 2.5302 .0558 3 17.5145 1.1840 .3146 Location Role x Location (interaction) Error 112.0 52.5435 18.8 x 10 3 Mean Square F Statistic Significance 3.8304 .0506 106 overseas supervising teachers and the supervising teachers in Michigan on the time spent on professional duties. Findings Relative to Hypotheses 4 and 5 The Chi square test was selected as the statisti­ cal tool to analyze the data for hypothesis four (time spent by supervising teachers on classroom activities) and hypothesis five (contributions of student teacher to the professional growth of the supervising t e a c h e r ) . The Chi square test tests the agreement between obtained and theoretical distribution, "It is mathemati­ cally equal to the sum of the quotients obtained by dividing the square of each difference between the actual and theoretical frequency for each category, by the £ theoretical frequency for that category." where 0 = observed frequency E = theoretical or expected frequency The four questions pertaining to hypothesis four and the five questions pertaining to hypothesis five were analyzed on an individual basis. The Chi square tests g Edition p. 91. Carter V. Good, Dictionary of Education, Second (New York: McGraw-Hill Book Company, Inc., 1959), 107 represented are presented in the form of a question first, frequency table, calculations of Chi square from the data, and a short statement as to the significance of the Chi square. Each item was rejected or accepted according to the .05 level of significance. Responses in all the tables refer to the answers to the questions in the Impact Study. An attempt was made to limit the observed responses to three choices in the tables to simplify the data as much as possible. Thus, "increased" in the analysis represents the sum of "increased a great deal," and "increased to some extent" from the survey instrument. In most of the tables question three represented "remained about the same." In most of the tables "reduced" repre­ sented the sum of responses "reduced to some extent" and "reduced a great deal" from the survey instrument. This permitted collapsing to three rows, the observed and expected frequencies in most of the Chi square tables. Low cell frequencies resulting from the inability of some students and supervising teachers to answer some q u e s ­ tions, required reducing some of the tables further to two rows in which one row represented the sum of responses "increased" and "remained the same." Each segment of hypotheses four and five has two parts per segment. Each question has student responses and supervising teachers responses calculated separately. The letters O. S. in the tables represent overseas students or supervising teachers and the letters M.S.U. represent 108 those students and supervising teachers who remained in Michigan. Analysis of Data Obtained from Chi Square *■ The data obtained for the fourth null hypothesis were analyzed item by item on an individual basis. Each sub-item in the hypothesis was accepted or rejected accord­ ing to the level of significance criterion of .05. Segment one of hypothesis four stated that: There are no differences in the amount of time spent by the supervising teacher on classroom instruction due to the presence of student teachers.of MSU in the overseas A m e r i ­ can schools as compared to their presence in the public schools of Michigan. This was not rejected at the .05 level of significance as shown in Table 10 according to the data obtained from the student teachers. However, according to the data obtained from the supervising teachers on this item as shown in Table 11 a Chi square of 36.912 was calculated. This showed a significant difference at the .001 level for the supervising teachers. Thus the null hypothesis was accepted by the data obtained from the student teachers and rejected by the data obtained from the supervising teachers. Most of the contribution to the Chi square value resulted from a greater than expected number of overseas supervising teachers who reported increased time spent in instruction w i t h an accompanying decrease in those who reported the time spent on instruction to remain the same or to decrease when student teachers were TABLE 10.— Time Spent by Supervising Teachers on Instruction Due to the Presence of Student Teachers (Student Teacher Responses). Expected Responses Observed Responses O.S. Increased Remained Same Reduced Totals M. O.S. 1 4 55 11 31 544 12 35 599 60 586 646 Increased Remained Same Reduced Totals Calculations of x Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Remained Same Remained Same Decreased Decreased Observed Frequency 1 11 4 31 55 544 1.11 3.25 55.64 10.89 31.75 543.36 12 35 599 60 586 646 2 Expected Frequency 1.11 10.89 3.25 31.75 55.64 543.36 M. O-E 2 (O-E)^ (O-E)2 E -.11 .11 .75 -.75 -.64 .64 .01210 .01210 .5625 .5625 .4096 .4096 .011 .011 .173 .018 .007 .001 X *Not significant. 2 = .211 TABLE 11.— Time Spent by Supervising Teachers on Instruction Due to the Presence of Student Teachers (Supervising Teacher Responses). Observed Responses O.S. Increased Remained Same Reduced Totals Expected Responses M. 17 15 28 50 64 467 67 79 495 60 581 641 Increased Remained Same Reduced Calculations of x Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Remained Same Remained Same Reduced Reduced Observed Frequency 17 50 15 64 28 467 M. 6.27 7.39 46.34 60.73 71.61 448.66 67 79 495 60 581 641 2 Expected Frequency 6.27 60.73 7.39 71.61 46.34 448.66 O.S. 0-E 10.73 -10.73 7.61 - 7.61 -18.34 18.34 (O-E)"1 (O-E)2 E 115.13 115.13 57.91 57.91 336.36 336.36 18.362 1.896 7.836 .809 7.259 .750 2 X *Significant at the .001 level. = 36.912* Ill present. These people probably included time spent on instruction of the student teacher, or found that the presence of the student teacher relieved them of some of the routine duties of the teacher making available more time for actual teaching. Segment two of hypothesis four stated that: There are no differences in the amount of time spent by the supervising teacher on lesson planning due to the presence of student teachers in the overseas American schools as compared to their presence in the public schools of Mi c h i ­ gan. This hypothesis was not rejected by the data obtained from the student teachers as shown in Table 12 or by the data received from the supervising teachers as shown in Table 13. Thus the null hypothesis was accepted. Segment three of hypothesis four stated that: There are no differences in the amount of time spent by the supervising teacher on grading papers due to the presence of student teachers in an overseas American school, as compared to their presence in the public schools of Michigan. As shown in Table 14 for student teachers a Chi square of .951 was obtained. This was not significant at the established .05 level of significance. The supervising teachers also reported data leading to acceptance of the null hypothesis as shown in Table 15. A Chi square of 3.8005 was calculated with two degrees of freedom and this was not significant at the .05 level. Thus the null h y p o ­ thesis was accepted by the data obtained from the student TABLE 12.— Time Spent by Supervising Teachers on Lesson Planning Due to the Presence of Student Teachers (Student Teacher Responses). Increased Same Reduced Totals Observed Responses Expected Responses O.S. M. O.S. 3 11 46 30 101 433 33 112 479 60 564 624 Increased Same Reduced Totals Calculations of x O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Same Same Reduced Reduced Observed Frequency 3 30 11 101 46 433 29.83 101.23 432.94 33 112 479 60 564 624 2 Expected Frequency 3.17 29. 83 10.77 101.23 46.06 432.94 3.17 10.77 46.06 O-E -.17 .17 .23 -.23 -.06 .06 (O-E) .0289 .289 .0529 .0529 .0036 .0036 .00911 .00097 .00491 .00052 .00008 .00001 X *Not significant. (O-E)2 E 2 2 ® .01560* 112 Response M. TABLE 13.— Time Spent by Supervising Teacher on Lesson Planning Due to the Presence of Student Teachers (Supervising Teacher Re s p o n s e s ) . Observed Response Increased Same Reduced Totals O.S. M. 9 18 33 165 163 252 174 181 285 60 580 640 Expected Response O.S. Increased Same Reduced Totals Calculations of x Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Same Same Reduced Reduced Observed Frequency 9 165 18 163 33 252 M. 16.31 16.97 26.72 157.69 164.03 258.28 174 181 285 60 580 640 2 Ex. Frequency O-E (O-E)2 16. 31 157.69 16.97 164.03 26.72 258.28 -7.31 7.31 1.03 -1.03 6.28 -6.28 53.44 53.44 1.06 1.06 39.44 39.44 (O-E)2 E 3.28 .34 .06 .01 1.48 .15 2 X *Not significant. = 5.32* TABLE 14.— Time Spent by Supervising Teachers on Grading Papers Due to the Presence of Student Teachers (Student Teacher Responses). Observed Responses O.S. Increased or remained same Reduced Totals Expected Responses M. O.S. 8 52 108 479 116 531 60 589 647 Increased or remained same Reduced Totals Calculations of ^ Response Increased or remained same M.S.U. Increased or remained same O.S. Reduced M.S.U. Reduced Observed Frequency M. 10.76 49.24 105.24 481.76 116 531 60 587 647 2 Ex. Frequency (O-E)2 O-E (O-E)2 E O.S. 8 10.76 -2.76 7.62 .708 108 52 479 105.24 49.24 481.76 2.76 2.76 -2.76 7.62 7.62 7.62 .072 .155 .016 2 X *Not significant. = .951* TABLE 15.--Time Spent by Supervising Teachers on Grading Papers Due to the Presence of Student Teachers (Supervising Teacher Responses). Increased Remai ne d S ame Reduced Totals Observed Responses Expected Responses O.S. O.S. M. 3 18 39 30 111 432 33 129 471 60 573 633 Increased Remained Same Reduced Totals Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Remained S ame Remained Same Reduced Reduced Observed Frequency 3 30 18 111 39 432 3.13 12.2 3 44.64 29.87 116.77 426.36 33 129 471 60 573 633 2 115 Calculations of x M. Ex. Frequency O-E (O-E)2 (O-E)2 E 3.13 29. 87 12.2 3 116.77 44.64 426.36 - .13 .13 5.77 -5.77 -5.64 5.64 .0169 .0169 33.2929 33.2929 31.8096 31.8096 .0054 .0006 2.7222 .2851 .7126 .0746 2 X *Not significant. = 3.8005 116 teachers and also by the data obtained from the supervising teachers in overseas centers and Michigan centers. Segment four of hypothesis four stated that: There are no differences in the amount of time spent by the super­ vising teacher on time spent helping individual students due to the presence of student teachers in the overseas American schools as compared to their presence in the public schools of Michigan. This hypothesis was not rejected at the .05 level of significance as shown in Table 16 according to the data received from the student teachers. However, according to the data obtained from the supervising teachers on this item as shown in Table 17 a Chi square of 7.6 7 32 was calculated with two degrees of freedom. The time spent with individual students between overseas and Mi c h i ­ gan supervising teachers was significantly different at above the .05 level. The overseas supervising teachers found the time they spent helping individual students changing as a result of the presence of student teachers. Fewer than expected reported this time as increased. Thus the null hypothesis was accepted by the data received from the student teachers and rejected by the data obtained from the supervising teachers. The fifth null hypothesis was analyzed item by item on an individual basis with data obtained from the Chi square tests, the same as the fourth null hypothesis. Each item in the hypothesis was accepted or rejected according to the level of significance which was set at the .05 level. TABLE 16.— Time Spent by Supervising Teachers on Helping Individual Students Due to the Presence of Student Teachers (Student Teacher Responses). Increased Remai ne d s ame Reduced Totals Observed Responses Expected Responses O.S. M. O.S. 20 20 20 251 175 161 271 195 181 60 587 647 Increased Remained same Reduced Totals Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Remained Same Remained Same Decreased Decreased Observed Frequency 20 251 20 175 20 161 25.13 18. 09 16.79 245.87 176.92 164.21 271 195 181 60 587 647 2 117 Calculations of y M. Ex. Frequency O-E (O-E) (O-E) E 25.13 245.87 18. 08 176.92 16.79 164.21 -5.13 5.13 1.92 -1. 92 3.21 -3.21 26.3169 26.3169 3.6864 3.6864 10.3041 10.3041 1.047 .107 .204 .021 .614 .003 2 2 X *Not significant. 2 = 2.056* TABLE 17.— Time Spent by Supervising Teachers on Helping Individual Students Due to the Presence of Student Teachers (Supervising Teacher Responses). Increased Remained same Reduced Totals Observed Responses Expected Responses O.S. O.S. M. 30 22 8 386 126 67 416 148 75 60 579 639 Increased Remained same Reduced Totals Calculations of x Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Increased Increased Remained same Remained s ame Decreased Decreased Observed Frequency 30 386 22 126 8 67 M. 39.06 13.90 7.04 376.94 134.10 67.96 416 148 75 60 579 639 2 Ex. Frequency O-E (O-E)2 (O-E)2 E 39.06 376.94 13.90 134.10 7.04 67.96 -9106 9.06 8.10 -8.10 .96 - .96 82.0836 82.0836 65.6100 65.6100 .9216 .9216 2.1015 .2178 4.7201 .4893 .1309 .0136 X 2 = 1.6132 *Significant difference. 119 Hypothesis five stated that there are no differences in the contribution of the student teacher to the prof e s ­ sional growth of the supervising teacher whether student teachers are assigned to overseas American schools or to the public schools of Michigan. Five segments were identified as a means of testing this hypothesis. The first segment stated that there are no differences in the amount of time per week spent in the physical presence of the supervising teacher whether student teachers are assigned to overseas American schools or to public schools in Michigan. This could not be rejected at the .05 level of significance as shown in Table 18 according to the data obtained from the student teachers. However, according to the data from the supervising teachers on this item as shown in Table 19, a Chi square score of 11.87 w ith two degrees of freedom was significant at or above the level. .01 It would appear the Chi square values were largely influenced by the judgment of the overseas supervising teachers who felt disproportionately that they had spent 16 to 30 hours per week in the physical presence of the student teachers compared to the greater or lesser choices. The null hypothesis was accepted by the data from student teachers and rejected by the data obtained from the super­ visory teachers. Segment two of the hypothesis five stated that: There are no differences in the amount of extra hours per week the supervising teacher spent at school due to the TABLE 18.— Amount of Time Per Week Student Teachers Spent in the Physical Presence of the Supervising Teacher (Student Teacher R e s p onses). Observed Responses Expected Responses O.S. O.S. M. Less than 15 hrs. 16-30 hours 31 hours or more 14 29 17 184 265 134 198 294 151 Totals 60 583 643 Less than 15 hrs. 16-30 hours 31 hours or more Totals M. 18.48 27.43 14.09 179.52 266.57 136.91 198 294 151 60 583 643 2 Calculations of ^ Observed Frequency Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Less than 15 hrs Less than 15 hrs 16-30 hours 16-30 hours 31 hrs. or more 31 hrs. or more • • 14 184 29 265 17 134 Ex. Frequency O-E (O-E) (O-E)2 E 18.48 179.52 47.43 266.57 14.09 136.91 -4.48 4.48 1.57 -1.57 2.91 -2.91 20.0704 20.0704 2.4649 2.4649 8.4681 8.4681 1.0861 .1118 .0899 .0092 .6010 .0619 2 X *Not significant. = 1.9599* TABLE 19.— Amount of Time Per Week Supervising Teachers Spent in the Physical Presence of the Student Teacher (Supervising Teacher Responses). Less than 15 hrs. 16-30 hours 31 hours or more Totals Observed Responses Expected Responses O.S. O.S. M. 9 46 5 149 .308 117 158 354 122 60 574 634 Less than 15 hrs. 16-30 hours 31 hours or more Totals Calculations of x Response O.S. Less than 15 hrs. M.S.U. Less than 15 hrs. O.S. 16-30 hours M.S.U. 16-30 hours O.S. 31 hours or more M.S.U. 31 hours or more Observed Frequency 9 149 46 308 5 117 M. 14.95 33.50 11.55 143.05 320.50 110.45 158 354 122 60 574 634 2 Ex. Frequency O-E (O-E)2 14.95 143.05. 33.50 320.50 11.55 110.45 - 5.95 5.95 12.50 -12.50 - 6.55 6.55 35.4025 35.4025 156.25 156.25 42.9025 42.9025 (O-E)2 E 2.37 .25 4.66 .49 3.71 .39 2 X ♦Significant difference. = 11.87* 122 presence of a student teacher whether assigned to overseas American schools or to the public schools in Michigan. This hypothesis could not be rejected by the data obtained from the student teachers as shown in Table 20 or by the data received from the supervising teachers as shown in Table 21. Thus the null hypothesis was accepted. Segment three of hypothesis five stated that: There are no differences in the amount of time the super­ vising teachers spent on job related activities away from school due to the presence of a student teacher whether in the overseas American schools or in the public schools in Michigan. As shown in Table 22 for student teachers a Chi square of .1400 with two degrees of freedom was obtained which was not significant at the established .05 level of significance. For the supervising teachers the null hypothesis was not rejected as shown in Table 23. A Chi square score of 5.6065 with two degrees of freedom was obtained from the responses of overseas and supervising teachers. This was not significant at the established .05 level of significance. However, it may be noted that there was a tendency for the overseas teachers to increase the average number of hours per week they worked on job related activities away from school to a degree approaching signi­ ficance. The null hypothesis was accepted for the data obtained from the student teachers and also by the data TABLE 20.— Amount of Extra Hours Per Week the Supervising Teacher Spent at School Due to the Presence of a Student Teacher (Student Teacher Responses). Observed Responses O.S. Added 1-6 hrs. wkly. No effect Reduced 1-6 hours weekly Totals Expected Responses O.S. M. 7 31 58 367 65 398 22 156 178 60 581 641 Added 1-6 hrs. wkly. No effect Reduced 1- 6 hours weeklv 6.09 37.25 58. 91 360.75 65 398 16.56 161.34 178 581 641 60 Totals M. 123 2 Calculations of ^ Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Observed Frequency Added 1-6 hrs. wkly 7 58 Added 1-6 hrs. wkly No effect 31 No effect 367 Reduced 1-6 hrs wkly 22 Reduced 1-6 hrsi. wkly 156 Ex. Frequency O-E (O-E) (O-E)2 E 6.09 58.91 37.25 360.75 16.66 161.34 .91 - .91 -6.25 6.25 5.34 -5.34 .82.81 .8281 39.06 39.06 28. 52 28.52 .1356 .0141 1.0486 .1083 1.7119 .1768 o 2 X *Not significant. i = 3.1956* TABLE 21.— Amount of Extra Hours Per Week the Supervising Teachers Spent at School due to the Presence of a Student Teacher (Supervising Teacher Responses). Added 1-6 hrs. wkly No effect Reduced by 1-6 h r s . weekly Totals Observed Responses Expected Responses O.S. O.S. M. M. 17 38 173 355 190 393 Added 1-6 hrs. wkly 17.54 36.28 No effect 172.46 356.72 190 393 60 590 650 Reduced by 1-6 h r s . 60 weekly 590 650 590 650 60 590 650 Totals 60 124 2 Calculations of ^ Observed Frequency Response O.S. M.S.U. O.S. M.S.U. O.S. Added 1-6 hrs. Added 1-6 hrs. No effect No effect Reduced by 1-6 weekly M.S.U. Reduced by 1-6 weekly wkly wkly (O-E)2 Ex. Frequency O-E (O-E)2 17 173 38 355 17.54 172.46 36.28 356.72 - .54 .54 + 1.72 -1. 72 .2916 .2916 2.9584 2.9584 .0166 .0017 .0815 .0083 5 6.18 -1.18 1.3924 .2253 62 60. 82 1.18 1.3924 .0229 hrs. hrs. 2 X *Not significant. = .3563* TABLE 22.— Amount of Time Supervising Teachers Spent on Job Related Activities Away From School due to the Presence of Student Teachers (Student Teacher Responses). Observed Responses Expected Responses O.S. M. O.S. 11 41 112 393 123 434 8 68 76 573 633 Added 1-6 hrs. wkly No effect Reduced 1-6 hours weekly Totals 60 Added 1-6 hrs. wkly 11.66 41.14 No effect Reduced 1--6 hours weekly 7.20 Totals Response O.S. M.S.U. O.S. M.S.U. O.S. 123 434 68. 80 76 633 573 2 Ex. Frequency O-E (O-E) (O-E)2 E 11 112 41 393 11.66 111.34 41.14 392.86 — .66 .66 - .14 .14 .4356 .4356 .0196 .0196 .0374 .0039 .0005 .0001 8 7.20 .80 .6400 .0888 68 68.80 - .80 .6400 .0093 Observed Frequency Added 1-6 hrs wkly Added 1-6 hrs wkly No effect No effect Reduced 1-6 hours weekly M.S.U. Reduced 1-6 hours weekly 111.34 392.86 125 Calculations of ^ 60 M. 0 '2 X = *Not significant. .1400* TABLE 23.— Amount of Time Supervising Teacher Spent on Job Related Activities Away from School due to the Presence of Student Teachers (Supervising Teacher Responses). Added 1-6 hrs. wkly No effect Reduced 1-6 hrs. weekly Totals Observed Responses Expected Responses O.S. M. O.S. 17 37 140 304 157 341 6 135 141 60 579 639 Added 1-6 hrs. wkly 14.74 32.02 No effect Reduced 1-6 hrs. 13.24 weekly 60 Calculations of ^ Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Added 1-6 hrs wkly Added 1-6 hrs wkly No effect No effect Reduced 1-6 hrs wkly Reduced 1-6 hrs wkly Observed Frequency 17 140 37 304 6 135 M. 142.26 308.98 157 341 127.79 141 579 639 2 Ex. Frequency O-E (O-E)^ (O-E)2 E 14. 74 142.26 32.02 308.98 13.24 127.76 2.26 -2.26 4.98 -4.98 -7.24 7.24 5.1076 5.1076 24.8004 24.8004 52.4176 52.4176 .3465 .0359 .7745 .0803 3.9590 .4103 2 X *Not significant. = 5.6065 127 collected from the supervising teachers in the overseas schools and the public schools in Michigan. Segment four of hypothesis five states that: There are no differences in the number of times per week the student teacher was in contact with the supervising teacher outside of regular working hours at school whether at an overseas school or in a public school of Michigan. Data from both student teachers and supervising teachers led to the rejection of this null hypothesis. Responses from the student teachers, Table 24, show a calculated Chi square of 18.25 with two degrees of freedom which is significant at or above the .001 level. The supervising teachers responses shown in Table 25, with two degrees of freedom also show significance at or above the .001 level, and it may be concluded that the overseas students and supervising teachers felt they had more contact with each other outside of regular working hours at school than is the case with student teachers assigned to Michigan schools. The null hypothesis was rejected by the data obtained from the student teachers and also by the data collected from the supervising teachers in the overseas schools and the public schools in Michigan. Segment five of hypothesis five stated that: There are no differences in the effect a student teacher working with the supervising teacher had on the performance of the supervising teacher in an overseas center compared with that in a public school in Michigan. According to the TABLE 24.— Number of Times Per Week the Student Teacher was in Contact with the Supervising Teacher Outside of Regular Working Hours at School (Student Teacher Responses). Observed Responses Expected Responses O.S. O.S. Less than 1 time per week 1-6 times per week 7-10 times per week Totals M. 21 37 2 371 202 15 392 239 17 60 588 648 Less than 1 time per week 36. 30 1-6 times per wk 22.13 p er 1.5 7 7-10 times ; week Totals 60 M. 355.70 216.87 15. 43 392 239 17 588 648 Calculation of x2 Response Less than 1 time per week M.S.U. Less than 1 time per week O.S. 1-6 times per wk M.S.U. 1-6 times per wk O.S. 7-10 times per wk M.S.U. 7-10 times per wk Observed Frequency Ex. Frequency O-E (O-E)^ (O-E) 2 E O.S. 21 36.30 -15.30 234.09 6. 45 371 37 202 2 15 355.70 22.13 216.87 1.57 15.43 15.30 14.87 -14.87 .43 .43 234.09 221.1169 221.1169 .1849 .1849 .66 9.99 1.02 .12 .01 * m CM • 00 — il *Significant difference. 1 I CM X TABLE 25.— Number of Times Per Week the Student Teacher was in Contact with the Supervising Teacher Outside of Regular Working Hours at School (Supervising Teacher Responses). Less than 1 time per week 1-6 times per week 7-10 times per week Totals Observed Responses Expected Responses O.S. M. O.S. 17 39 4 327 238 19 344 277 23 584 644 60 Less than 1 time 32.05 per week 1-6 times per week 25.81 7-10 times per week 2.14 Totals Response Less than 1 time per week M.S.U. Less than 1 time per week O.S. 1-6 times per week M.S.U. 1-6 times per week O.S. 7-10 times per week M.S.U. 7-10 times per week Observed Frequency 311.95 251.19 20. 86 344 277 23 584 644 2 Ex. Frequency 129 Calculations of ^ 60 M. O-E (O-E) (O-E)2 E O.S. 17 32.05 -15.05 226.5025 7.07 327 39 238 4 19 311.95 25.81 251.19 2.14 20.86 15.05 13.19 -13.19 1.86 - 1.86 226.5025 173.9761 173.9761 3.4596 3.4596 .73 6.74 .69 1.62 .17 X 2 =17.02* *Significant difference. 130 responses received from the student teachers, Table 26, a Chi square of 10.222 was obtained with two degrees of freedom. This was significant at or above the .01 level. More of the overseas student teachers were unable to judge or felt that the supervising teacher became more effective. 2 These two choices had about equal contributions to the x • Not as many of the student teachers as expected felt that the; teachers' performance remained the same. According to Table 2 7 showing the data collected from the supervising teachers there was no significant difference. A Chi square score of .7399 with one degree of freedom was obtained. Therefore, the null hypothesis was rejected by the data collected from the student teachers and accepted by the data collected from the supervising teachers in the over­ seas schools and the public schools in Michigan. Other Findings Sociological Questionnaire— Part 1 In order to accomplish the secondary purpose of the study, a questionnaire was designed by the writer, to attempt to identify and measure some of the possible changes in values and attitudes of student teachers assigned overseas resulting from their opportunity to interact with people of different nationalities and American segments of the overseas American communities. The questionnaire contained 29 items. items pertained to the student teachers' The first 18 association with TABLE 26.— Effect Working with a Student Had on the Performance of the Supervising Teacher (Student Teacher Responses). Made more effective Remained same Unable to judge Totals Observed Responses Expected Responses O.S. O.S. M. 28 5 27 221 159 205 249 164 232 60 585 645 Made more effective 23.16 Remained same 15.26 21.58 Unable to j udge Calculations of x Response O.S. M.S.U. O.S. M.S.U. O.S. M.S.U. Made more effective Made more effective Remained same Remained same Unable to judge Unable to judge Observed Frequency 28 221 5 159 27 205 60 Totals M. 225.84 148.74 210.42 249 164 232 585 645 2 Ex. Frequency O-E (O-E) (O-E)2 E 23.16 225.84 15.26 148.74 21.58 210.42 4.84 - 4.84 -10.26 10.26 5.42 - 5.42 23.4256 23.4256 105.2676 105.2676 29.3764 29.3764 1.011 .104 6. 898 .708 1.361 .140 O X *Significant difference. 2 = 10.222* TABLE 27.— Effect Working with a Student Teacher Had on the Performance of the Supervising Teacher (Supervising Teacher Responses). Made more effective Remained same Totals Observed Responses Expected Responses O.S. O.S. M. 38 22 460 124 498 146 60 584 644 Made more effective 46.40 Remained same 13.60 Totals Calculations of x Response O.S. M.S.U. O.S. M.S.U. Made more effective Made more effective Remained same Remained same Observed Frequency 38 460 22 124 60 M. 451.60 132.40 498 146 584 644 2 (O-E)2 Ex. Frequency O-E (O-E)2 46.40 451.60 13.60 132.40 -8.40 8.40 8.40 -8.40 7.056 7.056 7.056 7.056 .1521 .0156 .5189 .0533 X *Not significant. 2 = .7399* 133 Europeans while overseas, tions, the differences in living condi­ the impressions gained during their travels, and changes in attitudes and other differences encountered during their sojourn overseas. The data collected by the questionnaire were analyzed to determine if any changes occurred during the student teachers' sojourn in Rome and Holland. The q ues­ tions and percentages of the responses for the student teachers assigned to Italy and Holland follow. The student teachers who were assigned to the center in England were not involved with this questionnaire. section, In the following selected questions are presented with graphs designed to indicate the percentages of the student teachers' responses. An analysis of each selected item follows the bar graphs. Questions 81 and 82 were designed to yield infor­ mation regarding the students' responses to people of different nationalities both as a guest in their countries and in meeting Europeans visiting the United States. 134 81. Rome N=12 To what degree do you find yourself responding d i r ­ ectly toward people of different nationalities than before you were assigned overseas? Increased a great extent 66% 10 Hague N=24 20 30 40 50 Increased a great extent 58% 60 Some Remained Increase the same 17% 17% 70 Some Increase 21% 80 90 Remained the same 21% -+ . 10 82. Rome N=12 30 40 50 60 70 80 90 100 To what extent would your reaction to foreigners visiting the United States be any different since your travel and assignment overseas? Increased a great extent 50% 10 Hague N=24 20 100 20 30 40 Some Increase 25% 50 Increased a great extent 58% 10 20 30 40 50 60 70 Remained the same 25% 80 90 100 Some Remained Increase the same 17% 25% 60 70 80 90 100 The answers to questions 81 and 82 demonstrated that the student teachers in Rome and The Hague felt they responded more directly toward people of different nation­ alities than before being assigned overseas. A combined 135 percentage of 83 was shown for the Rome group while a combined percentage cf 79 was reported by the group in The Hague. It appears that the student teachers participated 7 m the personal adjustment defined by Mathews. The student teachers actively lived and grew in such a way that they felt largely successful with their own degree of responses to people of different nationalities. O As to social adjustment, defined by Brim, the student teachers seemed to have improved their ability to respond to others and to become more able members of the society even though it was only an eight-week living experience. The student teachers all seemed to agree that their reaction to foreigners visiting the United States would be increased to a great extent due to their assign­ ment overseas. The host nation countries, Italy and Holland, apparently were quite successful in changing the student teachers' attitudes in regard to foreigners visiting the United States. Michigan State University students indi­ cated they would be more aware and possess an entirely different attitude to foreigners visiting the United States. A combined percentage for the Rome group of 75 was obtained 7 Mathews, op. c i t . , p. 671. g Orville G. Brim, Jr. and Stanton Wheeler, Sociali­ zation After Childhood (New York: John Wiley and Sons, 1966), p. 132. 136 and a combined percentage of 73 was obtained for The Hague student teachers. This section attempted to investigate how the student reacted to Europeans and adjusted to the foreign environment. Questions 85, 88, 91, 92, 96, and 97 were felt to best demonstrate the Michigan State University students reactions. 85. Rome N=12 Do you feel at home in this foreign environment? To a Great Extent 58% 10 Hague N=24 Rome N=12 40 50 60 20 30 40 70 90 80 100 To Some Extent 42% 50 60 70 90 80 100 I feel as comfortable with foreigners as I am with my fellow countrymen. Agree 25% 1 1 10 Hague N=24 30 To a Great Extent 58% 10 88. 20 To Some Extent 42% Uncertain 41% 1 1 20 | 30 | 40 Agree 42% 1 1 10 ! 1■ 50 1 1 60 Disagree 34% I 1 70 Uncertain 24% 1 1 20 1 1 30 1 1 40 ..I 1 50 I 1 60 I1 80 I 1! 1 90 100 Disagree 34% i 1 70 i 1 80 i 1 90 i 1 100 137 91. Rome N=12 I feel I can trust most foreigners I meet in their home country. Agree 25% Uncertain 42% Disagree 33% ..... _l_.. L. __ 1... - -I .... 1- , . 1. . 10 20 30 40 50 60 70 Hague N=24 — J... 80 -L .... .1 90 100 Uncertain 10 20 30 40 50 60 70 80 90 100 Disagree 92. Most people have false ideas about what it is like to live overseas. Rome N=12 10 20 30 40 50 60 70 80 90 100 Disagree Hague N=24 Agree 75% ---- 1 ----- 1----- 1 ----- 1— 10 20 30 40 .. 50 .._ .1_____ 1 60 70 Uncertain 25% .1... 1_____L 80 90 100 138 96. I am learning more about the host nation from my presence here than I could from books or lectures in the United States. To a Great Extent 100% Rome N=12 100 To a Great Extent Hague N=24 To a Limited Extent Not at All 97. Rome N=12 Did you date host nationals or foreigners while overseas? To a Limited Extent 50% 8% 10 20 30 40 50 Not At All 42% 60 70 80 90 100 80 90 100 To a Great Extent Hague N=24 8% To a Limited Extent— 33% 10 20 30 To a Great Extent Not At All 59% 40 50 60 70 139 It is noteworthy that no student teacher said he did not feel at home in the foreign environment even though it was only an eight-week training period. Forty-two per cent of The Hague student teachers felt as comfortable with foreigners as with Americans while 25 per cent of the Michigan State University student teachers in Rome felt the same way. percentage, In answering the same question, a larger 41, was uncertain in the Rome group than the 24 per cent who were uncertain in The Hague. if any group felt cultural shock, It seems that "a temporary loss of familiar signs or symbols that people experience when entering a foreign country," it was n o t too evident, in the responses. calls, The students responded well to what Berger "Mobility, the changes that occur in the severing of interpersonal relations with family and friends and the removal of established mores, norms, and folkways with the simultaneous introduction of n e w social systems." q Seventy five per cent of The Hague group thought that most people had false ideas about living overseas while 42 per cent in the Rome group did. One hundred per cent of the Rome group felt that they learned more about their host nation than from books or lectures while 92 p e r cent agreed to this in The Hague. Here one could probably state that "cross cultural education" took place. Smith feels that cross cultural education is described as the "reciprocal process of learning and adjustment that occurs when 9 Berger, o p . c i t ., p. 22. 140 individuals sojourn for educational purposes in a society that is foreign to them, normally returning to their own society after a limited p e r i o d . "^ On the question of dating host nationals or for­ eigners while overseas, 5 8 per cent of the Rome student teachers indicated dating to a limited or a great extent and 41 per cent of The Hague student teachers indicated dating to a great or limited extent. theory could be related here.'1''*' Perhaps Gullahorns It may be due to the typological makeup of the teachers, that an eight-week period was not enough time to establish enduring friendships. The following questions, 83, 84, 89, 90 and 94 dealt with an inquiry into each individual student teacher's awareness of being an American overseas while student teaching in Rome and The Hague. 83. Rome N=12 How do you feel about being an American overseas? A Great Difference 25% 10 Hague N=24 20 Some Difference 58% 30 40 A Great Difference 50 60 No Dif­ ference 17% 70 Some Difference 45% 34‘ 10 20 30 40 50 60 70 80 90 100 No Difference 21% 80 90 100 "^Brewster M. Smith, "Cross-cultural Education as a Research Area," Journal of Sociological I s s u e s , 12 (1956), p. 3. ^ T h e Gullahorns, op. c i t . , p. 47. 141 84. Rome N=12 Do you feel any different as a result of your overseas experience? A Great Difference 66% 10 Hague N=24 20 30 Some Difference 17% 40 50 A Great Difference 50% 10 20 30 40 60 70 80 No Diference 17% 90 Some Difference 41% 50 60 70 80 100 9% 90 100 No Difference 89. I have more positive feelings about being an Am e r i ­ can when I am overseas than when I am in the United States. i “ "1 10 Hague N=24 Uncer- Agree 58% Rome N=12 i 1 20 Agree 42% tain 17% i 1 30 i I 40 i i 50 11 60 1 1 70 Uncertain 38% ---- 1----- 1----- 1 ----- b ---- 1----- 1----- b ~ 10 20 30 40 50 60 70 Disagree 25% 1 80 !' 90 1 100 Disagree 20% ----- 1----- b 80 90 100 142 90. I am more aware of being an American when I am overseas than when I am in the United States. Dis- Rome N=12 10 Hague N=24 20 30 40 50 60 70 80 90 100 Agree 8% 92% ---- 1----- 1----- L.---- 1----- 1----- 1 ----- 1 ----- L_... 1 10 20 30 40 50 60 70 80 90 100 Uncertain 94. Rome N=12 I am more aware of European affairs since my assignment overseas. To a great extent I l17! ; 1 1 20 10 Hague N=24 Not at All 25% To a Limited Extent 58% 1 1 30 1 1 40 1 1 50 To a Great Extent 58% . . J. _ ...1.1 10 20 30 1 .. 40 I 1 60 I 1 70 i I 80 90 l 100 To a Limited Exten37% 5% 50 160 4 -.— L. 70 80 .1 90 Not at All -4100 143 The Michigan State University student teachers in The Hague and Rome in answering question 83 and 84 felt different about being an American overseas by at least a combined total of 75 per cent for each center. A small percentage stressed "no differences in feelings." These two groups were perhaps involved with what Gleason labels "Worldmindedness," this being "the manifestation of a group of attitudes of overseas experienced people which reflect certain qualities of open mindedness concerning national identities and cultural values." 12 In responding to question 89, 58 per cent of the Rome group agreed that they had more positive feelings about being an American overseas than when in the United States compared to 42 per cent of The Hague group. Seventeen per cent of the Rome group indicated an uncertainty in answer­ ing this question compared to 38 per cent in The Hague. The more positive feeling expressed by the Rome group might possibly stem from the anti-American feeling encountered by some of the student teachers in their travels in Italy. It also seemed that more student teachers were aware of being an American while overseas. The Rome group agreed by 83 per cent while the group in The Hague agreed by 92 per cent. Here it suggests that his culture became clearer to the Michigan State University student even though he was probably not aware of it until asked in the questionnaire. 12 Gleason, op. c i t . , p. 5. Kroeber and Kluckhohn state that: "culture systems may on the one hand, be considered as products of action, on the other, as conditioning elements of further action." 13 Perhaps student teaching overseas leads to further action in the development in understanding one's culture. The students primary concern was the experience of student teaching under supervision, but it was also found that these students became more aware of European affairs. In answering to their awareness of European affairs since their overseas assignment, 75 per cent of the student teachers in Rome and 95 per cent of the student teachers assigned to The Hague acknowledged awareness to a limited or to a great extent. The last questions 87, 95, and 98 were designed to discover if any awareness of European affairs or any cul­ tural changes in one's personal life took place due to student teaching in a Host nation. 13 A. L. Kroeber and Clyde Kluckhohn, C u l t u r e : A Critical Review of Concepts and Definitions (New Y o r k : Vintage Books, 1952), p. 357. 145 87. I think I will find it easier to talk about differ­ ent topics with people who have had overseas experiences than with those who have not. Agree 42% Rome N=12 1 10 Hague N=24 I I 20 Uncertain 25% 1 I I I 30 40 1 50 Agree 42% 1 60 Disagree 33% 1 70 50 . 1,. 60 1 90 1 100 Disagree 33% 25% .1 ____L.... J..... 1. 10 20 30 40 1 80 1 70 1. 80 1. . -_L 90 100 Uncertain 95. Rome N=12 Since coming overseas my interest has changed favor­ ably toward operas, concerts, museums, etc. To a Great Extent 33% 1 1 10 Hague N=24 1 ! 20 1 1 30 To a Limited Extent 50% I 1 40 To a Great Extent 45% l 10 l 20 I 30 I 40 i 1 50 l 1 60 I 1 70 I 1 80 Not at All 17% l | 1 1 100 90 Not at All To a Limited 33% Extent22% | I 1 1 1 50 60 70 80 90 | 100 146 98. Other than on dates, do you generally pursue leisure time and recreational activities of the Host Nation? Rome N=12 To a Great Extent 42% , Hague N=24 To a Limited Extent 50% 1..... 1.....1..... 1. .... 1 10 20 30 40 50 1 60 Not at All I..... 1. ... 1 8% | 70 80 90 100 To a Great Extent 71% 10 20 30 40 To a Limited 4% Extent 25% 50 60 70 80 90 100 Fifty four per cent of the Hague students felt that it would be easier to talk about different topics with people who have had overseas experience as compared to 42 per cent in the Rome group. Some cultural experi­ ences may have proved beneficial since a combined 83 per cent of the Rome group reported extended interest in operas, concerts, and museums as opposed to a combined 67 per cent in the Hague group. It would appear that most students took advantage of the cultural opportunities of the Host Nation country. A combined total of 92 per cent pursued leisure time and recreational activities of the host nation in Rome as compared to a combined 96 per cent in the Hague group. It seems that the beginnings of a third culture may have been started. Perhaps some "patterns were 147 created, shared and learned by people of two different societies."^ It does se6m that the eight-'week student teaching program started an awareness of some different cultural trends. The full results and effect of the student teach­ ing experience could not be fully understood as to the significance until follow up activities could be initiated. This questionnaire does seem to suggest that several learnings in various cultural experiences did begin to take place. Sociological Questionnaire— Part 2 In the second part of the sociological question­ naire, the student teachers assigned to Rome and The Hague were asked to compare host nationals with Americans on a selected list of characteristics (see Table 28). Table 2 8 presents the data expressed as percentages of: the Rome group responses, The Hague student teacher responses, and the combined total percentages of both the Rome and The Hague student teacher responses to the com­ parative questions on characteristics. A wide discrepancy appeared in answering the first question: "Which group was friendlier?" Only 25 per cent of the Rome group felt the host nationals were friendlier than Americans while 88 per cent of T h e Hague student ■^John Useem, "Work Patterns of Americans in India," The Annals of the American Academy of Political and Social Science, Vol. 368 (November, 1966), p. 147. TABLE 28.— Comparisons of Selected Characteristics of Host Nationals with Americans. Rome 1970 Host Nation 99-108 Host Nation American Same In general which group would you say were: % % 25 17 25 8 67 25 67 92 8 8 0 50 42 67 33 8 0 0 59 67 99- 108 % % 75 33 33 25 0 67 33 8 33 25 88 17 0 58 17 34 71 75 8 4 % 8 42 21 17 66 8 8 0 50 79 Total Rome and Hague Group Combined Host Nation % Friendlier More sophisticated More morally upright Better informed More conservative More serious minded More culturally minded More traditional More industrious More competitive Same 66 17 8 42 33 31 69 81 8 6 American Same % % 6 44 28 33 56 8 6 0 53 75 28 39 64 25 11 61 25 19 39 19 % 4 41 79 25 17 58 21 25 42 17 148 Friendlier More sophisticated More morally u p r i g h t ' Better informed More conservative More serious minded More culturally oriented More traditional More industrious More competitive American The Hague 1971 149 teachers felt the host nationals were friendlier than Americans. A large difference was shown between the two groups in response to the question: more morally upright?" "Which group was Seventy-nine per cent of the Hague group felt that both host nationals and Americans rated the same, whereas only 33 per cent of the Rome group chose the same response for their answers and indicated that Americans were more morally upright than the Italian host nationals. Sixty-seven per cent of the Rome student teachers felt that Americans are better informed than Italians compared to 58 per cent of the Hague student teachers who felt that the Dutch were better informed than Americans. Sixty-seven per cent of the Rome student teachers felt that Italians were more conservative than Americans com­ pared to 66 per cent of the Hague student teachers who chose Americans as more conservative than the Dutch. Both groups felt about the same when addressing the question: "Who is more serious minded, the host national or the American?" Sixty-seven per cent of the Rome student teachers chose "the same" for their response compared to 58 per cent of the Hague student teachers. Seventy-one per cent of the Hague student teachers felt the host nationals were more culturally oriented than the Americans and 67 per cent of the Rome student teachers responded in the same manner. Ninety-two per cent of the student teachers in Rome selected the host national as •I 150 more traditional than Americans while 75 per cent of the Hague student teachers selected host nationals as being more traditional than Americans. In response to the question: trious, host nationals or Americans?", "Who is more indus­ 59 per cent of the Rome student teachers felt Americans were more industrious, while 50 per cent of the Hague students chose Americans as more industrious. It should be noted, however, that only 8 per cent of both groups felt that the host national was more industrious. A large percentage of each group felt that both countries rated the same on this item. response to the question: In "Which group was more competi­ tive?", the larger percentage of both groups indicated that Americans are more competitive than host nationals wit h 79 p er cent of the Hague student teachers selecting Americans compared to 67 per cent of the Rome student teachers who selected the Americans as being more competi­ tive than the host nationals. In summary, the comparison between host nationals and Americans by the student teachers assigned to The Hague and Rome revealed the following: Both groups felt the host nationals were friendlier, more serious minded, more cultur­ ally oriented, and more traditional. Americans, as seen by the student teachers, w e r e more sophisticated, more indus­ trious, more competitive, other two characteristics, and more morally upright. In the the Americans were seen as less 151 well informed than the Dutch but better informed than the Italians and more conservative than the Dutch but less so than the Italians. For the third part of the sociological question­ naire in order to test the results of the opportunity for "overseas interaction" as defined by the Gullahorns, 15 the student teachers of the Rome and the Hague centers were asked to list host nationals by position or relation­ ship including other Europeans met overseas that they intended to continue to contact after returning to the United States. Fifteen of the 24 student teachers assigned to the Hague indicated that they planned to keep in touch with their host nation family. No attempt was made to compare this figure with the Rome student teachers who lived in a pensione and did not have this opportunity for such interaction. Eleven of the Hague student teachers indicated that they intended to keep in contact with their supervising teachers while eight student teachers assigned to Rome indicated this desire. Three student teachers assigned to the Hague will correspond with relatives overseas compared with one student teacher in Rome. Four of the 12 student teachers from both the Rome and The Hague student teaching centers indicated that 15 Gullahorns, o p . c i t ., p. 8. 152 they intended to keep in touch with students from their respective training schools. Seven of The 24 Hague student teachers indicated their desire to keep in touch with host nation friends while one student teacher from Rome will keep in touch with a host nation friend. Three of The Hague student teachers plan to keep in touch with friends from other European c o u n t r i e s ; none of the Rome student teachers expressed this desire. Typologies of Student Teachers of Michigan State University Assigned to Overseas American Schools Eighty nine per cent of the Michigan State University students assigned to overseas American schools for student teaching were single were female. (Table 2 8). Seventy nine per cent Seventy per cent were over 21 years of age at the time of their assignment. Forty four per cent of the student teachers assigned overseas had a grade point average of 3.0 or above at the time of their assignment. Eighty eight per cent of the student teachers assigned overseas indicated that they would recommend to their friends a student teaching assignment to the same school with the same teacher. Thirty nine per cent of the student teachers assigned overseas indicated that they would accept a teaching position in the same school. TABLE 29.— Typologies of Student Teachers Assigned to Overseas American Schools and Michigan Public Schools. Status Single Sex Female G.P.A. Over 3.0 % Age Over 21 o. "o Michigan Group 74 72 25 67 Hague Group 72 75 33 Rome Group 100 75 96 89 London Group Combined European Group g. ■o Would Accept Teaching Position in Same School 'O o. *o 56 83 56 75 20 91 54 50 58 42 75 87 50 88 50 100 30 79 44 70 37 88 39 33-1/3 153 o. *5 Would Recommend Assign. Same Assignment 7-12th grade to Friends Q. % 154 Typologies of Michigan State University Student Teachers Assigned to Public Schools in Michigan Seventy-four per cent of the Michigan State Univer­ sity st-udent teachers (Table 29) assigned to Michigan public schools were single. Sixty seven per cent were over 21 years of age at the time of assignment. Twenty-five per cent of the student teachers assigned to Michigan public schools had an all college grade point average of 3.0 or above. Eighty three per cent of the student teachers assigned to Michigan public schools indicated they would recommend the same school and teacher to f r i e n d s . Fifty-six per cent of the student teachers assigned to Michigan public schools indicated that they would accept a teaching position in the school where they accom­ plished their student teaching. Interview Data— Part 3 The following section of Chapter IV contains a report of a series of oral questions which were presented to the student teachers located in the Michigan State University student teaching centers in England, Italy and Holland. Both individual students and groups of student teachers were interviewed at the overseas student teaching centers (Appendix D ) . The questions for the interviews were framed in an attempt to identify some of the effects that overseas 155 living had on the lives of the student teachers. Although no attempt was made to analyze the data obtained, an effort was made to relate the responses to the assessment of the effects the overseas assignment had on the student teachers. As the reader will note, student teachers within any given area expressed their feelings in many different ways. Thus the student teachers who were assigned to a Department of Defense overseas American school in England displayed a tendency to be indifferent to or set off from the permanent residents of the community. This reaction could stem from the very nature of being assigned to an isolated American air base or from the fact that they did not have to cope w i t h a foreign language as did the other student teachers in this study who were assigned to Italy or Holland.^ Thought should be given to the fact, however, that the student teachers assigned to the remote air base spent a great deal more time with the students, parents, and supervising teachers. Many of these student teachers were housed on the base and had more exposure to their students, parents, and supervising teachers. On the other hand, the student teachers assigned to overseas schools in Italy and Holland and hence had to make some effort to cope with the local language and spend a 16 Mary C. Rainey, "Language Learnings of OverseasExperienced American Teenagers" (unpublished Doctoral Dissertation, Michigan State University, 1971), p. 226. 156 considerable amount of time w i t h community activities appeared to have more empathy for their overseas situation. As previously stated, each group of student teachers lived in a different situation. The student teachers in England resided in bachelor officers' quarters on an American air base, lived in a pensione the student teachers in Italy where although living and eating together, they had to cope with the Italian employees and other foreigners living in the pensione. The student teachers in Holland had still another situation. They lived with Dutch families, where English was rarely spoken or understood. In response to the interview question: "What shocked you the most upon your arrival overseas?", typical responses were as f o l l o w s : (1) Student teachers in Rome The way the men stand around all day. What do they do? The way they react to the girls. The basic physical contact when you are on buses and in shops. We had to learn to react back to them. The Italians really idolize their children, it is so different than at home. At home we believe that children should be seen and not heard. Over here, children seem to be a big part of their lives. Italian families seem closer out in public. You see the whole family out for a walk and enjoying themselves. I'm impressed by the way the Italian men treat their children. It is beautiful the way the men get along with their children compared to us. 157 (2) Student teachers in The Hague The Dutch are more relaxed, they take their time about everything and if something doesn't work, life still goes on. No big hassle, you don't have to call the plumber or the T.V. repairman right away. I'm sure that no one has an ulcer in Holland unless it is an American." The thing I noticed was their behavior on the buses. They are not real open, laughing type of people. I noticed that on the buses they talk quietly, while we were yelling. People were staring at us because we were so loud, I guess. Until you get to know the Dutch they keep to themselves. It has to be like an invitation. Americans are ready to run right up and say 'Hi, how are you?', and be loud about it. (3) Student teachers in England The English are very helpful, I wonder if I had been an Englishman in my home town, if I would have received such a nice reception. I found the English reserved at first, but very helpful when you stop and ask questions. "One of the things that stuck in my mind was the tolerance of the English people. I didn't get any money from home for two weeks and when it was sent to the bank it was in pound sterling. I went to the bank, very upset as I was stuck with $400.00 worth of English pounds and didn't have any American money. I went in to see the bank manager in a bad temper and he said: 'settle down or I won't talk to y o u . ' He was very calm and handled my situation very well. I felt that he had taught me a lesson in tolerance and I later became very friendly with him." It seems rather obvious from the responses to the question that the student teachers were impressed with the family life in Italy and the treatment of the Italian children by their parents. Student teachers both in 158 Holland and England noticed the reserved attitude on the part of the Dutch and English. The student teachers in Italy reacted quite differently to the Italian men and their forward attitude towards women. The student teachers in England felt that the men although quite reserved are very helpful when asked. Below are some selected comments from responses to the question: "What'did you find different about other Europeans while assigned overseas?" Student Teachers in Rome You become friendly with others who speak English, there is a bond present. There is a bond between age and occupation, such as foreign students. They don't really have to speak the language, we each know a few words of each language and you get along. Europeans are a lot more helpful than Ameri­ cans, especially in England. I didn't have any fear while walking down the streets alone at night because it was very safe. In Rome a girl can go out alone at night and except for some aggressive Italian men, you have no problems, they'll follow you for a while, but that's all. You can't even drive a car alone in Detroit at night. I didn't find any real differences. People in Europe are generally relaxed and not in a hurry as we are. Student Teachers in the Hague Europeans are so relaxed, it makes you wonder if Americans aren't moving too quickly. We should take a lesson. 159 The French treated us differently from the Dutch. They want Americans to try to learn French. They figure why should we buckle to you. You are in our country, so try to learn French. We met some French students and they spoke English for a while, finally they said, Let's try French as if to say, 'What's wrong with French?' In France and parts of Germany, even if they kno w English, they will not speak it. We had a .man who wouldn't even help us find a hotel room. Hotel is the same in practically every language, but he said, 'don't speak English.' This happened to us in Holland, they didn't speak a word of English, but yet we communicated and they found us a place to stay. Student Teachers in England I found many Europeans who are anti-'American. They'll say: 'Are you English or American?' If you say English, fine they'll talk to you, if you say American, they'll just stare at you. This happened to me in France. In a restaurant when there is an extra seat or two, you are invited to join the table. They just move over and make room. They have a great deal of patience. It takes fifteen minutes to place a phone call. We called from the Alps to Brussels and it took eight hours. It took us forty-five minutes to find the number and then we had the wrong one. found that when I visited Italy, blonde females are unique. When they see a blonde they want to follow you. Once I learned the term to leave me alone, they did. However, at least, it is safe for a female to walk the streets at night. I. Responses to the questions of differences found in other Europeans elicited varied responses from the student teachers. The student teachers felt that Europeans are more relaxed and more helpful than Americans. Some of the student teachers regarded the French as feeling that i 160 Americans should try to learn some aspects of a foreign language before traveling overseas. A comparison was brought out that in Rome, a girl can walk alone in the evenings and that in most cities in the United States, this could not be done. Following are some selected comments from the question: "Did you get to k n o w any of the host nation people in the country of your assignment?" Student Teachers in Rome My roommate has Italian relatives here, they came over and took us around the city and were very nice to us. Most of the Italians are very hospitable and very helpful, I did meet an Italian girl friend and went to her apartment and out to dinner. She spoke English and teaches in an Italian school. Student Teachers in the Hague I got to know quite a few Dutch people. The first night we were here, some company came over to visit our Dutch family. The younger girl who was a divorcee brought a friend over later and we went to visit Rotterdam together. My husband and I are living in a Dutch pension with our Dutch mother. She is a widower with two grown daughters. We visited the daughter and went with them to other parts of Holland. Student Teachers in England I found that people were pretty much the same all over the Western world. I did meet some British people and while they were friendly, they were more 'standoffish' than people I met while I was in France and Switzerland. Although the British are more formal, I found them to be war m and enjoyed getting to meet them and to know them," Our landlord was terrific, they have been very friendly, they lent us their car for a weekend travelling and didn't charge for it. 161 The answers to the question of getting acquainted with host nation people did not elicit many positive responses. Teachers in Rome became acquainted with people of other nationalities who were living in the pensione. The student teachers assigned to the Hague were able to become better acquainted with Dutch people due to the fact that they were actually living in Dutch homes. Student teachers in England seemed to find the English very reserved and did not have the opportunity to meet many host nationals due to their living on an American air base, but did feel that they were warm once the barrier was broken. All seemed to agree that the amount of time actually spent in the country was too short and that they were busy most of the time with their student teaching assignments. Following are selected comments from responses to the questions: "Did you have any experiences either while stationed here or travelling which changed your opinion of the people or their culture?" Student Teachers in Rome I didn't realize the Italians had such tempers. When they get involved in a simple m a t t e r , they wave their hands and yell at each other. I found some things that are quite contra­ dictory to what I had read. They are very emotional, it seems rather spontaneous and then it is through. Naturally I came over with the preconceived notion that Italian men pinch females and treat a female obnoxiously. This is not really true. They will follow you and talk to you, but behave better than I had pre­ viously heard from others in the U.S. 162 We went to a couple of restaurants in Sorrento, although you couldn't understand what they were saying, you kne w it wasn't friendly. They would throw in 'Yankee' and 'Americans.' A couple of the girls had a real bad experience at the train station in Naples. Some women kept following them around and screaming about the war and had the girls in tears. Student Teachers in The Hague Things are more modern than I had thought. It is no quaint Europe. Hot and cold drinking water they h a v e , and we were told they had no heat. Even their drinking water is fine. We heard they always drank wine and beer. I thought the country would be dirty but find it cleaner than ours. I had heard people were friendly, but I wasn't expecting such a great degree, people have been fantastic. In responding to the question of any preconceived notions that the student teachers might have brought with them, in each center it was noticed that the student teachers found things quite different. The student teachers in Holland found the country to be more modern, and cleaner than they expected. Again they found that the Dutch people were very friendly. Some of the student teachers in Italy did come across antiAmerican feeling while traveling in southern Italy and found the Italians to be very emotional. They did experi­ ence better treatment from the men than they had been led to expect. Following are selected comments from responses to the question: "How are you different as a result of your overseas experience?" 163 Student Teachers in Rome I hate the word, but I'm sure we've all become more flexible and openminded, you have to be able to change, you can't have definite plans. You don't need as many conveniences, material things like hot water isn't all that important. You really don't need to have a lot of clothes. Student Teachers in The Hague I feel very different. I keep wondering what it will be like in the states even if we have only been here for two m o n t h s . I know now what it is for Americans to be disliked. The first week of living with our Dutch family, the oldest son who was twenty-one would not speak to us and the younger one k e p t sticking out his tongue at the table. Student Teachers in England You are not putting on a show for anyone, you don't have to impress people over here. I learned to get around on my own and I felt it was a maturing process. When I go back to the states, I hope I won't be dis­ illusioned about life. Varied reactions were presented to the question: "How are you different as a result of your overseas experience?" Student teachers in Rome felt that they were more open-minded, have become more flexible and that material things in life are not the most important. A student teacher in the Hague experienced some antiAmerican feeling in the Dutch home where she resided during her student teaching stint from the younger m e m ­ bers of the family. This seemed to have been the first time that some of the student teachers had come across 164 this resentment. The student teachers in England experi­ enced a feeling of "getting around on my own-" This w a s possibly the first time away from home for some of these people. Following are selected comments from respondents to the question "How do you compare your living quarters with that you expected?" Student Teachers in Rome I enjoyed living in the pensione, it was a great experience meeting people of other nationalities. The meals were good, although I am not used to having wine with meals, X did get into the s w i n g . I wanted to live with an Italian family. I would then be forced to learn some Italian and some Italian customs. I'm ashamed of myself. I should be more daring in trying out the food in Rome. We seem to keep looking for American restaurants so we can get an American hamburger. We seem to have a craving for American food. Student Teachers in The Hague We lived in a small home with a family. Although it was clean and comfortable, we were on top of each other. In the evenings we had to stay in our room, two of us were together. We had to ask for clean linens, clean our own rooms and make our own beds. The meals were the same every week, not much change. Tea was served for breakfast and nothing to drink was served at the evening meal. I rather enjoyed our Dutch mother. She served meat and cheese for breakfast and then all of a sudden, she started serving eggs. Coffee time was at 10 a . m . , 4 p . m . , or after supper. 165 No alcohol was served, this was a religious family. I'm happy with our living arrangement. H o w e v e r , we found out that living in a Dutch family you have a cultural responsibility. If I were home in the U. S. and came in from school tired, I would ignore everyone, maybe rest, do lesson plans and then come down to dinner. When we came home our Dutch mother had tea ready and we had to spend a great deal of time in the afternoon visiting with her. We d i d n ’t have any problems. The food is great, we do eat a lot of pork. I ’ve heard other student teachers say that they just get potatoes most of the time. In answering the question— expectancies of living quarters in the host country, the student teachers in all centers seemed to enjoy the experience. A majority of the student teachers in the three centers would have liked to have lived with a family as did the student teachers at The Hague center. The three types of living experiences— living in bachelor officers' quarters experienced by the English group, boarding house (pensione) living in an Italian experienced by the Italy group and living with Dutch families experienced by the Holland group— each elicited different reactions. The English group living with Americans was able to take advantage of advice given to them on travel, etc. to other coun­ tries and felt they could always find someone to talk to when lonesome. Dutch homes The Holland student teachers found the clean but small. They found that they had to accept a cultural responsibility that entailed becom- ing involved in the Dutch family life. Their life wasn't 166 completely their own. The student teachers assigned to the Rome center enjoyed living in the pensione with people of other nationalities and were able to get together in the evenings for sharing with their own colleagues and could have social events with peoples of other nationalities. Most of the student teachers agreed that the food was wholesome and plentiful. more Italian restaurants. Some wished they had visited Others seemed to be searching for American food such as hamburgers. Following are selected comments from responses to the question: "What have you learned about the host nation government, their politics and conditions in general?" Student Teachers in Rome Walking down the street and seeing the communist symbol pointed on the brick wall bothered me. It was very frightening to see it living on a wall instead of in a magazine. While in southern Italy, I detected some antagonism towards u s , some women came up to us and said, 'you bombed our h o m e s . 1 This was on the train at Naples. I saw two political demonstrations by the Vatican. I thought that might be one place where they wouldn't do this sort of thing. I happen to be a Catholic and I was very disillusioned going to St. Peters, When I went to mass, all the people were milling around, it was just like a public display. When you see the Catholic Church, which is so overwhelming, you begin to wonder about all of the poverty countries and if the church money might have been put to better use. 167 We talked to some Italian women in our pensione about social relationships. They told us that once you marry an Italian m a n , t h e y 've got you trapped and they d o n 't really care about you anymore. They still go out with other women even after they are married. Student Teachers in The Hague We had some good discussions with our land­ lord about our governments. He is about thirty years old. He said, 'We have our problems and you have yours in your country.' The Dutch are very proud of themselves, they have a right to be. They are very indus­ trious and are very proud of what they have done with their little country. They love you to compliment them on their work. The queen seems to be just a figurehead. She is not like England's queen. She is not so pompous because there is not a long his­ tory behind her. Our Dutch family didn't discuss politics although there was an election in progress. I asked a twenty-one year old boy about the election and he said, 'I don't know and I don't care about it.' The queen is sort of a matriarchal figure­ head. They have deep respect for her, but they know that she is just there. Student Teachers in London In London, you can stand up and discuss any­ thing you wish either for or against the government, but you can't talk against the queen. I was amazed that the queen could ride around in an open car and not worry about being harmed. Student teachers in Rome seemed to be more verbal in answering the question: "What have you learned about the host nation government, their politics, in general?" and conditions The main topics they discussed were: the 0,68 political demonstrations, the antagonism toward Americans displayed in Southern Italy, the open display of the Communist hammer and sickle and the grandeur of the Catholic Church. The student teachers in London felt that the E n g ­ lish are very free in standing up in public and discussing either for or against the government. It was brought out that "you can't talk out against the queen." They expressed wonderment that the queen could ride around in an open car and not worry about being harmed. The student teachers in the Hague considered the queen as a figurehead and not really the ruler of the country. The student teachers at The Hague found that the younger generation in Holland does not know too much about local or national politics and did not care to discuss the election that was in progress. Summary In this chapter the data obtained by the student teacher questionnaire, the sociological questionnaire and the taped interviews were presented. It was evident from the analysis of the data obtained by the student teacher questionnaire that no significant differences were apparent on: selected instructional activities, selected aspects of the school program, and amount of time was spent on professional duties by the supervisory teachers due to the presence of student teachers assigned to overseas American schools 169 compared to student teachers assigned to public schools in Michigan. Student teachers overseas did not contribute on any different scale to the professional growth of supervis­ ing teachers than student teachers in Michigan. No signi­ ficant change was noted in the time spent on selected classroom activities due to the presence of student teachers in overseas-American schools compared to the presence of student teachers in Michigan public schools. In spite of the fact that none of the null h y p o ­ theses designed for this study were rejected by the criteria psecified in the study, some statistically significant differences did, in fact, occur in the sub-measures fot hypotheses four and five which were analyzed by the Chi square test. These differences are important enough to be identified here since they do provide additional evalua­ tive data regarding the Michigan State University overseas student teaching program. In Hypothesis four, the sub-measures revealed that 17 of the 6 0 supervising teachers in the overseas schools felt that their time spent on teaching increased or remained the same due to the presence of student teachers as compared to 50 of 581 of the supervising teachers in the Michigan public schools. In addition, the sub measure dealing with time spent in individual students was reported by overseas supervising teachers as increasing less than expected in comparison with the Michigan supervisors (Table 17). 170 In hypothesis five, a greater proportion of the overseas supervising teachers felt they had spent more hours p er week in the physical presence of the student teachers than did the supervising teachers in the Michigan public schools. It was also revealed (Table 25) that 70 per cent of the overseas supervising teachers as opposed to 44 per cent of the Michigan supervising teachers stated that they spent from one to ten times weekly with their student teachers outside of regular working hours at school. Sixty five per cent of the overseas student teachers (Table 24) as opposed to 37 per cent of the Michigan student teachers stated that they had spent from one to ten times weekly with their supervising teachers outside of regular working hours at school. No significant differences were reported between the judgments of the Michigan and the overseas supervising teachers in the effect that working w ith a student teacher had on the effectiveness of their performance as teachers. However, a total of 47 per cent of the overseas student teachers and 38 per cent of the Michigan student teachers felt that their presence did have an effect on the supervising teacher. These dif­ ferences were significantly different from the Michigan student teacher responses. The sociological questionnaire brought out that a greater percentage of the student teachers assigned to Holland and Italy felt that the host nationals were friendlier, more serious minded, more traditional, and more 171 culturally minded than Americans. The student teachers felt that Americans appeared more sophisticated, more competitive, more morally upright and more industrious than host nationals, however in the two characteristics, moral uprightness and serious mindedness, more than half saw no differences between host nationals and Americans. Responses by the student teachers seemed to indi­ cate that the student teachers were impressed w i t h the Italian family way of life, and with the fact that a female can walk alone in the evenings in the major cities of Europe without an escort. European cities are more modern and cleaner than they had expected. European people are friendlier and more helpful than Americans w o u l d be to foreigners, that some of the overseas student teachers experienced for the first time, anti-American feelings, that public demonstrations, however, spontaneous they might appear, are well controlled and orderly; and that the rulers or national leaders of European countries are able to appear in public without fear of harm. A majority of the student teachers assigned to overseas American schools indicated: that they w o u l d liked to have lived with a host nation family, wholesome and plentiful, that the food was that the Europeans felt that material things in life are not as important as Americans consider them to b e , and that they have become more openminded and more flexible as a result of their overseas experience. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter summarizes the study from its inception through the interpretation of the data. A number of specific recommendations for possible actions and future study will be presented. Summary of Methodology and Procedures The primary purpose of this study was to compare the effects of the presence of student teachers of Michigan State University assigned to overseas American schools with the effects of the presence of Michigan State University student teachers assigned to public schools in Michigan. A secondary purpose of this study was to identify and measure some of the changes in values and attitudes of student teachers of Michigan State University assigned to overseas American schools, resulting from their oppor­ tunity to interact w i t h people of different nationalities and segments of the American overseas community. A review of related research relevant to the problem was presented. Emphasis was placed upon the historical background of overseas education and the 172 173 organizational structure of two American overseas school systems; the Department of Defense dependents and the overseas international schools. schools A review of the nature of overseas student teaching programs was dis­ cussed with particular emphasis upon the student teaching programs of Michigan State University in both of the overseas school systems and in public schools in Michigan. A description was presented of the three overseas student teaching centers of Michigan State University utilized in this study. As a result of the questions raised and the theory presented, the following null hypotheses were formulated: 1. There are no differences in the characteris­ tics of the specified instructional activities as perceived by student teachers or as p e r ­ ceived by supervisory teachers when student teachers of Michigan State University are assigned to overseas American schools compared to the assignment of student teachers to Michigan public schools. 2. There are no differences in the contributions to the specified aspects of the school program when student teachers are placed in overseas American schools as compared to when student teachers are placed in public schools in Michigan. 3. There are no differences in the amount of time the supervising teacher was able to spend on specified professional duties due to the presence of a student teacher whether this student teacher was assigned to overseas American schools or public schools in Michigan. 4. There are no differences in the amount of time spent by the supervising teacher on specified classroom activities due to the presence of student teachers in the overseas American schools as compared to their presence in the public schools in Michigan. 174 5. There are no differences in the contribution of the student teacher to the professional growth of the supervising teacher whether student teachers are assigned to overseas American schools or in the public schools of Michigan. The subjects in this investigation were student teachers of Michigan State University and their super­ vising teachers. One group comprised the total popu l a ­ tion of 575 student teachers of Michigan State Univer­ sity who were assigned to public schools in Michigan for the fall term of 1969. The other segment of the p o pula­ tion used in this study were 60 student teachers and their supervisors assigned to overseas American schools during 1970-1971. These student teachers were assigned to schools in England, Italy and Holland. The survey instrument used in this study was originally designed to determine the impact of student teaching programs upon cooperating public schools in Michigan (Impact Study).-1" Prom the original instrument which contained an eighty item questionnaire, the writer selected 18 questions to help test the five hypotheses designed for this study. In addition to completing the Student Teaching questionnaire, the student teachers assigned to the MSU student teaching centers in Rome and the Hague were asked to complete a sociological questionnaire. This "^Student Teaching Programs, Questions and Answers, op. c i t . i 175 questionnaire was designed by the writer in an attempt to identify and measure some of the changes in values and attitudes of student teachers resulting from their oppor­ tunities to interact w ith people of different nationali­ ties. A series of interviews with individual student teachers and groups of student teachers were conducted and taped in an effort to identify and measure some of the effects that overseas studying and living had on the lives of the Michigan State University student teachers. The reliability of the questions used to form the scale scores for the five hypotheses was calculated by . 2 the Hoyt Estimate of Reliability. The statistical design used to provide the data for the first three hypotheses was Finn's Multivariate 3 Analysis of Variance. The coefficients of reliability for hypotheses four and five were found to be unreliable on the Hoyt program and were analyzed by the application of the Chi square test for significance. 4 Data gathered from the multivariate analysis of variance tests for hypothesis one (noticeable effects of instructional activities), hypothesis two (contributions to the school p r o g r a m ) , and hypothesis three 2 Hoyt, op. c i t . , pp. (time 153-160. 3 . Finn, op. c i t . 4 . Dixon and Massey, op. c i t ., pp. 188-189. 176 supervising teacher spent on professional duties due to presence of the student teacher) did not yield any signi­ ficant differences. The Chi square tests of significance for hypothe­ sis four (time supervising teacher spent on classroom activities) and hypothesis five (contribution to profes­ sional growth of supervising teacher by the student teacher) did produce some, statistically significant results, but not in any consistent manner. On the basis of the statistical evidence accumu­ lated for this study, none of the five hypotheses related to this investigation could be rejected. The sociological questionnaire showed that a greater percentage of student teachers assigned to Holland and Italy felt that host nationals were friend­ lier, more serious minded, more traditional and more cul­ turally minded than Americans. On the other hand the student teachers indicated in the questionnaire that Americans and host nationals were rated equal by more than half the student teachers on the characteristic traits of moral uprighteousness and serious mindedness, dent teachers on the characteristic traits of moral uprighteousness and serious mindedness. Responses by the student teachers to the taped interviews indicated that the student teachers were impressed with the Italian family life. They found that a female can walk alone in the evenings in the major 177 cities of Europe without an escort. European cities were cleaner and more modern than the student teacher expected. The taped interviews indicated that the student teachers felt: Europeans were friendlier and more helpful than Americans would be to foreigners; that public demonstra­ tions however spontaneous they appear, and orderly; are well controlled and that national leaders of European coun­ tries were able to appear in public without fear of bodily harm. Some of the student teachers experienced antiAmerican feelings for the first time. A majority of the student teachers assigned to overseas American schools indicated that: they would have enjoyed living w i t h a host nation family, that the food of the host nation was wholesome and plentiful, and that Europeans view material things in life as not as important as Americans. Most of the student teachers stressed that the most important item they gained from their overseas student teaching experience was that they became more flexible and open-minded as a result of their experience. Summary of Findings This study had two purposes, to compare the effects of the presence of student teachers of Michigan State University assigned to overseas American schools with student teachers assigned to public schools in Michigan, and to identify and measure some of the changes in values and attitudes of the student teachers assigned to the ' 178 overseas American schools resulting from their opportunity to interact with people of different nationalities and segments of the American overseas community. The data from the Student Teacher Questionnaire showed that: 1. There was no significant difference in effects of the presence of student teachers of Michigan State University assigned to overseas American schools and those assigned to public school classes in Michigan on the following instructional ac t i v i t i e s : a. the amount of small group or individual instruction provided to pupils in classrooms; b. the amount of instructional material covered by pupils; 2. c. classroom discipline; d. motivation of pupils. There was no significant difference in effects of the presence of student teachers of Michigan State University assigned to overseas American schools and those assigned to public school classes in Michigan on the following contributions to the school program: a. the amount and kinds of special duties including recess, yard, playground and hall assignments; b. the amount and kinds of new or different instructional materials developed, p r o ­ vided or suggested by the student teachers c. the number of assigned hours taught per week. 3. There was no significant difference in the amount of time the supervising teacher was able to spend on professional duties between those assigned to super­ vise student teachers in the overseas American schools and those assigned to supervise student teachers in Mi c h i ­ gan public school classes in the following a r e a s : a. visits to student teachers' classrooms; b. committee work with other teachers and faculty; c. research; d. professional reading; e. participation in student teaching semi­ nars or in-service activities. 4. There was no significant difference in the amount of time the supervising teacher was able to spend on specific classroom activities between those assigned to supervise student teachers in the overseas American schools and those assigned to supervise student teachers in the public school classes in Michigan in the following areas: a. lesson planning; b. grading of pupils' papers; 180 c. teaching; d. help to individual students. 5. There was a significant difference in the amount of time the supervising teachers and student teachers in the American overseas schools spent together from that spent by supervising teachers and student teachers in the public school classes in Michigan in the following areas: a. the amount of time the student teacher spent in the physical presence of the supervising teacher during school hours; b. the amount of time the student teacher spent in the physical presence of the supervising teacher outside of working hours. The data obtained from the sociological question­ naire and from the taped interviews held with the student teachers assigned to overseas American schools revealed the following: 1. The student teachers perceived the host nationals to be more friendly, more serious minded, more traditional and more culturally minded than Americans. 2. The student teachers perceived Americans to be more sophisticated, more competitive and more industrious and more morally upright than host nationals. 3. The student teachers perceived European people to be more helpful and friendly to foreigners than A m e r i ­ cans would probably be to foreigners in the United States. 181 4. Student teachers in Rome reported host nationals as more conservative and less well informed than Americans, while those in The Hague regarded the Dutch as less conser­ vative and better informed than the Americans. 5. On serious mindedness and moral uprightness, more than half the student teachers collectively rated the Americans and host nationals as equal. 6. A great majority (83% Rome, 91% Holland) of the student teachers reported themselves as feeling different as a result of the overseas experience. 7. Rome, A great majority of the student teachers 95% Holland) (75% reported they were more aware of European affairs as a result of the overseas experience. Conclusions 1. The classroom student teaching experience appears to be not significantly different whether under­ taken in a Michigan public school or in an overseas American school, however, there are some additional benefits due to the closer personal contacts with supervising teachers and to being immersed in another culture. 2. The overseas student teaching experience had a positive effect on the students in terms of understanding and appreciating their own and other cultures. 182 Recommendations 1. Michigan State University should continue to send student teachers for assignment to the overseas American schools. 2. Every effort should be made to provide hous­ ing with host nation families for student teachers. 3. As much information as possible should be given to the student teachers prior to reassignment so they can adequately prepare for their overseas student teaching experience. 4. Student teachers should be alerted and avoid making value judgements on the basis of a relatively short overseas experience. 5. As the overseas student teaching program grows, former overseas trained teachers should be invited to formally share their experiences with those who will undertake overseas student teaching exper i e n c e s . 6. The university should give special considera­ tion to the qualifications and the role of the overseas student teaching coordinator whose responsibilities are much greater than those of a coordinator of a student teaching center in Michigan. 7. Each student teaching coordinator should keep and pass on complete reports regarding operations of the overseas center. This will enable future coordinators to improve the operations of the various overseas centers. 183 Suggestions for Further Study A number of interesting and valuable studies might be undertaken to verify or provide more data regarding various aspects of the overseas student teaching experi­ ence. Immediate attention should be given to undertaking the following studies: 1. A thorough study should be conducted in each overseas center to evaluate the center's operation and the value of the overseas student teaching experience in that country. 2. A way of measuring student attitudes before and after the overseas student teaching experience should be developed. This will enable researchers to determine the extent to which a student's attitudes, preconceived notions, values and life role are influenced by the ove r ­ seas teaching experience. 3. A study should be undertaken to determine the relative value of the student teaching experience in an overseas school operated by the Department of Defense compared to similar student teaching experiences in an overseas privately operated American international school. BIBLIOGRAPHY BIBLIOGRAPHY Barrabee, P.; Barrabee, E. L . ; and Finesinger, J. E. "A Normative Social Adjustment Scale." American Journal of P s y c h i a t r y . 1955. Berger, Susan R. "The Effects of a Cross-Cultural Experi­ ence Upon the Personal and Social Adjustment of Selected American Elementary School Students." Unpublished Ed. D. Thesis, Boston University, 1964. Bole, Elizabeth E. "American Schools Overseas." Alumnae Magazine (June, 1965) . Vassar Bosley, Howard E. Teacher Education in Transition: An Experiment in C h a n g e . Vol. 1. Baltimore, Maryland: Multi-State Teacher Education Project, May, 1969. Brim, Orville G . , Jr. and Wheeler, Stanton. Socialization After C h i l d h o o d . 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Measuring Educational Achie v e m e n t . New Jersey: P r e ntice-Hall, Inc., 196 5. Engleman, Finis E. and Rushton, Edward W. American Sponsored Overseas Schools, A Second L o o k . Washington, D. C . : American Association of School Administrators, May, 1969. Finn, Jeremy D. "Univariate and Multivariate Analysis of Variance and Covariance: A FORTRAN IV Program." Modified for the Michigan State University CDC 3600 and 6500 Computer Systems by David J. Wright. Occasional Paper No. 9. E a s t Lansing, Michigan: Michigan State University, Office of Research Consultation, March, 1970. Gleason, Thomas P. "Social Adjustment Patterns and M a n i ­ festations of Worldmindedness of Overseas E x peri­ enced Youth." Unpublished Doctoral Dissertation, Michigan State University, 1969. Good, Carter V. Dictionary of E d u c a t i o n . Second Ed. New York: McGraw-Hill Book Company, Inc., 1959. Gullahorn, Joh n T. and Gullahorn, Jeanne E. 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East Lansing, Michigan: Department of Education, Bureau of Higher Education, July 1967. Student Teaching Programs: Questions and A n s w e r s . East Lansing, Michigan: Michigan Council of State College Presidents, 1970. "Study Abroad." International H a n dbook. UNESCO, 1963. The American School of the International Schools of The H a g u e . The Hague, N e d e r l a n d s : The American School of the International Schools of The Hague, September, 1970. The Dependents' School Program of the U. S. A r m y — 1 9 4 6 - 5 6 . Europe: Headquarters, United States Army, Historical Division, 1958. "The Goals of Student Exchange, An Analysis of Goals of Programs for Foreign Students." The A n n a l s . N e w York: Institute for International Education, 1955. The Stars and Stripes. 1970. Darmstadt, Germany. December 2, "Twenty-five Years." The Directorate, United States Dependents Schools, European A r e a . Karlsruhe, Germany: USDESEA Pamphlet, April, 1971. "What Americans are Doing Abroad." U. S. News and World R e p o r t . Vol. LXXI, No. 2, Washington, D. C., February 1, 1971. APPENDICES APPENDIX A 190 S T U D Y O F S T U D E N T T E A C H IN G IN M IC H IG A N This study is being conducted at the request o f the Council of State College Presidents for the purpose of analyzing the effect of student teaching programs on tlie schools o f Michigan. T he study is being conducted by all th e teacher preparation institutions in Michigan and w ill involve all student teachers, supervising teachers, and building principals working w ith student teachers during the fall quarter or semester of 1969. The instruments were developed w ith guidance from the research departments of three Michigan institutions, and have been reviewed by Michigan Education Association officials, and the Student Teaching Com m ittee o f the D e tro it Federation of Teachers. Both groups have made contributions to the items in the instrument and have expressed interest in the findings. I t is expected that th e results of this study w ill be given w ide distribution and no d ou b t will provide a basis for the improvement of student teaching and teacher education programs in Michigan over the n ext decade. D IR E C T IO N S T O R E S P O N D E N T S 1. Use the IBM answer sheet provided. T h e pre-coding in the upper right block in the answer sheet identifies the teacher education institution and the instrument number fo r purposes of statistical analysis. There w ill be no way fo r your specific answer sheet to be identified once you tu rn it in. The responses will be machine scored and tabulated on Michigan State University equipment. Since your responses will be combined w ith those fro m other institutions it is essential th at all respondents use the same procedure. 2. Use the scoring pencil provided and mark th e spaces to indicate yo u r answer to each item. Blacken the space completely. Be careful not to put any other marks on the answer sheet. 3. M ark no more than one answer for each item . Please answer every item unless instructed otherwise on the instrument. 4. In th e instrument "U n iversity" means eith er "college" or "university" as appropriate. "Supervising teacher" also means "cooperating teacher," "sponsoring teacher," or "critic teacher." S tudent teacher also means "associate teacher." Student Teacher Questionnaire DADS-HK-MSU 11-69 STUDENT TEACHING IN MICHIGAN Student Teacher Questionnaire 1. Which of the follow ing are you now? 1. 2. 2. 3. A supervising (cooperating, sponsoring) teacher 4. A supervising teacher b u t w ith a part-tim e administrative assignment in addition 5. A school adm inistrator 4. Male 2. Female Which statement below best describes the com m unity in which you are doing student teaching? 1. Large central city (e.g., D e tro it, Grand Rapids) 2. Large suburban com m unity (e.g., Livonia, Flint Carmen) 3. Small suburban com m unity (e.g., Okemos, Essexville) 4. Medium sized city (e.g., B attle Creek, Kalamazoo) 5. Small city or rural area (e.g., Niles, Ithaca) What was your status as a student in your college or university when you began this student teaching assignment (contact)? 5. 1. Had jun ior standing 2. Had senior standing 3. Had the B A o r BS degree What is your all-college grade p oin t average? (Scale: A = 4 , B =3, C =2, D=1, F = 0 ) 6. 1. Below 2 .0 4. 3 .0 - 3.5 2. 2 .0 -2 .5 5. Above 3.5 3. 2.5 - 3.0 How old were you a t the beginning of this student teaching assignment (contact)? 1. 21 years or under 2. 21 to 3. 7. 2VA years 4. 22 to 23 years 5. O ver 23 years 2 1 ’/2 to 22 years How m any times have you student taught including the current assignment (contact)? 1. 8. to teaching What is your sex? 1- 3. A single student teacher A married student teacher O ne 2. Two 3. Three In this assignment (contact), how much tim e were you scheduled in student teaching? 1. 2. Full-tim e Full-tim e ex ce p t was also enrolled in a non-student teaching credit course 3. Half-days 4. Less than half-days 1 17. To w hat exten t did conferring w ith you take tim e o f th e teacher so he had less tim e for individual w ork w ith pupils? 18. 1. Frequently 4. Never 2. Sometimes 5. D o n 't know 3. Seldom To w hat exten t did planning w ith you take the tim e o f th e teacher so he had less tim e for individual w ork with pupils? 19. 1. Frequently 4. Never 2. Sometimes 5. D o n 't know 3. Seldom T o w hat exten t was re-teaching necessary after you taught? 1. Frequently 4. Never 2. Sometimes 5. D o n 't know 3. Seldom Q U E S T IO N S 2 0 T H R O U G H 28 To w hat exten t were any o f th e following instructional activities for the pupils in yo u r supervising teachers assigned classes changed because of your presence? 20. 21. 22. 2 3. 24. A m o u n t o f small group instruction. 1. Much more 4. Somewhat less 2. Som ewhat more 5. 3. No change 6. Much less D o n 't know Somewhat less Provision for make-up w ork. 1. Much greater 4. 2. Som ewhat greater 5. Much less 3. No change 6. D o n 't know F ollow -up o f exams. 1. Much better 4. Somewhat poorer 2. Som ew hat better 5. Much poorer 3. No change 6. D o n 't know Somewhat less Individual attention to, or tutoring o f, pupils. 1. Much more 4. 2. Som ewhat more 5. Much less 3. No change 6. D o n 't know Supervision o f study periods. 1. Much better 5. Much poorer 2. Som ewhat better 6. Does not apply 3. N o change 7. D o n 't know 4. Som ewhat poorer 2 9. 10. 11. 12. In this assignment (contact), how w ere you placed? 1. W ith a single supervising teacher 2. In a team-teaching situation (tw o or more team members) 3. W ith tw o or three d iffe ren t teachers (but not team-teaching) 4. In a flexib le cluster arrangement 5. In a campus laboratory school 6. In a special program o r project d iffe ren t from any o f the above How many weeks long is y o u r current assignment (contact)? 1. 5 weeks o r less 4. 10 o r 11 weeks 2. 6 or 7 weeks 5. 12 to 14 weeks 3. 8 or 9 weeks 6. More than 14 weeks What is your prim ary current student teaching assignment (contact)? 1. Grades K, 1, 2 5. M iddle School 2. Grades 3 , 4 6. Junior High School 3. Grades 5, 6 7. Senior High School 4. A ll elementary grades 8. A ll grades K - 12 T o w hat subject area or teaching field w ere you prim arily assigned for student teaching (check one answer only fro m item 12 and 13) 13. 1. A ll elementary subjects (K -5 or K-6) 6. Elem entary ungraded program 2. A rt 7. Foreign language 3. Business Education 8. Hom e Economics 4. English 9. Mathematics 5. Elem entary departm ental or block program 10. Music 1. Physical Education (Elem entary) 6. 2. Physical Education (Secondary) 7. Special Education 3. Science (Biology, Chem istry, Physics) 8. Speech 4. Science (General, Natural, Eaith) 9. 5. Social Studies (including History) 10. Social Science — English com bination Vocational or Industrial A rts Education O ther Q U E S T IO N S 14 T H R O U G H 18 deal with any changes in individualized instruction provided fo r the pupils which may have resulted from your presence. 14. T o w hat extent did you w o rk w ith (e.g., instruct, counsel, tutor) individual pupils? 1. 15. A great deal 3. A little bit T o some extent 4. ('lot zt all To w hat exten t did yo u r supervising teacher w ork w ith individual pupils as compared to when he does not have a student teacher? 1. 16. 4. Somewhat less than usual 2. Somewhat more than usual Much m ore than usual 5. Much less than usual 3. A b o u t the same as usual 6. D o n 't know T o what extent was individual help or counseling provided the pupils during non-class hours as compared to w hat would have been possible if you had not been present? 1. Much more than usual 4. Somewhat less than usual 2. Somewhat more than usual 5. Much less than usual 3. A b o ut the same as usual 6. D o n 't know S 25. Supervision of playgrounds, hallways, etc. 1. 26. 27. 28. Much better 5. Much poorer 2. Som ew hat better 6. Does n o t apply 3. N o change 7. D o n 't know 4. Som ewhat poorer Som ew hat less A m o u n t o f material covered. 1. Much more 4. 2. Som ewhat more 5. Much less 3. N o change 6. D o n 't know 4. Som ewhat poorer Discipline. 1. Much better 2. Som ewhat better 5. Much poorer 3. N o change 6. D o n 't know M o tivation o f pupils. 1. Much better 4. Som ew hat poorer 2. Som ew hat better 5. Much poorer 3. N o change 6. D o n 't know Q U E S T IO N S 2 9 T H R O U G H 3 3 deal w ith the contributions you m ay have made to the school program. D id you make any specific contributions to the school, pupils, o r teachers, such as: 29. Supervise youth groups in meetings, programs, trips, tours, etc.? 1. 3 0. 33. 34. 35. Sometimes 3. No O fte n 2. Sometimes 3. No 3. No Perform recess, lunch, gymnasium, playground, or hall duty? 1. 32. 2. Give talks to parent's group? 1. 31. O fte n O fte n 2. Sometimes Did you bring, develop, provide, or suggest any new or d ifferen t instructional materials? 1. A great many 3. No 2. Som e 4. I am n o t sure Did you suggest or provide any other kinds o f aid or ideas? 1. A great many 3. No 2. Som e 4. I am n o t sure How do you feel y o u r contributions (32 and 33) were received? 1. T h e y w ere used 3. I was discouraged fro m making such contributions 2. T h e y were n o t used 4. I really did n o t have much to o ffer H ow m any hours per week on th e average did you teach your supervising teacher's assigned classes? 1. Less than an hour a week 4. Eleven to fifteen hours per week 2. O ne to five hours per w eek 5. Sixteen to tw e n ty hours per week 3. Six to ten hours per week 6. M ore than tw e n ty hours per w eek 1 36. How many hours per week on the average was your supervising teacher able to be aw ay from the classroom w hile you were teaching his assigned classes? 1. Less than 1 4. 11-15 2. 1 -5 5. 16-20 3. 6-10 6. M ore than 20 Q U E S T IO N 3 7 T H R O U G H 44 To w hat extent did yo u r supervising teacher engage in any o f th e follow ing additional activities during the tim e you were teaching his assigned classes? 37. Visitation in other classrooms or schools. 1. 2. 38. 39. 40. 41. 43. N o t at all 4. D o n 't know 1. A great deal 3. N o t at all 2. T o some exten t 4. D o n 't know Research. 1 ._ A great deal 3. N o t at all 2. T o some e x ten t 4. D o n 't know Professional reading o r w riting. 1. A (yeat deal 3. N o t at all 2. T o some exten t 4. D o n 't know Work w ith staff o f school or departm ent. A great deal 3. N o t at all T o some exten t 4. D o n 't know Participating in supervising teacher seminars o r other in-service activities dealing w ith student teaching. 1. A great deal 3. N o t at all 2. T o some ex ten t 4. D o n 't know Assisting the principal or other teachers. 1. 2. 44. 3. Com m ittee w ork in the school w ith pupils and/or staff. 1. 2. 42. A great deal T o some exten t A great deal 3. N o t at all T o some exten t 4. D o n 't know Social or recreational activities. 1. A great deal 3. N o t at all 2. T o some exten t 4. D o n 't know Q U E S T IO N 4 5 T H R O U G H 49 To w hat extent did \ j relieve other regular staff members w ho did not have student teachers o f th e following activities? 45. Teaching. 1. Many times Once o r a few times 5 N o t at all 46. Chaperoning. 1. 47. N o t a t all Many times 2. Once o r a few times 3. N o t a t all 2. Once o r a few times 2. Once o r a few times Supervision of study hall. 1. 49. 3. Supervision o f lunch duty. 1. 48. Once or a few times Many times M any times N o t a t all Supervision of playground. 1. Many times 3. N o t a t all Q U E S T IO N 50 T H R O U G H 53 To w hat exten t were other staff members able to engage in any o f the following activities because o f your presence in the building? 50. 51. 52. 53. 54. Visitation in other classrooms o r schools. 1. M any times 3. N o t at all 2. T o some e x ten t 4. D o n 't know C om m ittee w ork in the school. 1. A great deal 3. N o t at all 2. T o some exten t 4. D o n 't know Research. 1. A great deal 3. Not at all 2. T o some exten t 4. D o n 't know Professional reading or writing. 1. A y e a t deal 3. N o t at all 2. T o some exten t 4. D o n 't know How many hours per week on th e average do you estimate you spent in the physical presence (close enough to see o r talk w ith) o f your supervising teacher? 55. 1. Less than 10 5. 26 to 30 2. 10 to 15 6. 31 to 35 3. 16 to 20 7. 36 to 40 4. 21 to 25 8. More than 40 How did your presence as a student teacher affe ct the average number o f hours per week your supervising teacher spent a t school as compared to when he does not have a student teacher? 1. Added more than six hours per w e e k . 6. Reduced by up to one hour per week. 2. Added three to six hours per week. 7. Reduced by one to three hours per week. 3. Added one to three hours per week. 8. Reduced by three to six hours per week. 4. Added up to one hour per week. 9. Reduced by more than six hours per week 5. Had no effect. 10. 6 1 am unable to judge. 56. H o w did your presence affect the average num ber o f hours per week your supervising teacher w orked on job related activities aw ay from school? 1. Added more than six hours per week. 6. Reduced by up to one hour per week. 2. Added three to six hours per week. 7. Reduced by one to three hours per week. 3. Added one to three hours per week. 8. Reduced by three to six hours per w eek. 4. Added up to one hour per week. 9. Reduced by more than six hours per week. 5. Had no effect. 10. I am unable to judge. Q U E S T IO N 57 T H R O U G H 6 0 To w hat e x ten t was the tim e your supervising teacher spent on th e following activities changed because o f your presence? 57. 58. 59. 60. Teaching 1. Increased a great deal 4. Reduced to some extent 2. Increased to some extent 5. Reduced a great deal 3. Remained about the same 6. D o n 't know Reduced to some extent Lesson Planning 1. I ncreased a great deal 4. 2. Increased to some extent 5. Reduced a great deal 3. Remained ab o ut the same 6. D o n 't know Reduced to some extent Paper grading 1. Increased a great deal 4. 2. Increased to some extent 5. Reduced a great deal 3. Remained about the same 6. D o n 't know H elp to individual students 1. I ncreased a great deal 4. R educed to some extent 2. Increased to some extent 5. Reduced a great deal 3. Remained about th e same 6. D o n 't know Q U E S T IO N 61 T H R O U G H 6 8 To w hat e x ten t did your supervising teacher engage in the following activities because o f yo u r presence? 61. 62. 63. 64. Planning w ith you 1. A great many e x tra hours 2. Some extra hours 3. No extra hours 3. N o extra hours Evaluating your progress and activities 1. A y e a t many e x tra hours 2. Some extra hours Holding casual an d /o r personal conversations n o t really a part o f student teaching. 1. A great many ex tra hours 2. Some extra hours 3. No extra hours F u lfillin g social obligations resulting from yo u r presence 1. A great many ex tra hours 3. No extra hours 2. Some extra hours 4. D on’t know 65. Finding housing fo r you 1. 2. 66. 67. 68. 69. A great m any extra hours Some extra hours 3. No extra hours 4. D o n 't know Preparing additional reports 1. A great many extra hours 3. N o extra hours 2. Some extra hours 4. D o n 't know Making additional preparations f o r teaching 1. A great many extra hours 3. No extra hours 2. Some extra hours 4. D o n 't know Holding telephone conversations or other conferences w ith you 1. A great many extra hours 3. No extra hours 2. Some extra hours 4. D o n 't know How many times per week on the average did you have contact w ith your supervising teacher outside o f regular w orking hours at school? (Telephone, conferences, social engagements, etc.) 70. 1. Less than one 4. Seven to nine 2. O ne to three 5. T en or more 3. Four to six How m any days during student teaching did you handle classes fo r yo u r supervising teacher w hile he was away fo r reasons other than student teaching business (professional w ork, request of principal or other people, personal o r private affairs outside o f school) in w hich a substitute teacher would have had to be hired if you had n o t been there? 71. 1. None 4. F ou r to seven 2. Less than one 5. Eight to ten 3. One to three 6. M o re than ten During student teaching how m any days did you handle classes for any teacher(s) other than your supervising teacher, w hile that teacher was aw ay from class? 72. 1. None 4. 2. One or less 5. Five to seven Eight to ten 3. T w o to four 6. M ore than ten H ow m any hours do you estimate you spent doing volunteer w ork in th e com m unity where you were assigned fo r student teaching (yo u th groups, home service, church w o rk and th e like) during yo u r student teaching period? 73. 1. None at all 4. Sixteen to th irty hours 2. One to five hours 5. M o re than th ir ty hours 3. Six to fifteen hours W hat effect do you feel working w ith student teachers has had on the performance o f yo u r supervising teacher? 1. Has made him amuch more effective teacher 2. Has made him amore effective teacher 3. Has had no effe ct on his teaching 4. Has made him a 5. Has made him amuch less effective teacher 6. I am unable to judge less effective teacher 8 74. W hat do you th in k should be the attitu d e of th e adm inistration and teachers in th e school to which you w ere assigned about w orking with student teachers? 1. 75. Should aggressively seek student teachers 2. Should seek student teachers 3. Should accept student teachers if asked 4. Should resist having student teachers in th e school 5: Should refuse to have student teachers in th e school 6. 1 am unable to judge W hat recommendation would you give your friends about accepting a student teaching assignment in the same school w ith the same supervising teacher (or in th e same project)? 76. 1. Accept w ith enthusiasm 4. T ry fo r a d iffe ren t assignment 2. Accept 5. Reject the assignment 3. Be neutral H o w many times has the university coordinator o r supervisor o f student teaching been in your school during your student teaching contact? 6. 9 to 10 times 2. 1 to 2 times 7. 11 to 12 times 3. 3 to 4 times 8. 13 to 15 times 4. 5 to 6 times 9. 16 times or more 5. 7 to 8 times 1. 77. 78. N o t at all H o w much help has th e university coordinator (supervisor) provided you? 1. A ll the help I fe lt was necessary 4. L ittle o f the help I fe lt was needed 2. Most of the help I felt was needed 5. N o help a t all 3. Some of the help I felt I needed T o w h a t extent have yo u r supervising teacher a n d /o r other school personnel been helpful to you on matters n o t directly concerned w ith student teaching? 1. 79. T h e y have gone o u t o f their w a y to be helpful 2. They have helped when asked 3. T hey have n o t helped 4. N o such help was needed Would you accept a teaching position if offered fo r n ext year in th e building or system in which you did your student teaching? 80 1. Yes 2. N o , because I intend to go to graduate school 3. N o , because I plan to live in another geographic area 4. N o , for personal reasons 5. N o , for professional reasons 6. N o , because I have decided n o t to teach W hy w ere you assigned to this particular student teaching station? 1. I requested this school or area. 2. I requested this kind o f program o r project. 3. I had no particular preference and was placed in this assignment by m y college or university. 4. I really preferred a different assignment but was placed in this one by m y college o r university. 5. I was required to accept this assignment even though I expressed a strong preference fo r a different one. 9 APPENDIX B 201 S T U D Y O F S T U D E N T T E A C H IN G IN M IC H IG A N This study is being conducted at the request o f the Council o f State College Presidents fo r the purpose o f analyzing the effect o f student teaching programs on th e schools o f Michigan. T h e study is being conducted b y all th e teacher preparation institutions in Michigan and w ill involve all student teachers, supervising teachers, and building principals working w ith student teachers during th e fall quarter or semester o f 1969. The instruments were developed w ith guidance fro m the research departments of three Michigan institutions, and have been reviewed by Michigan Education Association officials, and th e Stu dent Teaching C om m ittee o f th e D e tro it Federation of Teachers. Both groups have made contributions to the items in the instrument and have expressed interest in the findings. I t is expected th at the results o f this study w ill be given w ide distribution and no doubt w ill provide a basis fo r th e improvement of student teaching and teacher education programs in Michigan over the next decade. D IR E C T IO N S T O R E S P O N D E N T S 1. Use the IBM answer sheet provided. T h e pre-coding in the upper right block in the answer sheet identifies the teacher education institution and th e instrument number fo r purposes of statistical analysis. There w ill be no w ay fo r yo u r specific answer sheet to be identified once you turn it in. The responses w ill be machine scored and tabulated on Michigan State University equipment. Since your responses w ill be combined w ith those from other institutions it is essential that all respondents use the same procedure. 2. Use th e scoring pencil provided and mark the spaces to indicate your answer to each item. Blacken the space completely. Be careful not to put any other marks on the answer sheet. 3. M ark no more than one answer fo r each item. Please answer every item unless instructed otherwise on th e instrument. 4. In th e instrument "University" means either "college" or "university" as appropriate. "Supervising teacher" also means "cooperating teacher," "sponsoring teacher," o r "c ritic teacher." Student teacher also means "associate teacher." Teacher Questionnaire DADS-HK-MSU 11-69 STUDENT TEACHING IN MICHIGAN Teacher Questionnaire 1. 2. Which o f the follow ing are you now? 1. A single student teacher 2. A married student teacher 3. A supervising (cooperating, sponsoring) teacher 4. A supervising teacher b u t w ith a part-tim e administrative assignment in addition to teaching 5. A school adm inistrator What is your sex? 1. 3. 4. 5. M ale 2. Female Which statem ent below best describes the co m m un ity in which you teach? 1. Large central c ity (e.g., D e tro it, Grand Rapids) 2. Large suburban com m unity (e.g., Livonia, F lin t Carmen) 3. Small suburban co m m un ity (e.g., Okemos, Essexville) 4. M edium sized c ity (e.g.. Battle Creek, Kalamazoo) 5. Small city o r rural area (e.g., Niles, Ithaca) How many years o f teaching have you completed including this year? 1. Three or less years 3. Eight to twelve years 2. F o u r to seven years 4. M ore than twelve years How many d iffe ren t colleges o r universities have been represented by the student teachers w ith whom you have worked? 6. 1. O nly one 4. F ou r to six 2. Two 5. M ore than six 3. Three W ith how many student teachers have you w orked in the last 5 years? (I nclude your current student teacher) 7. 8. 1. One 2. Two 6. 5. Five Six to ten 3. Three 7. M ore than ten 4. Four How well do you feel your present student teacher was prepared to enter student teaching? 1. Extrem ely well prepared 4. M inim ally prepared 2. Well prepared 5. Inadequately prepared 3. A dequately prepared In this assignment (contact), how was yo u r student teacher scheduled in student teaching? 1. Full-tim e 3. Half-days 2. F ull-tim e except he was also enrolled in a non-student teaching credit course 4. Less than half-days 1 9. 10. In this assignment (contact) how was your student teacher placed? 1. W ith you as the single supervising teacher. 2. In a team-teaching situation (tw o o r more team members). 3. W ith tw o o r three d iffe ren t teachers (b u t not team-teaching). 4. In a flexib le cluster arrangement. 5. In a campus laboratory school. 6. In a special program o r project d ifferen t from any o f the above. H o w many weeks is your student teacher scheduled in this assignment (contact)? 1. 5 weeks o r less 4. 10 o r 11 weeks 2. 6 or 7 weeks 5. 12 to 1 4 weeks 3. 8 or 9 weeks 6. More than 14 weeks W hat is your o w n current teaching assignment? 1. Grades K, 1, 2 5. M iddle School 2. Grades 3 , 4 6. Junior High School 3. Grades 5, 6 7. Senior High School 4. A ll elem entary grades 8. A ll grades K - 12 T o w hat subject area or teaching field are you prim arily assigned? (Check one answer only fro m 12 and 13.) 1. A ll elem entary subjects K-5 o r K-6 6. 2. A rt 7. Foreign Language 3. Business Education 8. Home Economics 4. English 5. Elem entary departm ental o r block program 9. 10. Elem entary ungraded program Mathematics Music 1. Physical Education (Elem entary) 6. Social Science — English combination 2. Physical Education (Secondary) 7. Special Education 3. Science (Biology, Chemistry, Physics) 8. Speech 4. Science (G eneral, Natural, Earth) 9. 5. Social Studies (including History) 10. Vocational or Industrial Arts Education Other Q U E S T IO N S 14 T H R O U G H 18 deal w ith any changes in individualized instruction fo r the pupils w hich may have resulted fro m your student teacher's presence. 14. 15. 16. T o wf j at extent did yo u r student teacher w o rk w ith (instruct, counsel, tu tor) individual pupils? 1. A great deal 3. A little b it 2. T o some e x te n t 4. N o t a t all T o w h a t extent d id you w ork w ith individual pupils as compared to when you do not have a student teacher? 1. Much more than usual 4. Somewhat less than usual 2. Som ewhat m ore than usual 5. Much less than usual 3. A b o ut the same as usual T o w h a t extent was individual help or counseling provided your pupils during non-class hours as compared to w h a t w ould have been possible if you had n o t had a student teacher? 1. Much more th an usual 4. Somewhat less than usual 2. Somewhat m ore than usual 5. Much less than usual 3. A b o ut the same as usual 2 17. T o w hat exten t did conferring w ith yo u r student teacher take your tim e so you had less tim e for individual w ork w ith pupils? 18. 1. Frequently 3. Seldom 2. Sometimes 4. Never TO w hat exten t did planning w ith your student teacher take yo u r tim e so th a t you had less tim e fo r individual w ork w ith pupils? 19. 1. Frequently 3. Seldom 2. Sometimes 4. Never T o what exten t was re-teaching necessary after th e student teacher taught? 1. 2. Frequently 3. Seldom Sometimes 4. Never Q U E S T IO N 20 T H R O U G H 28 T o w hat extent were any o f the following instructional activities fo r your pupils changed because o f your student teacher's presence? 20. 21. 22. 23. 24. A m ou n t o f small group instruction. 1. Much more 4. Som ew hat less 2. Som ew hat more 5. Much less 3. No change Provision fo r make-up w ork 1. Much greater 4. Som ew hat less 2. Som ew hat greater 5. Much less 3. No change Follow -up o f exams 1. Much better 4. Som ew hat poorer 2. Som ewhat better 5. Much poorer 3. N o change Individual attention to , or tutoring of, pupils 1. Much more 4. Som ew hat less 2. Som ew hat more 5. Much less 3. N o change 4. Som ew hat poorer Supervision o f study periods 1. 25. M uch better 2. Som ew hat better 5. M uch poorer 3. N o change 6. Does not apply Som ew hat poorer Supervision o f playgrounds, hallways, etc. 1. M uch better 4. 2. Som ew hat better 5. Much poorer 3. No change 6. Does not apply 3 26. 27. 2 8. A m ount o f material covered 1. Much more 4. Som ew hat less 2. Som ewhat m ore 5. Much less 3. N o change Discipline 1. Much better 4. Somewhat poorer 2. Somewhat better 5. Much poorer 3. N o change M otivation o f pupils 1. Much better 4. Somewhat poorer 2. Som ewhat better 5. Much poorer 3. N o change Q U E S T IO N S 2 9 T H R O U G H 31 deal w ith the contributions your student teacher may have made to the school program. Did yo u r student teacher make any specific contributions to th e school, pupils, o r teachers, such as 29. 30. 31. 32. Supervise youth groups in meetings, programs, trips, tours, etc.? 1. O ften 2. Sometimes 35. 36. No D o n 't know 1. O fte n 3. No 2. Sometimes 4. D o n 't know Perform recess, lunch, gymnasium, playground or hall duty? 1. O fte n 3. No 2. Sometimes 4. D o n 't know Did your student teacher bring, develop, provide, o r suggest any new or d ifferen t instructional materials? A great many 2. Some 3. No Did your student teacher suggest or provide any o th e r kinds o f aid o r ideas? 1. 34. 3. 4. Give talk to parent's group? 1. 33. _ A great many 2. Some 3. No What use w ere you able to make o f the contributions (32 & 33) o f yo u r student teacher? 1. I used them . 3. I had to discourage him from contributing too freely. 2. I did not use th em . 4. M y student teacher really did n o t have much to offer. How m any hours per week on the average did y o u r student teacher teach yo u r assigned classes? 1. Less than an hour a week. 4. Eleven to fifteen hours per week. 2. O ne to five hours per week. 5. Sixteen to tw en ty hours per w eek. 3. Six to ten hours per week. 6. More th an tw en ty hours per w eek. How m any hours per w eek on the average were you able to be aw ay from th e classroom w hile yo u r student teacher was teaching y o u r assigned classes? 1. Less than one 4. 11 — 15 2. 1 -5 5. 16-20 3. 6 — 10 6. More than 20 4 T o w hat extent did you engage in any o f the follow ing additional activities during the tim e y o u r student teacher was teaching? 37. V isitation in other classrooms or schools. 1. 38. 2. T o some extent 3. N o t a t all A great deal 2. T o some extent 3. N o t a t all A great deal 2. T o some extent 2. T o some extent N o t a t all A y e a t deal 3. N o t a t all A great deal 2. T o some extent 3. N o t at all 2. T o some extent 3. N o t a t all 2. T o some extent 3. N o t a t all Assisting the principal or other teachers 1. 44. A great deal Participating in supervising teacher seminars o r o ther in-service activities dealing w ith student teaching. 1. 43. N o t at all W ork w ith staff o f school o r departm ent 1. 4 2. 3. Professional reading or w riting 1. 41. T o some extent Research. 1. 4 0. 2. C om m ittee w ork in the school w ith pupils an d /o r staff. 1. 39. A great deal A great deal Social o r recreational activities 1. A great deal Q U E S T IO N 4 5 T H R O U G H 49 T o w h a t extent did yo u r student teacher relieve other regular staff members w ho did not have student teachers o f the follow ing activities? 45. 46. 47. 48. Teaching 1. Many times 3. N o t at all 2. Once or a few times 4. D o n 't know Chaperoning 1. Many times 3. N o t at all 2. Once or a few times 4. D o n 't know Supervision o f lunch duty 1. M any times 3. N o t at all 2. Once or a few times 4. D o n 't know Supervision o f study hall 1. Many tim es 3. N o t at all 2. Once or a few times 4. D o n 't know 5 49. Supervision o f playground 1. M any times 3. N o t a t all 2. Once or a few times 4. D o n 't know Q U E S T IO N 50 T H R O U G H 53 T o w hat ex ten t were other staff members able to engage in any o f the following activities because o f the presence o f student teachers in the building? 50. 51. 52. 53. 54. V isitation in other classrooms or schools 1. Many times 3. N o t a t all 2. T o some ex ten t 4. D o n 't know C om m ittee w ork in the school 1. A great deal 3. N o t at all 2. T o some extent 4. D o n 't know Research 1. A great deal 3. N o t at all 2. T o some extent 4. D o n 't know Professional reading or w riting 1. A great deal 3. N o t at all 2. To some exten t 4. D o n 't know How many hours per week on the average do you estimate you spent in the physical presence (close enough to see o r talk w ith ) o f yo u r student teacher? 55. 1. Less than 10 5. 26 to 30 2. 10 to 15 6. 31 to 35 3. 16 to 20 7. 36 to 40 4. 21 to 25 8. More than 40 H ow did the presence o f a student teacher affect the average number o f hours per week you spent a t school as compared to when you do not have a student teacher? 56. 1. Added more than six hours per week 6. Reduced by up to one hour per week 2. Added three to six hours per week 7. Reduced by one to three hours per week 3. Added one to three hours per week 8. Reduced by three to six hours per week 4. Added up to one extra hour per week 9. Reduced more than six hours per week 5. Had no effect How did your student teacher's presence affect the average num ber o f hours per week you worked on jobrelated activities aw ay from school? Reduced by up to one hour per week 1. Added more than six hours per week 6. 2. Added three to six hours per week 7. Reduced by one to three hours per week 3. Added one to three hours per week 8. Reduced by three to six hours per week 4. Added up to one hour per week 9. Reduced more than six hours per week 5. Had no effect 6 Q U E S T IO N 57 T H R O U G H 60 To what e x ten t was th e tim e you spent on any o f the following activities changed because o f your student teacher's presence? 57. Teaching 1. I ncreased a great deal 4. Reduced to some extent 2. Increased to some e x te n t 5. Reduced a great deal 3. 58. 59. 6 0. Remained about the same Lesson Planning 1. Increased a great deal 4. Reduced to some extent 2. I ncreased to some exten t 5. Reduced a great deal 3. Remained about the same Paper Grading 1. Increased a great deal 4. Reduced to some extent 2. I ncreased to some exten t 5. Reduced a great deal 3. Remained about the same Help to individual students 1. Increased a great deal 4. Reduced to some extent 2. Increased to some exten t 5. Reduced a g-eatdeal 3. Remained about the same Q U E S T IO N 61 T H R O U G H 69 T o what e x te n t did you engage in the follow ing activities because o f the presence o f the student teacher? 61. 62. 63. 64. 65. 66. Planning w ith or fo r your student teacher 1. A great m any extra hours 2. Some extra hours 3. N o extra hours Evaluating your student teacher's progress or activities 1. A great m any extra hours 2. Som e extra hours 3. N o extra hours Holding casual an d /o r personal conversations not really a part o f student teaching. 1. A great m any extra hours 2. Some extra hours 3. No extra hours Fulfilling the social obligations resulting fro m your student teacher's presence. 1. A great many extra hours 2. Som e extra hours 3. N o extra hours 3. No extra hours 3. No extra hours Finding housing fo r your student teacher. 1. A great many extra hours 2. Som e extra hours Preparing additional reports. 1. A great m any extra hours 2. Som e extra hours 7 67. 6 8. 69. Making additional preparation fo r teaching. 1. A great m any extra hours 2. Some extra hours 3. N o extra hours H olding telephone conversations or other conferences w ith your student teacher. 1. A great many extra hours 2. Some extra hours 3. N o extra hours H ow many times per week on the average d id you have contact w ith yo u r student teacher outside o f regular w orking hours a t school? (Telephone, conferences, social engagements, etc.) 1. Less than one 4. Seven to nine 2. O ne to three 5. T e n or more 3. 70. Four to six H ow many days during student teaching did your student teacher handle classes fo r you w hile you were away fo r reasons other than student teaching business (professional w ork, request o f principal or other people, personal or private affairs outside of school) in which a substitute w ould have had to be hired if the student teacher had not been there? 71. 1. None 4. 2. Less than one 5. F o u r to seven Eight to ten 3. One to three 6. M ore than ten During student teaching how m any days did your student teacher handle classes for any teacher other than yourself while th a t teacher was away fro m his class? 1. 72. None 4. Five to seven 2. One o r less 5. Eight to ten 3. T w o to fo u r 6. M ore than ten How many hours do you estimate your student teacher spent doing volunteer w ork in th e com m unity where he was assigned fo r student teaching (youth groups, hom e service, church w ork and the like) during his student teaching period? 1. None at all 4. Sixteen to th irty hours 2. One to five hours 5. M ore than th irty hours 3. 73. 74. Six to fifteen hours W hat effect do you feel working with student teachers has had on yo u r own teaching performance? 1. Has made me a much more effective teacher 2. Has made m e a more effective teacher 3. Has had no effect on m y teaching 4. Has made me a less effective teacher 5. Has made me a much less effective teacher W hat do you th in k should be th e attitude o f th e administrators and teachers in yo u r school about working w ith student teachers? 1. Should aggressively seek student teachers 4. Should resist having student teachers in the school 2. Should seek student teachers 5. Should refuse to have student teachers in the school 3. Should accept student teachers 8 75. I f you were starting over, would you accept another student teacher w ith similar credentials fro m the same institution under th e same general circumstances? 76. 1. I would accept w ith enthusiasm 4. I would probably decline 2. I w ould accept 5. I would refuse 3. I feel neutral ab o ut it How many times has the university coordinator or supervisor o f student teaching been in your school during this student teaching contact? 77. 78. 1. N o t at all 6. 2. One to tw o tim es 7. Eleven to twelve times 3. Three to four times 8. T hirteen to fifteen times 4. Five to six tim es 9. Sixteen or m ore times 5. Seven to eight times N in e to ten tim es H ow much help has th e university coordinator (supervisor) provided you? 1. A ll the help I fe lt was necessary 4. L ittle of the help I fe lt was needed. 2. Most of the help I felt was needed 5. N o help at all 3. Some o f the help I felt I needed Has the university coordinator been helpful to you with an y matters n o t directly concerned w ith student teaching? 79. 1. He has gone o u t o f his way to behelpful 2. He has helped w hen asked H e has not helped 4. N o such help was needed W ould you w ant y o u r student to teach in y o u r builcfing or system next year? 1. 80. 3. Yes 2. N o, but w ould recommend him in a d iffe re n t system o r building 3. No W hy was this student teacher assigned to you? 1. I volunteered since I feel a professional obligation to help prepare future teachers. 2. I volunteered b u t only because I fe lt pressure from an administrator to do so. 3. I volunteered because I th ou gh t a student teacher w o u ld be helpful to me in perform ing m y 4. I did not volunteer but was requested b y an adm inistrator to take th e student teacher. 5. I was forced to w o rk w ith th e student teacher against m y will. school duties. 9 APPENDIX C SOCIOLOGICAL QUESTIONNAIRE 212 NAME_______ (Last) SUBJECT/GRADE TMTT (First) DIRECTIONS TO RESPONDENTS 1. Circle the most appropriate response number on the attached sheets. 2. Mark no more than one answer for each item. item on the instrument. Please answer every 3. Place this and the IBM answer sheet in the green Student Teacher Questionnaire booklet. 213 STUDENT TEACHER QUESTIONNAIRE 81. To what degree do you find yourself responding directly toward people of different nationalities than before you were overseas? 1. 2. Increased a great extent Increased to some extent 3. 4. Remained about the same Reduced to some extent 82. To what extent would your reaction to foreigners visiting the U. S. be any different since your travel and assignment overseas? 1. 2. 83. 1. 1. A great deal different To some extent different 3. No different A great deal different To some extent different 3. No different Do you feel"at home" in this foreign environment? 1. 2. 86. Remained about the same Reduced to some extent Do you feel any different as a result of your overseas 2. 85. 3. 4. How do you feel about being an American overseas? 2. 84. Increased a great extent Increased to some extent To a great extent To some extent 3. Not at all Are you interested in returning overseas: 1. 2. 3. 4. For For For Not employment in this school? employment overseas in another area? vacation? at all. 87. I think I will find it easier to talk about different topics with people who have had overseas experience than with those who have not. 1. Agree 2. Uncertain 3. Disagree 88. I feel as comfortable with foreigners as I am with my fellow countrymen. 1. Agree 2. Uncertain 3. Disagree 89. I have more positive feelings about being an American when I am overseas than when I am in the U. S. 1. Agree 2. Uncertain 3. Disagree 90. I am more aware of being an American when I am overseas than when I am in the U. S. 1. 91. 2. Uncertain 3. Disagree I feel I can trust most foreigners I meet in their home country. 1. 92. Agree Agree 2. Uncertain 3. Disagree Most people have false ideas about what it is like to live overseas. 1. Agree 2. Uncertain 3. Disagree 93. I attempt to keep up on affairs in the country (countries) in which I live or travel overseas. 1. 94. To a great extent 2. To a limited extent 3. Not at all I am more aware of European affairs since my assignment overseas. 1. To a great extent 2. To a limited extent 3. Not at all 95. Since coming overseas m y interest has changed favorably toward operas, concerts, museums, etc. 1. To a great extent 2. To a limited extent 3. Not at all 96. I am learning more about this host nation from my presence here than I could from books or lectures in the U. S. 1. 97. To a great extent 2. To a limited extent 3. Not at all Did you date host nationals or foreigners while overseas? 1. To a great extent 2. To a limited extent 3. Not at all 98. Other than on dates, do you generally pursue leisure time and r ec­ reational activities of the host nation? 1. To a great extent 2. To a limited extent 3. Not at all Compare the host nationals and Europeans you met overseas with Americans on the characteristics listed below. In every group there are exceptions, but in general, which group shows more of the characteristic indicated? Circle "HN" for Host Nationals and Europeans , "A" for Americans and ", for about the same. In general, which groups would you say were: 99. Friendlier............... ,HN A S 100. More sophisticated...... .HN A S 101. More morally upright.... ,HN A S 102. Better informed.......... ,HN A S 103. More conservative........ .HN A S 104. More serious-minded..... .HN A S 105. More culturally m ind e d . .. ,HN A S 106. More traditional......... HN A s 107. More industrious......... HN A s 108. More competitive......... .HN A s The following questions are concerned with how you intend to keep in touch with people you meet when you are overseas. Please do not put down any names, but indicate their position or relationship to you. You may not have any to list. If so, check in indicated space. 109. List any host nationals or Europeans you met overseas and plan to correspond with or keep in contact with (position or relationship to you only). do not plan to keep in touch with any Europeans upon leaving. 1. 2. APPENDIX D QUESTIONS USED FOR TAPED INTERVIEWS WITH MICHIGAN STATE UNIVERSITY OVERSEAS STUDENT TEACHERS 217 QUESTIONS USED F O R TAPED INTERVIEWS WITH MICHIGAN STATE UNIVERSITY OVERSEAS STUDENT TEACHERS 1. What shocked you most upon your arrival in Rome or at the Hague? 2. Did you feel lost in this large foreign city? you feel now? 3. How do Why? What are the greatest cultural differences between the Italians, (Dutch) and the Americans? What do they do? What do they believe? 4. Did you get to know any Italian (Dutch) people? Are they different from Americans? 5. What did you find different about other Europeans? 6. Did y o u have any experiences either in Rome (Holland) or traveling which changed your opinion of the people or their culture? 7. How are you different as a result of your European experiences? 8. Describe your living quarters, was it adequate? you live with a family? 9. Hotel? Pensione? Did Apartment? What have you learned about your presence here about the government, politics, conditions in general that you couldn't have learned in the United States? 10. What are the advantages in student teaching overseas? 218