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I
I

7 3 -2 9 ,7 3 3
KROMER, Thomas P e t e r , 19*41AN INVESTIGATION OF EXPERIMENTALLY INDUCED
EXPECTANCY IN SECONDARY SCHOOL COOPERATING
TEACHERS OF STUDENT TEACHING AT CENTRAL
MICHIGAN UNIVERSITY. [ P a g e s 9 6 - 1 0 1 ,
p r e v i o u s l y c o p y r i g h t e d m a t e r i a l n o t m i c r o f ilm e d
a t r e q u e s t o f au th or. A v a ila b le fo r c o n s u lt a t io n
a t M ich ig a n S t a t e U n i v e r s i t y L i b r a r y . ]
M ichigan S t a t e U n i v e r s i t y , P h . D . , 1973
E d u c a t i o n , p s y c h o lo g y

U niversity Microfilms, A XJiROXCompany , A nn Arbor, M ichigan

AN INVESTIGATION OF EXPERIMENTALLY INDUCED EXPECTANCY IN
SECONDARY SCHOOL COOPERATING TEACHERS OF STUDENT
TEACHING AT CENTRAL MICHIGAN UNIVERSITY

by
Thonae P e t e r Kroner

A THESIS

S ubm itted to
Michigan S t a t e U n iv e rs ity
In p a r t i a l f u l f il l m e n t o f th e req u irem en ts
f o r th e d eg ree of

DOCTOR OF PHILOSOPHY

1973

ABSTRACT

AN INVESTIGATION OF EXPERIMENTALLY INDUCED EXPECTANCY
IN SECONDARY SCHOOL COOPERATING TEACHERS OF STUDENT
TEACHING AT CENTRAL MICHIGAN UNIVERSITY

by
Thomas P e te r Kromer

THE PROBLEM
R obert R osenthal and h is a s s o c ia te s have shown t h a t one p e r s o n 's
e x p e c ta tio n f o r a n o th e r 's b eh av io r can q u ite u n w ittin g ly a f f e c t th e
o u tco se o f t h a t b e h a v io r (R osenthal A Jaco b so n , 1968).

This s e l f -

f u l f i l l i n g prophecy o r expectancy e f f e c t has been s tu d ie d in v a rio u s
la b o ra to ry c o n d itio n s and in e le s e n ta r y and secondary school c l a s s r o o u .
The p ro b le s In t h i s stu d y was to t e a t R o s e n th a l's s e l f - f u l f i l l i n g
prophecy In th e p r a c t i c a l s e t t i n g o f C e n tra l Michigan U n iv e r s ity 's
s tu d e n t te a c h in g pro g r a s ,

PROCEDURES

Twenty s tu d e n t te a c h e rs were randomly s e le c te d from each o f C en tral
Michigan U n i v e r s i ty 's f iv e secondary s tu d e n t te a c h in g c e n te rs d u rin g
th e w in te r sem ester o f 1972,

H alf o f th e s tu d e n t te a c h e r s were randomly

a ssig n e d t o th e e x p erim e n tal group and th e rem aining stu d e n t te a c h e r s
were a ssig n e d to th e c o n tro l group.
The c o o p e ra tin g te a c h e rs o f th o se s tu d e n t te a c h e r s in th e e x p e r­
im en tal group were given p o s itiv e expectancy d a ta w h ile th e c o o p e ra tin g

te a c h e rs o f th o se s tu d e n t te a c h e rs in th e c o n tro l group s e re given no
expectancy d a ta .
In th e c o n te x t o f t h i s stu d y an a t t e a p t was sade to measure th re e
v a r ia b le s !

th e a b i l i t y o f s tu d e n t te a c h e r s to te a c h | th e stu d e n t

t e a c h e r 's c o n fid en ce In h i s own a b i l i t y t o tea ch ) and th e a t t i t u d e s
s tu d e n t te a c h e rs have toward young p eo p le.

The R atin g S c a le f o r th e

E v alu atio n o f S tu d e n t T eachers was s e le c te d to measure th e a b i l i t y of
s tu d e n t te a c h e rs to te a c h .

The C onfidence Level In v en to ry f o r T eaching

was used to Measure th e s tu d e n t t e a c h e r 's c o n fid en ce in h is own a b i l i t y
to te a c h .

The M innesota T eacher A ttitu d e In v en to ry was u t i l i s e d to

Measure th e s tu d e n t t e a c h e r 's a t t i t u d e tow ard young p eo p le,
Campbell and S ta n le y 's p o s t - t e s t only c o n tro l group design was
enployed in t h i s stu d y ,

F in n 's two-way M u ltiv a ria te a n a ly s is o f v a ria n c e

p ro g raa was used to a n a ly se th e d a ta .

The f i v e p e rc e n t le v e l o f con­

fid e n c e was a r b i t r a r i l y chosen f o r s ig n if ic a n c e t e s t s .

ANALYSIS OF RESULTS
A s i g n i f i c a n t d if f e r e n c e e x is te d betw een two o f th e secondary
s tu d e n t te a c h in g c e n te rs u s in g th e Confldanoe Level Inventory f o r
T eaching a s th e dependent v a r ia b le (p< .0 5 ) .
The a aln expectancy e f f e c t was not s t a t i s t i c a l l y s i g n i f ic a n t
a lth o u g h w ith ( p < . 068) th e r e s u l t s were In th e d i r e c t i o n p re d ic te d by
R o sen th al.

G0NCULI3I0KS

As a r e m i t o f t h i s stu d y th e w r i t e r I s n o t w illin g to t o t a l l y
e lim in a te th e p o s s i b i l i t y t h a t th e expectancy e f f e c t e x i s t s .

ACKNOVUDGKENTS

The w r i t e r wishes to ta k e t h i s o p p o rtu n ity t o thank th e many people
who have c o n trib u te d t h e i r t l a e and energy in th e com pletion o f t h i s
d is s e rta tio n ,

C o o rd in a to rs, c o o p e ra tin g te a c h e r s , stu d e n t te a c h e r s , and

f r ie n d s nade t h i s d i s s e r t a t i o n p o s s ib le .

The w r i t e r i s e s p e c ia lly

Indebted to D r, Dale A la s who provided th e fre e d o a and guidance needed
to co ap lete t h i s d i s s e r t a t i o n .

The o th e r a e s b e rs o f th e c o s s l t t e e ,

D r. Troy S t e a m s , Dr, J a a e s McKee, and Dr, W illiam Force a r e a p p re c ia te d
f o r t h e i r w illin g n e s s t o serv o on th e c o s s l t t e e and f o r t h e i r v a lu a b le
su g g e stio n s.
S p e c ia l g r a titu d e i s extended to sy w ife , L o is , f o r en d u rin g th e
l o s s o f normal fam ily fu n c tio n s d u rin g th e months o f work needed to
com plete t h i s d i s s e r t a t i o n .
S p e c ia l than k s I s a ls o given t o Dr. V illla m G illingham whose s p e c ia l
h e lp and f a i t h in me made com pletion o f th e d i s s e r t a t i o n p o s s ib le .

ii

TABLE OF CONTENTS

Pape
ACKNOWLEDGMENTS....................................

..........................................................................

TABLE OF CONTENTS.............................................................................................................
LIST OF T A B L E S ......................................................
LIST OF FIGURES.............................

33
Ill
v
vi

CHAPTER
I

II

THE PROBLEM...................................................................... ........................

3

I n t r o d u c t i o n t o t h e Problem . . . . . . . . . . .
S tatem ent, o f t h e JVoblom . . . . . . . . . . . . .
P u rp o se o f t h e S tu d y , , , , ...............................................
Need f o r t h e Study
.........................................................
H y p o t h e s e s .......................
D e f i n i t i o n s . . . . . . ............................................................
O verview o f t h e S tu d y
............................

1
?
3
^
^
^

BACKGROUND OF THE STUDY..................................................................

0

T r a n s m is s i o n of t h e E x p e c ta n c y
E ffect . . . . . .
Review o f t h e L i t e r a t u r e ................... . . . . . . . .
D i s c u s s i o n o f t h e L i t e r a t u r e .............................
20

III

9
H

DESIGN OF THE STUDY...........................................................................

22

P o p u l a t i o n .....................................................................
Sample .....................................
P r o c e d u r e s ................................... . . . . . . . . . . . .
C r ite r io n Instrum ents . . . . . . . . .
...................
D e s ig n . . . . .
...........................................................................
Method o f A n a l y s i s ......................................................................

22
22
23
2?
33
33

111

TABLE OF CONTENTS (C ontinued)

CHAPTER
IV

V

Page
ANALYSIS OF RESULTS................................................................................

36

H y p o th e s e s and R e s u l t s . . . . . . . . . . . . . .
D iscu ssio n o f R e s u lts
.
................................................
Summary . . . . .
...........................................................................

3R
^3
*>5

SUMMARY, CONCLUSIONS, AND IMPLICATIONS
FOR FURTHER RESEARCH...........................................................................

SR

S u m m a r y ...................................................................................................
C o n c l u s i o n s ..........................................................................................
I m p l i c a t i o n s ........................................................ . . . . . .

SR
67
70

BIBLIOGRAPHY.............................

77

APPENDICES

A

CORRESPONDENCE.....................................................................................

77

R

EXPECTANCY DATA...........................................................................................

79

C

HATING SCALE FOR THE EVALUATION OF
STUDENT TEACHERS .
...........................................................................

R3

D

CONFIDENCE LEVEL INVENTORYFOR TEACHING .

.......................

93

E

MINNESOTA TEACHER ATTITUDE INVENTORY.......................................

96

lv

LIST OF TABLES

TABU

Fags

1

C all Nm b i f o r BSEST................................................................................

36

2

C o ll Means fo r C L I T ................................................................................

37

3

C oll Heana f o r OTAI

................................................................................

37

4

Sourco o f V ariance, Sua o f Squares, Dogrooa o f
Freedoa, Mean Squares, F - r a t lo , and p -valu e
fo r Two-Way A nalyala o f Variance with Main
E ffo c ta o f Expectancy Traataonta and Student
Teaching Canter L ocations Uaing th e RSSST
aa th e Dependent V a r ia b le ..................................................................

39

5

Source o f V ariance, Sua o f Squares, Degrees of
Freedoa, Mean Squares, F - r a t lo , and p -valu e
fo r Two-Way A n a ly sis o f Variance with Main
E ffe c ts o f Expectancy T reataenta and Student
Teaching Center L ocations U sin g th e CLIT aa
the Dependent V a r i a b l e .......................................................................

6

Source o f V ariance, Sun o f Sq u ares, Degrees of
Freedoa, Mean Squares, F - r a t lo , and p -v a lu e
fo r Two-Way A n a ly sis o f Variance with Main
E ffe c ts o f Expectancy T reataenta and Stu dent
T eaching Center L ocations Uaing th e OTAI aa
the Dependent V a r i a b l e .......................................................................

y

**2

LIST OF FI ITURES

FIQJRE
1

Pape
Model f o r Two-Way A n a l y s l a o f V a r ia n c e
w i t h Main E f f e c t o o f T rea tm e n t and
l o c a t i o n ..........................................................................

vi

3J*

CHAPTER I

INTRODUCTION
In t h i s c h a p te r th e p ro b lss Is In tro d u c e d , th e problem I s s t a te d ,
th e need f o r th e study i s developed and the p u rposes of th e study a re
s p e c i f i c a l l y s t a te d .
term s a r e d e fin e d .

The re s e a rc h hypotheses a re given and c e r ta in
The c h a p te r I s concluded w ith an overview of the

stu d y .

In tro d u c tio n t o the Problem
The s tu d e n t te a c h in g program a t C en tral Michigan U n iv e rs ity has
been In e x is te n c e f o r o v er 50 y e a r s .

IXiring t h i s period no sy ste m a tic

e f f o r t has been made to a n a ly se i t s e ff e c tiv e n e s s .

Changes were made

through th e y e a rs a s th e need a ro s e and as p e rso n n e l re s p o n s ib le f o r
th e program changed.

There was no sy ste m a tic e v a lu a tiv e stu d y w ith

th e r e s u l t a n t d a ta to su p p o rt th e s e changes.
I n i t i a l l y , s tu d e n t te a c h e rs sp e n t h a lf days stu d e n t te a o h in g In
th e lo c a l Mount P le a s a n t a re a and th e rem ainder o f th e day ta k in g
c o u rses on campus.

As th e number o f s tu d e n ts In c re a se d , th e lo c a l a re a

could no lo n g e r accommodate a l l o f th e stu d e n t te a c h e rs and so an 6-week
program o f f u l l time s tu d e n t te a c h in g was developed In s e v e r a l r e s i d e n t i a l
c e n te rs lo c a te d throughout th e low er p o rtio n of M ichigan,
ment has p re v a ile d up to the p re s e n t time.
1

T his a rra n g e ­

2
The m ajor concern w ith th e 8-week progrew seemed to be th e la c k o f
c o r r e la tio n o f th e th e o ry oouraes w ith th e p r a c t i c a l e x p e rie n c e s gained
in th e s tu d e n t te a c h in g p ro g ra s .

Many p r o f e s s o r s b e lie v e d th a t th e

s in g le a o s t im p o rtan t a s p e c t o f te a c h e r p re p a ra tio n was th e c o n cu rren t
th eo ry c la s s e s ta u g h t d u rin g th e s tu d e n t te a c h in g e x p e rie n c e .

O thers

f e l t t h a t v ery l i t t l e th e o ry was needed and t h a t th e ex p erien c e of
s tu d e n t te a c h in g i t s e l f - - t h e i n te r a c t io n o f th e stu d e n t te a c h e r w ith
h is c o o p e ra tin g te a c h e r and w ith h is own c la s s e s was s u f f i c i e n t to
produce a s u c c e s s f u l s tu d e n t te a c h in g e x p e rie n c e .
In an a tte m p t t o f in d o u t who o r what does In flu e n c e th e s tu d e n t
t e a c h e r 's perform ance th e most d u rin g h i s s tu d e n t te a c h in g e x p e rie n c e ,
P o lesaak (196^) found t h a t s tu d e n t te a c h e rs thought t h a t th e coop­
e r a t in g te a c h e r e x e rte d th e most In flu e n c e on them.
I f P o lessak and o th e rs a r e c o r r e c t in t h e i r s ta te m e n ts t h a t th e
c o o p e ra tin g te a c h e r e x e r ts th e a o s t In flu e n c e on s tu d e n t te a c h e rs , th en
p erhaps one o f th e b e s t ways to in s u re a s u c c e s s fu l s tu d e n t te a c h in g
e x p erien c e i s f o r th e u n iv e r s ity c o o rd in a to r to c o n c e n tra te h ie e f f o r t s
a t changing th e c o o p e ra tin g t e a c h e r 's p e rc e p tio n s o f h i s s tu d e n t te a c h e r
r a t h e r than p ro v id in g more c o u rse work o r a d d itio n a l e x tra -c la ssro o m
a c t i v i t i e s f o r th e s tu d e n t te a c h e r .

S tatem en t o f th e Problem
The problem o f t h i s stu d y i s to t e s t Robert R o s e n th a l's s e l f f u l f i l l i n g prophecy h y p o th e s is in th e p r a c t i c a l s e t t i n g o f an on-going
secondary stu d e n t te a c h in g program a t C e n tra l Michigan U n iv e rs ity ,

3
Purpoaa o f th e Study
The purpose o f t h l e stu d y i s to d eterm ine whet e f f e c t e x p e rim e n ta lly
induced expectancy in c o o p e ra tin g te a c h e rs has on th e p erceiv ed perform ­
ance o f t h e i r r e s p e c tiv e s tu d e n t te a c h e r s .

In a d d itio n th e stu d y i r l l l

d ete rm in e w hether th e s tu d e n t t e a c h e r 's co n fid en ce f o r te a c h in g la
a f f e c te d by th e inducem ent o f th e s e expectancy d a ta and w hether th e s e
expectancy d a ta w i l l a f f e c t h is sc o re on th e M innesota Teacher A ttitu d e
In v en to ry T e s t,

Need f o r th e Study
R obert R osenthal and h i s a s s o c ia te s have shown t h a t one p e rs o n 's
e x p e c ta tio n f o r a n o th e r 's behavior can q u ite u n w ittin g ly a f f e c t th e o u t­
come o f th a t b eh av io r (R osenthal A Jacobson, 1968).

Rice (1929) and

Harvey (1938) in s e p a ra te experim ents found evidence t h a t th e e x p e c ta ­
tio n s o f In te rv ie w e rs had a pronounced e f f e c t on th e c l i e n t 's resp o n se .
B. A. Vysocki (1957) noted t h a t ex p erim en ter e x p e c ta tio n s o f t h e i r
s u b je c ts * i n t e r p r e t a t i o n o f in k b lo ts a ff e c te d th e number of d i f f e r e n t
in t e r p r e t a t i o n s given by th e s u b je c t,
A lex B avelas re p o rte d in Pygmalion in th e Classroom (R osenthal A
Jaco b so n , 1968) t h a t in an i n d u s t r i a l p la n t in th e e a r ly 1950*e t h a t
forem en tended to e v a lu a te th e perform ance o f fem ale w orkers on t h e i r
su sp ec ted a b i l i t y a s re p o rte d on f a l s i f i e d t e s t s c o re s .

Those women

t h a t th e foremen expected to have h igh perform ances a c tu a lly did a lth o u g h
t h e i r r e a l t e s t s c o re s were v a rie d from high to low.

u
This "expectancy e ffe c t" has been studied by Rosenthal and
Jacobson (1968) in a c la ssr o o a s itu a tio n .

Thorndike (1968) attackad

tha b a sic data uaad in th la stu dy, and oth ers could not r e p lla a te sany
o f R osenthal'e experim ents.

b h lle not a l l in v e stig a to r* have basn abla

to show tha tranaaiaaion of t h is axpactancy o f f s e t fr o a ona parson to
another, I t su et ba aaphaaitad th at tha o ffa c t has basn demonstrated in
a nuabar o f s tu d ie s ,

Kora rasaarch i s naadad to datarnln s undar what

clrcuaataaeaa tha tx a n sa lssio n o f th la expectancy o f f s e t i s a o st llk a ly
to occur (Barbar A S ilv e r , 1968),

Hypotheses
H ypothesis 1
There w ill be no s ig n if ic a n t d iffe r e n c e in naan t o t a l score on tha
Rating S cale fo r tha Evaluation o f Student Teachers between those student
teachers whose cooperating teacher was provided expectancy data and th ose
student teachers whose cooperating teacher received no expectancy data.
T his hypothesis la a t e s t o f the expectancy a f f e c t which has bean
axperisen t a l ly demonstrated (Rosenthal A Fade, 19631 Rosenthal A
Lawson, 1964j Cordaro and Iso n , 19631 Larrsbee A K lein sa sse r, 196?»
Adair A B psteln, 1968i Cooper, Klsenberg, Robert A Dohrenwend, 1967 i
Rosenthal A Jacobson, 1968| Blakey, 1970| and H askett, 1968).
H ypothesis 2
Thera w ill ba no s ig n ific a n t d iffe r e n c e in cooperating tea ch ers'
naan t o t a l r a tin g sc o re s on tha Rating Scajle f o r the Evaluation of
Student Teachers In th e f i v e secondary student tea ch in g c en ters.

5
Hypothesis 3
th e r e w i l l be no s i g n i f i c a n t I n te r a c tio n e f f e c t between tre a tm e n t
and lo c a tio n aa measured by th e R ating S c a le f o r th e E v alu atio n of
S tu d en t T ea ch e rs.
Hypothesis

k

There w ill be no s i g n i f i c a n t d if f e r e n c e In aean t o t a l sc o re on th e
Confidence Level In v en to ry f o r T eaching between th o se stu d e n t te a c h e rs
whose c o o p e ra tin g te a c h e r was provided expectancy d a ta and th o se stu d e n t
te a c h e rs whose c o o p e ra tin g te a c h e r re c e iv e d no expectancy d a ta .
H ypothesis 5
There w i l l be no s i g n i f i c a n t d if f e r e n c e in stu d e n t te a c h e r s ' mean
t o t a l s c o re s on th e C onfidence Level In v en to ry f o r Teaching in th e f iv e
socondary s tu d e n t te a c h in g c e n te r s .
H ypothesis 6
There w ill be no s i g n i f i c a n t i n te r a c t io n e f f e c t between trea tm e n t
and lo c a tio n a s measured by th e C onfidence Level Inv en to ry f o r T eaching,
H ypothesis 7
There w ill be no s i g n i f i c a n t d if f e r e n c e In mean t o t a l sc o re on th e
Minnesota T eacher A ttitu d e In v en to ry between th o se stu d e n t te a c h e rs
whose c o o p e ra tin g te a c h e r was provided expectancy d a ta and th o se stu d e n t
te a c h e rs whose c o o p e ra tin g te a c h e r re c e iv e d no expectancy d a ta .

6

Some re s e a rc h (K e s te r, 19^9) s u g g e s ts t h s t s tu d e n ts who have had
p o s i t iv e expectancy d a ta p ro v id ed have developed s o r e p o s i t iv e a t t i t u d e s
tow ard th em se lv e s, toward s c h o o l, tow ard fe llo w s tu d e n ts and toward th e
te a c h e r .
H ypothesis 8
T here w i l l be no s i g n i f i c a n t d i f f e r e n c e In s tu d e n t te a c h e r s ' mean
t o t a l s c o re s on th e M innesota T ea ch e r A ttitu d e In v e n to ry In th e f i v e
seco n d ary s tu d e n t te a c h in g c e n t e r s .
L o catio n was nev er t r e a t e d a s a v a r i a b le In th e re s e a rc h review ed .
T h is w r i t e r th u s in clu d ed th e lo o a tlo n h y p o th eses 2 , 5» sod 8,
H y p o th esis 9
T here w i l l be no s i g n i f i c a n t i n t e r a c t i o n e f f e c t between t r e a t a e n t
and lo c a tio n aa measured by th e M innesota T eacher A ttitu d e In v e n to ry .

D e f ln ltlo n s
1,

S e l f - f u l f i l l i n g prophecy—A d e s c r i p t i o n o f how one p e rs o n 's b e h a v io r
can q u ite u n w ittin g ly become a a o re a c c u r a te p r e d ic tio n o f a n o t h e r 's
b e h a v io r s i s p l y because th e p r e d ic tio n was made.

In o th e r words

ou r p r e d ic tio n s o f a p e rs o n say I t s e l f be a f a c t o r In d e te rm in in g
th e b e h av io r o f a n o th e r.
2,

T eacher expectancy—The p e r c e p tio n s t h a t a te a c h e r holds tow ard h is
s tu d e n ts t h a t s e rv e s a s a p a r t i a l d e te rm in a n t o f th e b e h av io r o f
th o se s tu d e n ts .

7
3,

Expectancy d a ta —In fo rm a tio n provided to c o o p e ra tin g te a c h e rs o f th e
e x p e rla e n ta l group t h a t I s d esig n ed to le a v e & p o s itiv e p e rc e p tio n
o f th e stu d e n t te a c h e r In th e Mind o f th e c o o p e ra tin g te a c h e r,

4,

C ooperating te a c h e r--A r e g u l a r te a c h e r In a school t h a t I s coop­
e r a tin g w ith C e n tra l M ichigan U n iv e r s ity 's S tu d en t Teaching Program
u n d er whose guidance s t u d e n ts o b se rv e , t u t o r , and guide th e le a rn in g
a c t i v i t i e s o f a group o f secondary s tu d e n ts .

5,

S tu d e n t te a c h e r—A s tu d e n t a t C e n tra l Michigan U n iv e rsity who I s
placed In a p u b lic o r p r i v a t e secondary school (g rad es 7- 12) and
a c c e p ts Increased r e s p o n s i b i l i t y f o r d i r e c ti n g th e le a rn in g a c t i v ­
i t i e s o f a group o f l e a r n e r s over a p erio d of t i n e .

6,

C o o rd in ato r o r Secondary C o o rd in a to r—An In d iv id u a l employed by
C e n tra l Michigan U n iv e rs ity t o work w ith c o o p e ra tin g te a c h e rs and
s tu d e n t te a c h e rs In a secondary te a c h in g c e n te r so t h a t th e g r e a te s t
p o s s ib le value can be d e riv e d f r o s th e s tu d e n t te a c h in g e x p e rie n c e .

7,

Secondary stu d e n t te a c h in g c e n te r —A stu d e n t te a c h in g c e n te r o p e ra te d
by C en tra l Michigan U n iv e rs ity and su p e rv ised by a c o o rd in a to r t h a t
p la c e s stu d e n t te a c h e rs o n ly In grades 7- 12,

8,

Confidence f o r te a c h in g —A b e l i e f In o n e 's a b i l i t y to te a c h .

T h is

would Include a b a s ic g ra s p o f th e s u b je c t a r e a ( s ) ta u g h t and ad ­
eq u ate sethods f o r te a c h in g th e s u b j e c t ( s ) .

8
Overview o f th a Study
C h ap ter I I c o n ta in s a review o f th e r e c e n t l i t e r a t u r e concerning
te a c h e r ex pectancy ( i 960 to th e p r e s e n t) .

The r e a d e r w i l l be in troduced

to l i t e r a t u r e d e a lin g w ith th e expeotancy e f f e c t In th e a re a s o f animal
b e h a v io r, non-olassroom s tu d ie s em ploying human s u b je c ts and classroom
s tu d ie s .
The r e s e a rc h design (p o p u la tio n , sam ple, p ro c e d u re s, c r i t e r i o n
In s tru m e n ts , d e s ig n , method o f a n a ly s is and l e v e l o f s ig n if ic a n c e ) I s
d is c u s s e d In C hapter I I I ,
C hapter IV,

The a n a ly s is o f r e s u l t s a re p re se n te d In

C hapter V in clu d es a summary, c o n c lu s io n s , and im p lic a tio n s

f o r f u r t h e r re s e a rc h .

CHAPTER I I

Background of th e Study
The c e n t r a l p r o p o s itio n o f t h i s t h e s i s Is t h a t one p e r s o n 's proph­
ecy o f a n o th e r p e r s o n 's perform ance can come to d e te rm in e t h a t o t h e r 's
perform ance.

In p a r t i c u l a r . I f te a c h e r expectancy and p u p il achievem ent

a r e c lo s e ly r e l a t e d , then I t seems t h a t te a c h e rs could a f f e c t th e a c h ie v e ­
ment o f t h e i r p u p ils m arkedly by having p o s itiv e e x p e c ta tio n s o f t h e i r
p o te n tia l.
C h a p te r I I c o n ta in s a review of re c e n t (i9 6 0 to th e p r e s e n t) l i t e r ­
a tu r e c o n c e rn in g th e “s e l f - f u l f i l l i n g prophecy" In e d u c a tio n ,

A few

g e n e ra l s ta te m e n ts from th e l i t e r a t u r e about what seems to be t r u e
c o n c e rn in g th e tra n s m is s io n o f th e expectancy e f f e c t w i l l be e x p lo re d .
The s t u d i e s in c lu d e d In t h i s c h a p te r t h a t l e a s t ap p ro x im ate th e c o n d i­
tio n s o f th e p r e s e n t stu d y a r e p resen te d f i r s t .

Those s t u d i e s t h a t more

c lo s e ly a p p ro x im ate th e c o n d itio n s of th e p r e s e n t stu d y fo llo w ,

A b rie f

d is c u s s io n o f th e l i t e r a t u r e com pletes the c h a p te r.

T ran sm issio n o f th e Expectancy E f f e c t
While c o n f l i c t i n g s t u d i e s abound d e a lin g w ith th e s e l f - f u l f i l l i n g
p ro p h ecy , th e fo llo w in g gen e ra H a s t Ions seem to be a c c e p te d a s tr u e by
most r e s e a r c h e r s In th e f i e l d 1

9

Less experienced e x p e rle e n te re a te e to be moet lik e ly
to c a rry th e expectancy e f f e c t (K ish, 1962| B arber
and S i l v e r , 1968i Ingraham and H a rrin g to n , 1966),
R osenthal i s th e one Major re s e a rc h e r in th e f i e l d
t h a t d is a g r e e s . He f e e l s t h a t experienced e x p e rla e n te r s were wore l i k e l y to in flu e n c e t h e i r re se a rc h
because they were a o re ego Involved w ith t h e i r
re s e a rc h and th u s were " b e t t e r b la s e r s " (R o se n th al,
1967).
Expectancy e f f e c t s a r e passed by both v e rb a l and non­
v e rb a l cues (R o se n th al, Fode, F rled aan and V lkan-K llne,
I960* B lakey, 1970),
The warmth o f an ex p erim en ter ap p ears to have a c o n sis­
t e n t e f f e c t on th e outcome of d a ta . Harm exp erim en ters
Influ en ced t h e i r d a ta more than ex p erim en ters perceived
a s being l e s s warm (Reece and Whitman, 19621 R osenthal,
Kohn, G re en field and C a ro ta , 1965),
Sex of th e ex p erim en ter seems to have l i t t l e e f f e c t a s a
s i g n i f i c a n t v a ria b le in expectancy s tu d ie s ( K i l l e r and
S o lk o ff, 1965l H ill and S tev en so n , 1965) and Sarason
and Minard, 1963),
The expectancy e f f e c t i s d i f f i c u l t to dem o n strate in
r e l a t i v e l y s tr u c tu r e d ta s k s (Ingraham and H a rrin g to n ,
1966| B arber and S i l v e r , 19681 G illingham , 1969).
The tra n sm issio n p ro cess tak e s th e fo llo w in g form i
" ( a ) The stu d e n t ex p erim en ter a tte n d e d to th e
expectancy communication from th e p r in c ip a l InveS'
t l g a t o r , (b) The ex perim enter comprehended th e
expectancy communication, (c ) The ex p erim en ter
re ta in e d th e communication, (d ) The experim enter
( i n te n ti o n a ll y o r u n in te n tio n a lly ) attem p ted to
tra n s m it th e expectancy to th e s u b je c t, ( e ) The
s u b je c t (c o n sc io u sly o r u n c o n scio u sly ) a tte n d e d
to th e expectancy communication from th e e x p e ri­
m enter, ( f ) The s u b je c t (c o n sc io u sly o r uncon­
s c io u s ly ) comprehended th e e x p e rim e n te r's e x p ectancy, (g ) The s u b je c t (co n scio u sly o r uncon­
sc io u s ly r e ta in e d th e e x p e rim e n te r's expectancy,
(h) The s u b je c t ( w ittin g ly o r u n w ittin g ly ) a c te d
upon (gave resp o n ses in harmony w ith ) th e e x p e ri­
m e n te r's e x p ec ta n cy ," (B arber and S i l v e r , 1968,
P. 25)

11

I t i s hoped t h a t th e s e p o in ts w ill a s s i s t th e re a d e r to u nder­
sta n d th e re s e a rc h t h a t fo llo w s.

Review o f th e L it e r a t u r e
R osenthal and Fode (1963) r e p o r ts t h a t a c la s s o f 12 s tu d e n ts In
e x p erim en tal psychology worked w ith 60 o rd in a ry r a t s employing an e le ­
v a te d T-shaped mace,

fiach anim al** ta s k was to le a rn to ru n to th e

d a rk e r a r s o f th e Base,

H alf o f th e s tu d e n ts were t o ld t h a t t h e i r r a t s

through a su c c e ssio n o f In b re e d in g were s a s e b r ig h t—t h a t they had
developed a f a c i l i t y f o r le a r n in g how t o run th e e a s e .

The o th e r h a lf

o f th e s tu d e n ts understood t h a t t h e i r r a t s were s a te d u ll a n ln a ls .
The r e s u l t s showed t h a t th o s e a n ln a ls b e lie v e d t o be b e t t e r p e rf o r a e r s a c t u a l l y became b e t t e r (p * .0 1 ) .

A fte r th e experim ent r a tin g s

o f a t t i t u d e s o f th e s tu d e n ts showed t h a t th o se s tu d e n ts t h a t expected
b e t t e r perform ance viewed t h e i r an im als a s b r ig h te r , more p le a s a n t, and
more l ik a b l e .

They a ls o re p o rte d t h a t th e y handled t h e i r r a t s w ith

g r e a te r frequency and a ls o more g e n tly th an d id th o se s tu d e n ts th a t
expected poor perform ance.
In a s i m il a r experim ent em ploying S k in n e r Boxes (R osenthal and
law son, 196b) anim als t h a t were expected to show s u p e rio r perform ance
a c tu a lly perform ed b e t t e r (p - ,0 2 ),
Cordaro and Ison ( 1963) employed a t o t a l o f 1? experim enters in a
c o n d itio n in g experim ent w ith

y*

p la n a r l a .

F ive e x p erim en ters were led to

b e lie v e t h a t t h e i r worms had a lre a d y been ta u g h t to make tu rn in g and
c o n tr a c tin g re sp o n se s,

F ive e x p e rim e n te rs were led to b e lie v e th a t t h e i r

12

worms had n o t bean ta u g h t to make th e s e re sp o n se s,

The rem aining

seven ex p erim en ters were given o p p o site e x p e c ta tio n s —one f o r each of
th e two worse th ey had.

In a l l oases th e perform ance o f th e worms was

a s expected by th e ex p erim en ter (p < . 005).
larrm bee and K le ln e a a se r (196?) used f i v e e x p erim en ters to admin­
i s t e r th e "W eohsler I n t e l li g e n c e S c a le f o r Children** to 12 s ix th g ra d e rs
o f av erag e i n t e l l i g e n c e .

Each s u b je c t was te s te d by two d i f f e r e n t exper­

im e n te rs, one of which expected th e s u b je c t to be above av erag e in i n t e l ­
lig e n c e .

The o th e r ex p erim en ter expected th e c h ild t o be o f below

av erag e i n te l li g e n c e .

On th e v e rb a l p a r t o f th e t e s t th e av erag e d i f f e r ­

ence was more than 10 p o in ts ( p < . 05).
In a stu d y d e a lin g w ith person p e rc e p tio n , 10 s tu d e n ts In psychol­
ogy a c te d a s e x p e rim e n te rs.

Each e x p erim e n ter had 20 s u b je c ts .

His ta s k

was to show a s e r i e s o f 10 photographs of p e o p le 's f a c e s to each of h is
s u b je c ts in d iv id u a lly ,

Bach s u b je c t was to r a t e th e d eg ree of su c ce ss

o r f a i l u r e shown in each o f th e photographs.

Each f a c e could be ra te d

from (-10) showing extrem e f a i l u r e to (+10) s ig n if y in g extrem e su c c e ss.
The photos had been s e le c te d so t h a t they would be seen a s n e ith e r
su c c e s s fu l n o r u n s u c c e s s fu l.
A ll ex p erim e n ters were given e x p l i c i t d i r e c ti o n s on how to admin­
i s t e r th e ta s k and each were given i d e n t i c a l i n s tr u c tio n s to read to
t h e i r s u b je c ts .
w e ll e s ta b lis h e d .

T h e ir a lle g e d goal was to d u p lic a te r e s u l t s a lre a d y
H alf o f th e ex p erim e n ters were t o ld t h a t th e photos

would be r a te d a s s u c c e s s fu l (+5) w hile th e rem aining h a lf were to ld
t h a t th e photos would be ra te d a s u n s u c c e s s fu l ( - 5 ) .

R e su lts showed

13
t h a t th a e x p erim en ters tended to g e t th e r e s u l t s t h a t th e y expected
(R osenthal * Fode, 1963» b ).
A dair and E p ste in (1968) r e p lic a te d t h l a stu d y u s in g taped I n s tr u c ­
tio n s w ith th e eaae r e s u l t s .
A nother stu d y was conducted by Cooper, E lsen b erg , R obert and
Dohrenwend (196?) to d eterm ine w hether e x p e r ia e n te r expectancy s i g h t n o t
e x p la in th e outcose o f " p re p a ra to ry e f f o r t on b e l i e f in th e p robable
occurence o f f u tu r e e v en ts" b e t t e r than Yaryon and F e s t l n g e r 's d isso n a n c e
th e o ry .

Each of 10 e x p e ris e n te rs c o n ta cted 10 s u b je c ts .

H alf o f th e

s u b je c ts were re q u ire d to memorise a l i s t o f 16 sy ab o ls and d e f i n i ti o n s
t h a t were supposed to be e s s e n t i a l f o r th e s u c c e s s fu l com pletion of an
exas t h a t had a 50-50 chance o f b ein g giv en .
to only look a t th e l i s t .

The o th e r h a lf were asked

H alf o f th e e x p e r is e n te r s were led to b e lie v e

th a t th e s u b je o ts who s e s o rls e d would be so re c e r t a i n o f a c tu a lly having
to ta k e th e t e s t w hile th e o th e r h a lf o f th e e x p e r is e n te r s were led to
b e lie v e t h a t th o se s u b je c ts t h a t only looked a t th e l i s t would be so re
c e r ta in o f a c tu a lly having to ta k e th e t e s t .

The r e s u l t s showed t h a t th e

e f f e c t s o f th e e x p e ris e n te rs * e x p e c ta n c ie s were s o re th an 10 t l s e s
g r e a te r th an th e e f f e c t s o f p re p a ra to ry e f f o r t .
In a l l o f th e p rec ed in g s tu d ie s a grand e x p e ria e n te r d e lib e r a te ly
gave o th e r e x p e r is e n te rs an expectancy o o n d ltlo n re g a rd in g an experim ent.
In so o t o a ses o nly one a in p le expectancy c o n d itio n was given a llo w in g an
expectancy s e t to be developed by th e e x p e r is e n te r s and th u s p o ss ib ly
co n ta m in a tin g th e d a ta .

P ra is e from th e grand ex p erim en ter was o b tain ed

only i f th e expectancy e f f e c t was dem onstrated by th e e x p e r is e n te r s .

14
The w r ite r f e e l s t h a t th o se s tu d ie s a r e o f H a lte d v a lu e In h e lp in g to
e x p la in th e s e l f - f u l f i l l i n g prophecy e f f e c t In a a o re u n c o n tro lle d c la s s rooa s e t t i n g .
Research In c re a s in g ly su p p o rts th e p o s itio n t h a t th e slow er j w p l l 's
la c k o f su o cess fu n c tio n s a s a s e l f - f u l f i l l i n g prophecy.

R lessen (1962)

s t a t e s t h a t te a c h e rs u n d e re s tla a te th e I n te llig e n c e and I n t e l l e c t u a l
c u r i o s it y o f th e s e o h ild re n and th e r e f o re f o r a u la te to o low e x p e c ta tio n s
o f th e a ,
Davison and Long (i9 6 0 ) found c o n flr a a tlo n f o r t h e i r h y p o th e sis
t h a t th e r e e x i s t s a p o s itiv e r e l a ti o n s h i p between fa v o ra b le p e rc e p tio n
o f te a c h e rs f e e lin g s and good a c a d e a lc a c h le v e a e n t.
A sb ell (1965) quoted a Milwaukee te a c h e r a s p o in tin g o u t, "A c h ild
does what I s expected o f h i a , M In e x p la in in g why a c h ild n ig h t aake con­
s id e r a b le p ro g re ss under one te a c h e r, and none u n d er a n o th e r.

He found

te a c h e rs u s in g th e s e l f - f u l f i l l i n g prophecy to d is d a in r e s p o n s i b i li t y
f o r th e n o n -ach lev eaen t o f t h e i r s tu d e n ts .
tfllo o x (1967) s t a t e s t h a t th e

"n o n -ach lev eaen t o f th e s tu d e n ts

I s viewed a s a s e re f u l f l l l a e n t o f th e s e l f - f U l f i l l l n g prophecy"(p. 176),
He views th e r a i s in g of p u p il e x p e c ta n c ie s o f th e s e te a c h e rs a s e s s e n tia l
f o r th e su c c e a a fu l a c h le v e a e n t of t h e i r s tu d e n ts .
Perhaps th e s in g le a o s t la p o rte n t stu d y d e a lin g w ith th e id ea t h a t
one p e rs o n 's e x p e c ta tio n s has a pronounced e f f e c t on a n o th e r 's beh av io r
I s P y g ^ llo n In th e C lasaro o a (R osenthal A Jacobson, 1968),

15
Vorking In a s in g le e le a e n ta r y school (g rad e s 1 - 6 ) , R osenthal and
Jacobson a d m in iste re d th a "Flanagan T ast o f G eneral A b ility " to a l l
s tu d e n ts In Nay, 1964.

Tha te a c h e rs were t o ld t h a t t h i s t e a t was th e

"Harvard T e s t o f I n f le c te d A c q u isitio n " ,

The a u th o rs then ran d o sly

s e le c te d app ro x im ately 2Q£ of th e stu d e n ts and to ld th e te a c h e rs In
S e p te a b e r, 1964, t h a t th e t e s t had In d ic a te d t h a t th e s e s tu d e n ts ware
ab o u t to e x p erien c e an i n t e l l e c t u a l growth s p u r t.

F u rth e r t e s t i n g took

p la c e in January o f 1965 w ith th e main p o s t - t e s t In May of 1965 and th e
l a s t p o s t - t e s t In Nay o f 1966,
The expectancy e f f e c t was s i g n i f i c a n t a t th e low er l e v e ls (g rad es
1 and 2 ) ,

Boys tended to s p u r t a c re than g i r l s .

The a u th o rs concluded

t h a t a p p a re n tly te a c h e rs d id c o u u n lc a te an e x p e c ta tio n o f perform ance
to soae s tu d e n ts and t h a t t h i s e x p e c ta tio n I s what accounted f o r t h e i r
g a in s on th e p o s t - t e s t .

They c o n c e p tu a lise d th a t th e " q u a lity o f I n t e r ­

a c tio n " between te a c h e r s and " s p u rte re " probably aade th e d if f e r e n c e .
In view of r e c e n t c r l t l c l s a (T horndike, 1968) C la lb o m , 1969)
J o s e ', 1969) and E la ah o ff A Snow, 1970) o f R osenthal and Ja c o b s o n 's
stu d y one a u st c o n tin u e to q u e stio n th e e x is te n c e o f te a c h e r In flu e n c e ,
Thorndike (1968) on page 711 conoluded t h a t th e b a sic d a ta were " . . . s o
u n tru stw o rth y t h a t any c o n c lu sio n s based upon th e n a u s t be su s p e o t" ,
C la lb o m ( 1969) r e p lic a te d p a r ts o f th e R osenthal stu d y and found no
s t a t i s t i c a l l y s i g n i f i c a n t d if f e r e n c e s on th e h y p o th e sis te s te d In both
s tu d ie s .

E la a h o ff and Snow (1970) su g g e sts th a t R osenthal and Ja co b e o n 's

tre a tm e n t of d a ta la In ad eq u ate.
Taking th e s tr e n g th o f R o se n th a l's c o n v ic tio n s and th e e q u a lly
su re a ta te a e n ts o f h is c r i t i c s to g e th e r h as l e f t th e w r ite r confused.

16

I t a is M t h a t R osenthal and Jacobson may be g u ilty o f what th e y hare
warned ua a b o u t,. . , ex p erim en ter b ia s .
Jose* (1970) in a p a r t i a l r e p l i c a t io n o f th e stu d y by R osenthal
and Jacobson (1963) attem p ted to answ er two q u e s tio n s 1

( l ) Does f a l s e

in fo rm a tio n given t o a te a c h e r a f f e c t a s t u d e n t's IQ and achievew ent
t e s t s c o re s ?

(2 ) Does th e te a c h e r 's b eh av io r change toward th o s e s t u ­

d e n ts f o r whon f a l s e in fo rm atio n was given?
E ighteen te a c h e rs (9 f i r s t and 9 second g rad e) and 1U4 s tu d e n ts
(8 f r o a each c la s s ro o n ) were s e le c te d a t randon and randomly a ssig n ed
to ex p erim en tal and c o n tro l groups.

The MT e st o f G eneral A b ility "

(F lan ag an , i 960) and th e re a d in g and a rith m e tic s u b - te s ts o f th e "Metro­
p o lita n Achievement T est" were a d m in iste re d a s In R osenthal and Ja c o b so n 's
stu d y .
Mo s t a t i s t i c a l s ig n if ic a n c e was found f o r tre a tm e n t by se x of s t u ­
d en t 1 by grade le v e l in te r a c tio n ) o r by grade l e v e l f o r IQ, re a d in g
achievem ent o r a rith m e tic achievem ent.
I n te r a c tio n a n a ly s is showed t h a t th e re was l i t t l e o r no d if f e r e n c e
in te a c h e r b eh av io r tow ards e i t h e r th e e x p erim en tal o r c o n tr o l groups.
W hile th e outcome o f t h is in v e s tig a tio n seems to d i f f e r sh a rp ly
from t h a t of R osenthal and Jacobson (1968), in a c t u a l i t y i t may n o t,
Jose* in a fo llo w up to th e study le a rn e d t h a t most o f th e p a r t i c i p a ti n g
te a c h e r s had known th e s tu d e n ts involved In th e stu d y and d id no t expect
them t o improve even though th e t e s t in d ic a te d th e y would.

17
Jose* c o n tin u ed by r e l a t i n g . , , " I t s e e n p o s s ib le f r o s t h i s t h a t i t
i s n o t th e th e o ry o f expectancy t h a t i s q u e s tio n a b le .

R ather th e aeans

by w hich th e e s ta b lis h m e n t o r M o d ifica tio n o f th e expectancy I s attem pted
should be questionable.**

The w r i t e r th u s i n t e r p r e t s Jose* to say t h a t

th e la c k o f s i g n if ic a n c e in h i s stu d y l i e s n o t so much w ith expectancy
th e o ry b u t w ith h is own f a i l u r e to e s t a b l i s h a b e lie v a b le expectancy
c o n d itio n .
G oldsm ith and Fry (1971) in an a t t e a p t to e s t a b l i s h t e a c h e r 's
a t t i t u d e a s a developm ental re a d in g t o o l s tu d ie d 112 te n th g rad e s t u ­
d e n ts In New J e r s e y .
used a s p r e - t e s t s .

"STEP Reading T e s t" and th e "TOGA IQ T e s t" were
T eachers were given a f a l s i f i e d high s c o re on th e

s tu d e n ts in t h e e x p e rla e n ta l group.
The high exp ectan cy did n o t sak e a s i g n i f i c a n t d if f e r e n c e in IQ o r
r e a d in g achievem ent s c o re s .

A lthough th e expectancy e f f e c t was n o t s ig ­

n i f i c a n t , G o ld sa lth and Fry su g g e st t h a t p e r h a p s ..." t h e com plexity and
b r e v ity of th e a tu d e n t-te a c h e r i n t e r a c t i o n , v a ry in g i n te r p r e t a t i o n s by
te a c h e r s o f th e high b ia s p r e d ic tio n , th e i n c l i n a t io n o f a d o le s c e n ts to
ta k e models from th e p e e r group r a t h e r th a n from a d u l t s " . . .may have
r e s u l te d in t h e d im in ish ed expectancy e f f e c t ,
filakey (1970) found a s i g n i f i c a n t r e l a ti o n s h i p between t e a c h e r 's
p ro p h ec ies and achievem ent in h i s stu d y o f an a d u lt b a s ic e d u c a tio n pro­
gram,

F la n d e r 's o b se rv a tio n te c h n iq u e s were employed to re c o rd th e

v e rb a l cue d a ta from th e te a o h e rs f o r a 10-week p e rio d .

The study sug­

g e ste d th a t i n a d d itio n to v e rb a l cues th e te a c h e rs a ls o used more
i n d i r e c t In flu e n c e w ith t h e i r s tu d e n ts to communicate t h e i r expectancy.

18
The r e l a ti o n s h i p between te a c h e rs expectancy and changes in jw p ll
p e r s o n a lity a d ju stm en t and classroom b e h av io r was ex p lo red by H&vlln
(1969) ,

E ig h ty -e ig h t f i r s t and second g ra d e rs were a ssig n e d to f o u r

groups*

Group I c o n s is te d o f th o se s tu d e n ts who were I d e n t i f ie d by

both te a c h e rs and t e s t s c o re s a s most l i k e l y to Improve t h e i r b e h a v io r.
Group I I c o n s is te d o f th o s e s tu d e n ts who had been I d e n t i f ie d by t e s t
s c o re s a lo n e to probably improve t h e i r b e h a v io r.

S tu d e n ts i d e n t i f i e d a s

probably im provers by te a c h e r s a lo n e made up Group I I I and Group IV con­
s i s t e d o f th o se s tu d e n ts who were n o t expected to change t h e i r b e h a v io r.
Change s c o re s were an aly se d and no s i g n i f i c a n t group d if f e r e n c e s
were found,

H avlln concluded t h a t i f expectancy e x i s t s t h a t i t may be

more d i f f i c u l t t o e s t a b l i s h and t o m easure than was a n tic ip a te d .
In stu d y in g th e expectancy phenomenon between 23 s e le c te d Ju n io r
high te a c h e rs o f m athem atics and E n g lish and 150 o f t h e i r s tu d e n ts ,
H e ster ( 1969) found no s i g n i f i c a n t r e l a ti o n s h i p between te a c h e r e x p e c t­
ancy and p u p i l 's achievem ent o r IQ, b u t d id f in d a s ig n if ic a n c e between
te a c h e r expectancy and th e a t t i t u d e t h a t th e ex p erim e n tal s tu d e n ts
ex p re sse d .

S tu d e n ts in th e e x p erim en tal group developed a t t i t u d e s more

fa v o ra b le toward sc h o o lr th e te a c h e r , s e l f , s u b je c ts t e s te d and fe llo w
s tu d e n ts th an d id th o se s tu d e n ts in th e c o n tro l group,

H e ster w arns,

however, t h a t th e d if f e r e n c e in a t t i t u d e toward th e E n g lish and mathe­
m atics s u b je c ts accounted f o r th e b u lk o f t h i s d if f e r e n c e ,
H ester d id fin d t h a t te a c h e rs do behave d i f f e r e n t l y toward th o se
p u p ils who they c o n sid e r t o be s u p e r io r ,

T h e y ,,," a r e more f r i e n d l y ,

en co u rag in g , and a c c e p tin g o f th e a lle g e d ly b r i g h te r s tu d e n ts , e x p re ss in g

19
such a cc ep tan c e both v e rb a lly and n o n -v e rb a lly ,

In a d d itio n , te a c h e rs

spend ao re t i e s comm unicating to t h e i r 's u p e rio r* p u p ils ."
In a n o th e r stu d y th e r e l a ti o n s h i p between te a c h e r expectancy and
p u p i l 's a c a d e s ic achievem ent and s o c i a l developm ent was explored
(H a s k e tt, 1968).

T h irty -tw o s p e c ia l e d u ca tio n te a c h e rs a lo n g w ith 267

o f t h e i r M en ta lly re ta rd e d p u p ils p a r tic ip a te d in th e stu d y .

G lasses

were p r e - te s te d on th e "M etro p o litan Achievement T e sts" and th e "Syracuse
S c a le s o f S o o la l R e la tio n s " .

H alf o f th e s c o re s were a d ju s te d up and

th e o th e r h a l f down and were th u s re p o rte d to te a c h e rs .

T eachers were

asked to p r e d ic t th e academ ic and s o c i a l p ro g re s s of t h e i r p u p ils .

A ll

p u p ils were r e - t e s t e d f i v e months l a t e r .
C anonical c o r r e la tio n s were found f o r th e r e l a ti o n s h i p between
te a c h e r expectanoy and academ ic achievem ent, between expectancy and
s o c i a l developm ent and many o th e r f a c t o r s .

S t a t i s t i c a l a n a ly s is showed

a s i g n i f i c a n t c o r r e la tio n between te a c h e r expectanoy and p u p il a c h ie v e ­
ment ( r * .9^1 p C .O O l).
developm ent,

A s im ila r fin d in g was re p o rte d f o r s o c ia l

A f u r t h e r a n a ly s is re v e a le d no s i g n i f ic a n t (Pearson prod-

uct-m om ent) r e l a ti o n s h i p between te a c h e r expectancy and p u p il a c h ie v e ­
ment in s p e c i f i c academ ic s u b jo o ts .
H ask ett noted t h a t i

" R e su lts o f t h i s in v e s tig a tio n su g g e st t h a t

te a c h e r expectancy and p u p il perform ance a r e c lo s e ly r e l a te d v a r ia b le s .
The p u p il who th e te a c h e r e x p e c ts t o a ch iev e w e ll does s o , and th e p u p il
o f whom l i t t l e i s expected produces l i t t l e , "
H ask ett f u r t h e r s t a t e s 1

"T eacher expectancy te n d s to be gener­

a li s e d r a t h e r th a n s p e c i f i c , to be g lo b a l r a t h e r th an d i f f e r e n t i a t e d

20
between academ ic and s o c i a l developm ent, to be d i f f u s e r a t h e r than ptref• r a n t l a l tow ard a s p e c i f i c aca d aa lc s u b je c t.

T eacher expectancy f u r t h e r

a p p ea rs to be s o re r e l a te d to th e p u p il ln h e r e n tly v to educable s e n t a l ly
r e ta rd e d c h ild re n In g e n e r a l, r a t h e r th an d i f f e r e n t i a l l y a d ju s te d t o th e
p u p i l 's age o r IQ,"

D iscussion o f th e L ite r a tu r e
In t h i s c h ap ter s t u d i e s o f th e s e l f - f u l f i l l i n g prophecy were
review ed.

While none o f th e s tu d ie s review ed s p e c i f i c a l l y d e a l t w ith

c o o p e ra tin g te a c h e rs and t h e i r s tu d e n t te a c h e r s , s i s i l a r classroom s i t u ­
a tio n s were ex p lo red .
The expectancy e f f e c t has c o n s is te n tly been d e s o n s tra te d in la b o ­
r a to r y s e t t i n g s and in s i t u a t i o n s where only s l n p l i f l e d expectancy dond ltlo n s a re s e t.

P r a c tic a l u se s o f expectancy e f f e c t s in classroom

a e ttin g s have n o t alw ays been a s e asy to d e m o n stra te .
I t should be noted t h a t R osenthal and Jacobson (1966) found a
s i g n i f i c a n t expectancy e f f e c t a t work in grad es one and tw o, but o th e r
e x p e rts attem p ted to d i s c r e d i t t h e i r work,

Blakey (1970) found a s i g n i f ­

ic a n t expectancy e f f e c t in h is stu d y of an a d u lt b a sic e d u ca tio n program .
H ask ett (1968) dem onstrated a s i g n i f i c a n t expectancy e f f e c t In classroom s
f o r th e m en tally re ta r d e d .
In o th e r s tu d ie s (K e ste r, 19691 Goldsmith 4 P ry , 1971I and J o s e * ,
1970) f a i l e d to dem onstrate a s i g n i f i c a n t expectancy e f f e c t in t h e i r
s tu d ie s , b u t each o f th e s e re s e a rc h e rs blamed o th e r cau ses than th e
expectancy th e o ry ,

21

Fro* t h i s b r i e f d is c u s s io n i t can be seen t h e t th e o p e ra tio n of th e
s e l f - f u l f i l l i n g prophecy i s d i f f i c u l t to e s t a b l i s h and hard to under­
s ta n d ,

The w r i t e r 's p r e s e n t stu d y i s a f u r t h e r a t t e a p t t o d em o n strate

th e e x is te n c e o f th e s e l f - f u l f i l l i n g prophecy in e d u c a tio n .

CHAPTER I I I

DESIGN OF THE STUDY
Thie c h a p te r c o n ta in s In fo rm atio n co n cern in g th e p o p u la tio n ,
sam ple, p ro ce d u res, c r i t e r i o n in stru m e n ts, d e s ig n , method o f a n a ly s is ,
and th e le v e l of s ig n if ic a n c e .

P opulation
A ll s tu d e n ts involved in t h i s study were f u ll- tim e s e n io rs a t C e n tra l
Michigan U n iv e rs ity d u rin g th e w in te r sem ester of 1972, and a l l were p a r t
o f th e r e g u la r s tu d e n t te a c h in g program.

A ll c o o p e ra tin g te a c h e rs were

te n u re te a c h e rs in Michigan P ublic Schools e x ce p t f o r two te a c h e rs in a
C a th o lic h igh sch o o l In Mount P le a s a n t, M ichigan,

Sample
A f te r th e secondary c e n te r s had been determ ined f o r th e w in te r semes­
t e r o f 1972, th e a u th o r o b tain ed a l i s t of th e p ro sp e c tiv e stu d e n t
te a c h e rs In each o f th e f i v e secondary c e n te r s from th e a s s i s t a n t d i r e c ­
t o r of s tu d e n t te a c h in g a t C e n tra l Michigan U n iv e rs ity .

Twenty s tu d e n ts

were randomly s e le c te d from each o f th e f i v e secondary c e n te r s .

Random­

is a ti o n was achieved by a s s ig n in g each s tu d e n t te a c h e r in a secondary
c e n te r a number from 1 to 33.

One secondary stu d e n t te a c h in g c e n te r had

33 stu d e n t te a c h e rs and th u s th e need f o r 33 numbers.
22

U sing a ta b le of

23
rand cm numbers, 20 s tu d e n t te a c h e r s were picked f o r th e e x p e rim e n ta l and
c o n tr o l groups combined,

U sing th e t a b l e a ^ l n , h a l f o f th e 20 s tu d e n t

te a c h e r s were a ssig n e d to th e e x p erim e n tal group and th e o th e r h a lf were
a ssig n e d to th e c o n tr o l group.

T h is p ro c e ss was re p e a te d f o r s tu d e n t

te a c h e r s in each o f th e f i v e secondary s tu d e n t te a o h in g c e n te r* .
The r e s u l t s o f t h i s p ro c e ss gave th e w r i t e r 20 s tu d e n t te a c h e r o o o p e n stin g te a c h e r p a ir s in each secondary s tu d e n t te a c h in g c e n te r .
H a lf o f th e s e p a i r s were in th e e x p erim e n tal group and th e o t h e r h a lf
were in th e c o n tr o l group.

Each c o o p e ra tin g te a c h e r worked w ith only

one s tu d e n t te a c h e r d u rin g th e p e rio d o f t h i s s tu d y .
E xperim ental and c o n tr o l groups of 10 were u t i l i s e d to p ro v id e a
s u f f i c i e n t l y la r g e sam ple e ls e so t h a t th e assu m p tio n o f n o rm a lity of
d i s t r i b u t i o n f o r a n a ly s is o f v a ria n c e would n o t be a problem .
The 20 c o o p e ra tin g te a c h e r - s tu d e n t te a c h e r p a i r s th u s s e le c te d
re p re s e n te d ab o u t 6(Jf of th e t o t a l c o o p e ra tin g te a c h e r - s tu d e n t te a c h e r
p a i r s in eaoh secondary s tu d e n t te a c h in g c e n te r .

P rocedures
D uring th e f a l l o f 1971 th e w r i t e r c o n ta c te d a l l th e C e n tra l Michlg a n U n iv e rs ity c o o rd in a to rs to d eterm in e how many secondary s tu d e n t
te a c h in g c e n te r s th e r e would be d u rin g th e w in te r sem este r o f 1972.
th e tim e o f th e su rv e y , th e fo llo w in g c e n te rs were d e s ig n a te d »

At

Grand

R a p id s, Farm ington, U tic a , Ht. P le a s a n t, and M idland.
The c o o rd in a to rs o f th e s e c e n te r s were approached a s to t h e i r w i l l ­
in g n e ss to a s s i s t th e a u th o r in h i s re s e a rc h and in every c a s e agreem ent

24
n s given,

(C orrespondence to th e secondary c o o rd in a to rs can bo found

in Appendix A .)

The w r i t e r 's re s e a rc h p ro p o sa l was p re se n te d to th e

d i r e c to r o f s tu d e n t te a c h in g a t C e n tra l Michigan U n iv e rs ity and h i s p e rs is a lo n was o b tain ed f o r c a rry in g o u t th e stu d y .
During th e month o f Novesber a l l s tu d e n t te a c h in g assig n m en ts to
c e n te rs had been com pleted and 20 s tu d e n ts were randomly s e le c te d from
each of th e secondary c e n te r s and h a l f were randomly a ssig n e d to exper­
im ental groups and th e o th e r h a lf were randomly a ssig n e d to c o n tro l
groups.
P e rso n a lise d expectancy d a ta was prepared by th e a u th o r f o r each o f
th e c o o p e ra tin g te a c h e rs who had s tu d e n t te a c h e rs in th e e x p erim en tal
groups.

N egative expectancy d a ta was n o t provided to th e c o n tro l group

f o r two re a so n s!

( l ) Assuming t h a t th e s e l f - f u l f i l l i n g prophecy was a t

work in th e p re s e n t s tu d y , th e w r ite r f e l t t h a t e t h i c a l l y he could not
w illin g ly c o n tr ib u te to a n eg ativ e s tu d e n t te a c h in g e x p e rie n c e ,

(2) The

comparison t h a t th e w r i t e r wanted to t e s t was w hether p ro v id in g expect­
ancy d a ta on s tu d e n t te a c h e rs a ff e c te d th e s tu d e n t t e a c h e r 's perform ance.
In o th e r w ords, th e com parison was between a new procedure (p ro v id in g
expectancy d a ta ) and th e old procedure (n o t p ro v id in g expectancy d a ta ) .
The expectancy d a ta c o n siste d o f th e fo llo w in g ite m si

( l ) A p o s i­

tiv e ly f a l s i f i e d s c o re on th e "M innesota T eacher A ttitu d e Inventory**
(HTAI),

(2 ) A n o tic e from th e departm ent o f seco n d siy e d u ca tio n t h a t

t h i s stu d e n t te a c h e r had s u c c e s s fu lly com pleted a “s p e c ia l" program on
campus t h a t was desig n ed to r a d ic a lly improve h la te a c h in g perform ance,
(3) A sc o re on th e "Bench-Brooks P re fe re n c e In v en to ry " t h a t In d ic a te d a

25
s u p e r io r p o te n t i a l f o r te a c h in g ,

(4 ) A p a r t i a l r a t i n g o f p o te n tia l

p re d ic te d f r o a h la h igh sch o o l c o u n se lo r,

A s o re d e ta ile d e x p la n a tio n

o f each p a r t of th e expectancy d a ta f o l l o w .
The MTAI was chosen a s p a r t o f th e expectancy d a ta because of I t s
p o p u la r ity .

V hlle most te a c h e rs have no r e a l knowledge o f th e t e s t , th e

name I s f a a l l l a r and i s f re q u e n tly used In e d u c a tio n a l l i t e r a t u r e .

A f te r

c o n s u ltin g th e HTA1 aan u al (Cooks, Leeds A C a l l l s , 1951)* * v a r ie ty of
sc o re s were u se d ,

Bach sc o re was s e le c te d to f a l l In th e to p 10 percen­

t i l e ranks f o r secondary ed u catio n m ajor*.
The " s p e c ia l program" n o tic e on u n iv e r s ity le tte r h e a d was an accu ­
r a t e sta te m e n t.

The p rev io u s y e a r a l l secondary ed u catio n m ajors a t

C e n tra l Michigan U n iv e rs ity experienced m ajor changes in t h e i r secondary
e d u catio n c u rric u lu m .

S e v e ra l new c o u rse s were i n s t i t u t e d and th e re was

a m ajor s h i f t from a program o f 18 hours on-campus and 8 hours taken o f f campus to one in which more than 13 hours of c o u rse work cw ild norm ally
be tak en in th e off-cam pus s tu d e n t te a c h in g c e n te r .
The "Bench-Brooks P re fe re n c e In v en to ry " i s a f i c t i t i o u s t e s t based
In p a r t on th e form at o f th e ACT t e s t .

T his t e s t was e x p la in e d a s a

d e v ic e t h a t very a c c u ra te ly could p r e d ic t in what p ro fe s s io n a person
would ex ce l a s w ell a s g iv e a p r e d ic tio n of what h is grad es would be f o r
a given p r o fe s s io n a l c o u rse o f stu d y (See Appendix B),
The f a l s i f i e d r e s u l t s were typed in an o f f i c i a l lo o k in g manner on
b r ig h t p in k IBM c a rd s to make a l a s t i n g Im pression,

A b r i e f e x p la ­

n a tio n o f how to rea d th e card and what th e in fo rm a tio n meant was a ls o
included (See Appendix B),

26
The h ig h school c o u n s e lo r 's p r e d ic tio n was Included because each
C e n tra l M ichigan U n iv e rs ity s t u d e n t 's re c o rd in c lu d e s t h i s in fo rm a tio n
on h i s a p p li c a t io n t o a d m issio n .

I t g iv e s p o s i t iv e In fo rm a tio n con­

c e rn in g th e s tu d e n t te a c h e r and lo o k s o f f i c i a l (See Appendix B).
In o rd e r t o in s u re a l a s t i n g im p re ssio n , a l l o f t h i s in fo rm a tio n
was in clu d ed in a b r i g h t yellow f o l d e r embossed w ith th e words CENTRAL
MICHIGAN UNIVERSITY STUDENT TEACHING PROGRAM and th e U n iv e rs ity s e a l .
To a s s u re t h a t th e c o o p e ra tin g te a c h e r s did n o t know th e y were p a r t
o f an ex p erim en t d e a lin g w ith t h e s e l f - f u l f i l l i n g pro p h ecy , each coor­
d i n a t o r was given s p e c i f i c i n s t r u c t i o n s t o r e la y t o th e p a r t i c i p a t i n g
te a c h e r s .

T h is r e a l l y d id n o t p re s e n t a problem a s most o f th e te a c h e rs

In th e e x p erim e n tal groups were is o la te d from one a n o th e r (See Appen­
d ix A).
In a f u r t h e r a tte m p t to h id e th e f a c t t h a t c e r t a i n c o o p e ra tin g
te a c h e r - s tu d e n t te a c h e r p a ir s were p a r t o f a r e s e a rc h s tu d y , "The R atin g
S c a le f o r th e E v a lu a tio n o f S tu d e n t T each ers" (RSEST) was given t o a l l
f i v e secondary c o o rd in a to rs f o r u se In t h e i r secondary s tu d e n t te a c h in g
c e n te r s by a l l c o o p e ra tin g te a o h e r s .

I t was p re s e n te d a s a new i n s t r u ­

ment developed by th e u n i v e r s i t y to h e lp them e v a lu a te t h e i r s tu d e n t
te a c h e r s .

Each c o o p e ra tin g t e a c h e r in each of th e f i v e secondary s tu d e n t

te a c h in g c e n te r s u t i l i s e d th e RSEST and n o t j u s t th o s e c o o p e ra tin g
te a c h e r s t h a t had s tu d e n t te a c h e r s in e i t h e r th e e x p e rim e n ta l o r c o n tr o l
groups.
To a v e r t th e p o s s i b i l i t y o f having a c o o p e ra tin g te a c h e r t a l k w ith
h i s s tu d e n t te a c h e r a b o u t h i s f o l d e r and th u s co n ta m in a te th e d a ta from

27

tha study, Mich of th a expectancy d ata mis marked co n fid e n tial.

Each

coordinator a p a c i f i c a l l y requested th a t the cooperating teacher re fra in
from giving th is Information to h is student teach er.
The secondary c o o rd in a to rs in each o f th e f i v e secondary c e n te r s
ware ask ed to p re s e n t th a f o ld e r s t o th o se c o o p e ra tin g te a c h e rs t h a t
had s tu d e n t te a c h e rs in th e e x p erln en t& l group.
te a c h e rs rec eiv e d no m a te ria ls .

A ll o th e r c o o p e ra tin g

To in su re t h a t th a m a te ria l was re a d ,

each c o o rd in a to r was asked to rem ain w ith each c o o p e ra tin g te a c h e r u n t i l
th a m a te r ia l had been read .
The stu d e n t te a c h e r s ware e v a lu a te d on th e RSEST by t h e i r coop­
e r a tin g te a c h e rs d u rin g th e fo u rte e n th week o f th e six teen -w eek se m e ste r.
The RSEST in stru m e n ts were c o lle c te d by th e f i v e secondary c o o rd in a to rs .
During th e f i f t e e n t h week In r e g u l a r ly scheduled s e a ln a r s , a l l s tu d e n t
te a c h e rs in th e f i v e secondary s tu d e n t te a c h in g c e n te r s com pleted th e
MTAI and th e "C onfidence Level In v en to ry f o r Teaching" (CLIT),

Each

secondary c o o rd in a to r explained th e need f o r com pleting th e s e i n s t r u ­
ments in term s o f im proving th e f u n c tio n in g o f h is secondary c e n te r .
A ll t h r e e in stru m e n ts were th en packaged and re tu rn e d to th e w r i t e r by
m ail.

C r ite r io n In stru m en ts
In th e c o n te x t o f th is stu d y th r e e v a r ia b le s had to be measured i
th e a b i l i t y of s tu d e n t te a c h e rs t o te a c h ) th e stu d e n t t e a c h e r 's c o n fi­
dence in h is own a b i l i t y to te a c h ) and th e a t t i t u d e s s tu d e n t te a c h e rs
have tow ard young peo p le.

28
The "R atln< S e a l* f o r th a E v a lu atio n o f S tu d a n t T aachara" (RSE3T),
fo rm erly th a "R a tin g S c a la f o r th a E v a lu atio n o f S tu d a n t T aachara In
Hoaa Economics", mas a a la c ta d to a aa au ra th a a b i l i t y o f a tu d a n t ta a c h a ra
to ta a c h .

Tha "C onfidence L aval In v en to ry f o r Teaching" (CLIT) was uaad

to a aa au ra th a a tu d a n t t e a c h e r 's oonfldanca In h la own a b i l i t y t o ta a c h .
Tha "M innesota T aachar A ttltu d a Invan to ry (JfTAl) was u t l l l a a d t o aaaau ra
th a a tu d a n t t e a c h e r 's a t t l t u d a toward young p ao p la .

A revlaw o f aach

ln a tr u a a n t fo llo w a .

Tha R atin g S c a la f o r th a E v alu atio n of S tu d e n t T aachara In Hpaa Econoalca
In a e le c tln g th a RSEST th a a u th o r waa awayad by Rammer'a s ta te n e n t
In G age's Handbook of Reaaarch on T eaching (Gaga, 1963* P. 329)•
" I t la l i k e l y t h a t no approach to th a n eaa u re a en t o f
v a rla b le a In re a a a rc h on ta a c h ln g haa bean uaad more o fte n
th an th a r a t i n g a ath o d . So w ldeapraad and b a alc haa bean
th a uaa o f r a t i n g aathoda In re a a a rc h on ta a c h ln g t h a t th a
c l a s s i f i c a t i o n of a n n o ta tlo n a In th a 1 ,0 0 6 -1 ta n an n o tated
b ib lio g ra p h y on ta a c h a r competence haa a a v a ra l m ajor
headInga devoted to v a rio u s uaaa o f th a r a t i n g aathod.
S in ce 1950 th e uaa o f r a t i n g aathoda haa n o t d la ln ia h a d
In Im portance o r fre q u e n c y ."
The w r ite r found In th a RSEST a r a t i n g s c a le designed to be used by
c o o p e ra tin g te a c h e r s and c o lla g e c o o rd in a to rs to e v a lu a te s tu d e n t te a c h ­
er* a perform ance.

A lthough th a RSEST waa o r i g i n a l l y developed to be

uaad in th e e v a lu a tio n o f a tu d a n t ta a c h a ra In th a f i e l d o f hoae eco­
nomic a , G rits a a c h e r (1967* p. 50) s t a t e s 1
" . . . t h e a u th o r f a a l a t h a t such a d i v e r s i t y o f c o lla g e s
and u n i v e r s i t i e s and stu d e n t ta a c h a r a , c o o p e ra tin g ta a c h a ra
and c o lla g e s u p e rv is o rs p a r tic ip a te d In t h l a stu d y and t h a t
th a r a t i n g s c a le would y ie ld s im ila r r e s u l t s w ith o th e r
aam plea,"

29
The words " in Hose Economics" were d e le te d from th e t i t l e and from
th e " p r o f e s s io n a l a t t i t u d e " s e c tio n o f th e r a t i n g s c a le .

The r e s u l t i n g

r a t i n g s c a le was th en p re s e n te d by each secondary c o o rd in a to r a s an
In stru m en t t h a t would be u t i l i s e d from t h a t p o in t on to h e lp In th e e v a l
u a tlo n o f s tu d e n t te a c h e r s in t h e i r secondary c e n te r .

S in c e a l l coop­

e r a tin g te a c h e r s made u se o f th e in stru m e n t a s p a r t o f t h e i r r e g j l a r
f i n a l e v a lu a tio n p ro ced u re f o r t h e i r s tu d e n t te a c h e r , th e "Hawthorne
E f fe c t" was av o id e d .
G ritzm acher o b v io u sly a n tic ip a te d t h a t h e r r a t i n g s c a l e would be
u t i l i z e d by o th e r s a s she in clu d ed th e fo llo w in g In fo rm a tio n to accom­
pany th e r a t i n g s c a le in f u t u r e u se (G ritzm ach er A N elson, 196?, p. J l ) i
In fo rm a tio n Designed to Accompany
R a tin g S c a le In F u tu re Use
Development o f th e r a t i n g s c a l e i The ite m s In t h i s r a t i n g
s c a le were based on 958 c r i t i c a l b e h a v io rs o f s tu d e n t te a c h e rs
re p o rte d in d ep e n d e n tly by c o lle g e s u p e r v is o r s , c o o p e ra tin g
te a c h e r s , and s tu d e n t te a c h e r s . The c r i t i c a l b e h a v io rs were
th en c a te g o riz e d and u t i l i z e d in c o n s tr u c tin g a f i r s t r a t i n g
s c a le which c o n s is te d o f 112 u n id im e n sio n a l ite m s. The
In stru m e n t was used in d ep e n d e n tly by th e t h r e e groups a t th e
c o n c lu sio n o f s tu d e n t te a c h in g . Three hundred and n in e ty n in e
u s a b le s c a l e s were re tu rn e d and a n aly ze d s t a t i s t i c a l l y . The
m ajor a n a l y s i s sought to d eterm in e which item s would s i g n i f ­
i c a n tl y p r e d i c t th e s tu d e n t te a c h in g g rad ei 35 item s emerged
from t h i s a n a l y s i s . These Item s th e n c o n s titu te d th e second
s ta g e r a t i n g s c a l e | and th e in stru m e n t was a d m in iste re d to a
second sam ple. Two hundred and se v e n ty s i x r a t i n g s c a le s
were r e tu r n e d . C ross v a lid a tio n was q u ite s a t i s f a c t o r y ) some
o f th e r e s u l t s o f a n a l y s i s o f th e 35 item s c a le fo llo w s i
S p lit-h a lf r e lia b ility
In te r-ra te r re lia b ility

.96
(c o lle g e

s u p e r v is o r and c o o p e ra tin g te a c h e r)

.65

30

V alid ity c o e ffic ie n t (M ultiple c o rre la tio n
of 35 items and ad ju sted stu d en t
teach in g grades to co n tro l f o r I n s titu ­
tio n a l v a ria tio n )

.78

D itto w ith s tu d e n t te a c h in g grad e a s

.73

given

C o r r e la tio n o f sunned s c a le s c o re s w ith
a d ju s te d s tu d e n t te a c h in g g rad e

.89

D itto w ith s tu d e n t te a c h in g g rad e a s

.7 9

given

T ine to com plete th e In stru m e n t) l e s s th an
20 m inutes

69#

A copy o f RSEST can be found In Appendix C,

C onfidence L evel In v en to ry f o r T eaching
T h is In stru m e n t was developed In 1967 by Jean K. LePere and S h ir le y
A. Brehm.

The in stru m e n t was d esig n ed to measure a p e r s o n 's s e lf - c o n c e p t

In r e l a t i o n to te a c h in g .
s p e c ific a re a st

The t e s t c o n s i s t s of 29 Item s d iv id e d I n to s i x

Working w ith P eople) E s ta b lis h in g Classroom C lim ate)

P la n n in g f o r I n s t r u c t i o n ) Managing I n s t r u c t i o n ) Comnand o f S u b je c t and
T eaching M a te ria ls ) and P r o f e s s io n a l Q u a l it i e s ,
The o r i g i n a l In stru m e n t was based upon th e M ichigan S t a te U n iv e rs ity
S tu d e n t T eaching E v a lu a tio n Porn b u t h as undergone e x te n s iv e t e s t i n g and
r e v is io n to re a c h I t s p r e s e n t s ta g e —Form IV,
I t mas f i r s t developed by Lepere and Cox (1969) and c o n s is te d o f
61 ite m s.

F ollo w in g an ite m d is c r im in a tio n a n a l y s i s , 99 Item s rem ained

to c o n s t i t u t e Form I I o f th e in s tru m e n t.

In 1966 t h i s form was admin­

i s t e r e d to 179 s u b je c ts and was f u r t h e r reduced t o 29 Item s,

Form I I I

was a d m in iste re d to 126 s tu d e n t te a c h e r s in th e s p r in g o f 1967,

On th e

31
b a s is o f a E - te s t f o r s ig n if ic a n c e a t th e .05 le v e l u s in g r t o * t r a n s ­
form ations* 22 o f th e 29 Item s rem ained,

Csajkowskl te s te d Form IV of

th e In stru m en t on 129 s u b je c ts and found t h a t th e 29 -item In stru m en t
gave r e s u l t s c o n s is te n t w ith th o se o b tain ed In Form I .
Pearson product-moment c o r r e la tio n c o e f f i c i e n t f o r t e s t s c o re s on
Form IV b e fo re and a f t e r s tu d e n t te a c h in g was .61 (Smith* 1969).
A copy o f CLIT can be found In Appendix D,

Minnesota T eacher A ttitu d e Inv en to ry
In th e Handbook o f R esearch on T eaching (Gage, 1963, p. 508)
G eteel and Jackson c la s s th e MTAI a s th e most p o p u lar In stru m en t f o r th e
measurement o f te a c h e r a t t i t u d e s .

The a u th o rs of th e MTAI (Cook* Leeds

A C a llla * 1951* P. 3) s t a t e s 1
" I n v e s tig a tio n s c a r r ie d on by th e a u th o rs o v e r th e p a s t te n
y e a rs in d ic a te t h a t th e a t t i t u d e s o f te a c h e r s toward c h ild re n
and sch ool work can be measured w ith high r e l i a b i l i t y * and t h a t
th ey a re s i g n i f i c a n t l y c o rr e la te d w ith th e te a c h e r - p u p ll
r e l a t i o n s found in th e t e a c h e r 's classro o m s. The MTAI haa
emerged from th e s e re s e a rc h e s . I t I s d esigned t o measure
th o se a t t i t u d e s o f a te a c h e r which p r e d ic t how w e ll he w ill
g e t alo n g w ith p u p ils in In te rp e rs o n a l r e l a ti o n s h i p s , and In d i­
r e c t l y how w e ll s a t i s f i e d he w i l l be w ith te a c h in g a s a
v o c a tio n ,"
The KTAI Form A c o n s is ts o f 150 sta te m e n ts to which each s u b je c t
resp o n d s—s tr o n g ly a g ree 1 a g re e) undecided) d is a g re e ) o r s tro n g ly d i s a ­
g re e .

Scores may range from -150 t o +150 w ith th e h ig h e r s c o re re p re ­

s e n tin g th e more d e s ir a b le te a c h e r-p u p ll r e l a t i o n s h i p .

The hand s c o rin g

method employed by th e a u th o r r e q u ire s t h a t th e wrong answ ers be sub­
tr a c te d from th e c o r r e c t answ ers t o compute th e f i n a l sc o re .

32
To give a c le a r e r d e s c r ip tio n of what th e s e sc o re s mean to th e
a u th o rs of th e in stru m e n t, th e fo llo w in g a re d i r e c t q u o tes of c h a ra c ­
t e r i s t i c s o f te a c h e rs t h a t th e ffTAI I s designed to measure (Cook, Leeds
A C a l l l s , 1951, P. 3 )i
" I t Is assumed t h a t a te a c h e r ran k in g a t th e high end of
th e s c a le should be a b le to m aintain a s t a t e of harmonious
r e l a t i o n s w ith h is p u p ils c h a ra c te ris e d by m utual a f f e c tio n
and sy m p ath etic u n d e rsta n d in g . The p u p ils should l i k e th e
te a c h e r and enjoy school work. The te a c h e r should l i k e th e
c h ild re n and enjoy te a c h in g . S itu a tio n s r e q u ir in g d i s c i p l i ­
nary a c tio n should r a r e l y o ccu r. The te a c h e r and p u p ils
should work to g e th e r In a s o c ia l atm osphere o f c o o p e ra tiv e
endeavor, of In te n s e I n t e r e s t In th e work o f th e day, and w ith
a f e e l in g o f s e c u r ity growing from a p erm issiv e atm osphere o f
freedom to th in k , a c t , and speak o n e 's mind w ith mutual r e s p e c t
f o r th e f e e l in g , r i g h t s and a b i l i t i e s of o th e r s ."
"At th e o th e r extrem e o f th e s c a le i s th e te a c h e r who
a tte m p ts to dom inate th e classroom . He may be s u c c e s s fu l
and r u le w ith an Iro n hand, c re a tin g an atm oephere of te n s io n ,
f e a r and su b m issio n | o r he nay be u n su c c e ss fu l and become
n erv o u s, f e a r f u l and d is tr a u g h t In a classroom c h a ra c te riz e d
by f r u s t r a t i o n , r e s t le s s n e s s , I n a t t e n t i o n , la c k of re s p e c t
and numerous d i s c ip l i n a r y problem s. In e i t h e r c ase both
te a c h e r and p u p ils d i s l i k e school work| th e r e I s a f e e lin g of
m utual d i s t r u s t and h o s t i l i t y . Both te a c h e r and p u p ils
a tte m p t to h id e t h e i r in ad eq u acies from each o th e r . R id ic u le ,
sarcasm and sharp-tem pered rem arks a re common."
A t l e a s t th re e v a l i d i t y and r e l i a b i l i t y checks have been conducted
on th e MTAI,

The MTAI was a d m in istere d to groups o f 100 u n s e le c te d

te a c h e rs and th e s e sc o re s were then c o rr e la te d w ith th r e e c r i t e r i a !
s tu d e n t r a t i n g s on a 50-1te a "My T eacher" q u e s tio n n a ire ! p r in c ip a l
r a t i n g s o f te a c h e r s on th e " P rin c ip a l-T e a c h e r R ating S c a le " | and an
e x p e rt o f te a c h in g e ff e c tiv e n e s s r a t i n g u s in g a m o d ific a tio n o f B a x te r's
"R atin g S c a le o f th e T e a c h e r's P erso n al E ffe c tiv e n e s s " ,
The c o r r e la tio n s between th e p u p il, p r in c ip a l and e x p e rt and th e
sc o re s on th e MTAI were ,4 5 , ,4 9 , and .4 6 r e s p e c tiv e ly .

When combined,

33
th e th r e e c r i t e r i a gave a v a l i d i t y o f .5 9 f o r th e w eighted s c o re s
and ,6 0 f o r th e s l a p l i f i e d s c o r e s .
R e l i a b i l i t y o f th e in s tr u a e n t u s in g th e Spearman Brown s p l i t - h a l f
p rocedure i s c o n s is te n tly c lo s e to , 90,
A copy o f th e MTAI Fora A can be found in Appendix E,

Design
The d e sig n o f t h i s stu d y i s Campbell and S t a n le y 's P o s t - t e s t
Only C o n tro l Group D esign.

A grap h ic i l l u s t r a t i o n fo llo w si
RX0
B

0

•fl# r e p r e s e n ts random assignm ent to groups) 'X* re p r e s e n ts th e exposure
to an e x p erim en tal tre a tm e n t and *0* r e p r e s e n ts some type o f o b se rv atio n
o r measurement (Campbell A S ta n le y , 1963).

Method o f A n aly sis
A n aly sis o f d a ta was com pleted a t M ichisin S t a te U n iv e rs ity u sin g a
two-way tm iltiv a rla te a n a ly s is o f v a ria n c e program by Jeremy F inn on th e
3600 com puter,

While th e w r i t e r was n o t in te r e s te d in th e m u ltiv a r ia te

s t a t i s t i c , th e Finn Program was s t i l l u t i l i s e d because in a d d itio n to
th e m u ltiv a r ia te s t a t i s t i c , I t produced th e th re e s e p a ra te u n iv a r ia te
a n a ly s is o f v a ria n c e s t a t i s t i c s t h a t were re q u ire d by th e w r i t e r 's use
o f th r e e dependent m easuring in stru m e n ts.

In essen ce th e program

34
performed th r o e s e p a ra te two-way a n a ly s is o f v a ria n c e problem s—one f o r
each of th e w r i t e r 's dependent v a r i a b le s —RSESTt CUT and MTAI,
The a n a ly s is fo llow ed Hays two-way fix e d model w ith tre a tm e n ts and
lo c a tio n s a s th e fix e d e f f e c t s ,

A fix e d model was used because th e

d e sig n had o nly "fixed** v a ria b le s .

T his model can be seen in F igure 1,

T reatm ents

L ocations

Expectancy Given

No Expectancy Given

1

10

10

2

10

10

3

10

10

k

10

30

5

10

10

Model f o r two-way a n a ly s is o f v a ria n c e
with main e f f e c ts o f tre a tm e n t and lo c a tio n s
F ig u re 1

To b e t t e r u n d erstan d what a fix e d v a r ia b le I s , th e d if f e r e n c e
between random and fix e d v a ria b le s i s e x p lo re d ,

A random v a ria b le is

one in which th e l e v e ls chosen f o r study re p re s e n t only a sample of th e
p o p u la tio n of p o s s ib le le v e ls .

When ta lk in g ab o u t tre a tm e n t e f f e c t s of

a random v a ria b le an e x p erim e n ter can g e n e ra liz e h is fin d in g s to th e
e n ti r e p o p u latio n o f p o s s ib le l e v e l s of t h a t v r l a b l e ,

A fix e d v a r i ­

a b le i s one th a t had a d i s t i n c t number of l e v e ls and t h a t g e n e r a liz a tio n
o f tre a tm e n t e f f e c ts cannot be attem p ted beyond th e le v e ls included in
th e stu d y .

35
A n a ly sis o f v a ria n c e w ith fix e d v a ria b le s In v o lv es th e u s u a l
assum ptions o f independence of o b s e rv a tio n s , e q u a lity of v a ria n c e , and
n o rm ality o f d i s t r i b u t i o n .
N orm ality o f d i s t r i b u t i o n can be v io la te d w ith o u t s e r io u s
consequences a s long a s th e t o t a l n i s r e l a t i v e l y la rg e .

E q u a lity of

v a ria n c e can be v io la te d w ith o u t s e r io u s r i s k a s long a s sam ple s l s e s
a r e e q u iv a le n t.

Independence of o b se rv a tio n s can n o t be v io la te d w ith o u t

s e r io u s consequences to r e s u l t s o f a n a ly s is (H ays, 1963* PP. 3?8-79).
With a t o t a l n o f 100 v io la tio n s of th e n o rm a lity o f d i s t r i b u t i o n
assum ption even i f i t d id occur would not be s e r io u s .

S in c e each sample

c o n siste d o f an equal number of s u b je c ts (10) a v io la tio n o f th e q u a lity
o f v a ria n c e assum ption i f i t were t o o ccu r, would no t be o f o v e rrid in g
concern to th e a n a ly s is o f d a ta .

S in c e c o n sid e ra b le c a re was taken to

m inim ise in te r-g ro u p communication and sin c e a re p e ate d m easures d e sig n
was n o t employed, th e r e i s no reaso n to b e lie v e t h a t th e Independence
o f o b se rv a tio n assum ption has been v io la te d in t h i s stu d y .

CHAPTER IV

ANALYSIS OF RESULTS

In C hapter IV a ta b le of c e l l moans w ill be p resen ted f o r each
dependent v a ria b le ,

ISach h y p o th esis w ill be p resen te d w ith a sta te m e n t

co n cern in g w hether th e h y p o th e sis in q u e stio n w ill be r e je c te d o r n o t
r e je c te d ,

A d isc u ssio n o f th e r e s u l t s o f th e a n a ly s is fo llo w s,

A

summary o f th e r e s u l ts of a n a ly s is com pletes th e c h a p te r.
T able 1 gives th e c e l l moans o b tain ed In th e study f o r th e RSEST,

Table 1
C e ll Means f o r RSEST

E xperim ental

L o catio n s

Column Mean

1
2
3
/i
5

C o n tro l

131,ho

Combined Exp, & Cont
f o r each lo c a tio n

135.10
146.20
125.00
138.10

125.40
115.40
139.50
131.80
135.00

128.40
125.25
142.85
133.40
136.55

137.16

129.42

133.29

36

37
The c e l l means obtained In th e stu d y on th e CLIT a r e In clu d ed In
Table 2.

Table 2
C e ll Means f o r CLIT

E xperim ental

L o catio n s

1
2
3
4
5

Column Mean

C ontrol

Combined Exp, A Cont
f o r each lo c a tio n

190.80
162.80
174.90
1R1 .6 0
181.40

168.80
15R.90
189.10
187.70
175.20

179.80
160.85
182.00
184.65
178.30

178.30

175.9*

177.12

T able 3 l i s t s th e c e l l means o b tain ed in th e stu d y f o r th e MTAI,

Table 3
C e ll Means f o r MTAI

E xperim ental

L o catio n s

Column Mean

1
2
3
4
5

C ontrol

Combined Exp, A Cont
f o r each lo c a tio n

85.50
102.90
60.30
85,00
89.90

89.80
89.80
102,20
72.00
84.90

87.65
100.85
81.25
7 8 .5 0
8 7 .4 0

84. ?2

89.54

87.13

38
H y p o th e se s and R e s u l t s

H ypothesis 1
There w ill be no s l g n l f l e a n t d if f e r e n c e In mean t o t a l sc o re on th e
R ating S c a le f o r th e E v a lu atio n o f S tu d en t T eachers between those s tu d e n t
te a c h e rs whose c o o p e ra tin g te a c h e r was provided expectancy d a ta and those
s tu d e n t te a c h e rs whose c o o p e ra tin g te a c h e r re c e iv e d no expectancy d a ta .
The F - r a t l o w ith one and n in e ty d eg rees o f freedom was 3,415 a.nd
produced a p -v alu e o f ,0679.

S in c e th e p -v a lu e a s s o c ia te d w ith t h i s

F - r a t lo was g r e a te r than th e ,05 le v e l of s ig n if ic a n c e allow ed by th e
w r i t e r , t h i s h y p o th e sis was n o t r e je c te d (se e Table 4 ).

H ypothesis 2
There w ill be no s i g n i f i c a n t d if f e r e n c e In c o o p e ra tin g te a c h e r s '
mean t o t a l r a t i n g s c o re s on th e R atin g S c a le f o r th e E v alu atio n of
S tu d en t T eachers In th e f iv e secondary s tu d e n t tea ch in g c e n te r s .
The F - r a t lo w ith fo u r and n in e ty d e g re es o f freedom was 2,173 and
produced a p -v alu e of .0784,

S in c e the p -v a lu e a s s o c ia te d w ith t h i s

F - r a t lo was g r e a te r than th e .05 le v e l o f s ig n if ic a n c e allow ed by th e
w r i t e r , t h i s h y p o th e sis was n o t r e je c te d (se e Table 4 ).

H ypothesis 3
There w ill be no s i g n i f i c a n t I n te r a c tio n e f f e c t between expectancy
tre a tm e n t and lo c a tio n a s measured by th e H ating S c ale f o r th e E v alu atio n
of S tu d e n t T each ers1*.

39
The F - r a t l o w ith f o u r and n in e ty d eg rees o f freedom was .540 and
produced a p -v a lu e of ,7071.

S ince th e p -v alu e a s s o c ia te d w ith t h i s

F - i a t i o was g r e a te r than th e ,05 le v e l o f s ig n if ic a n c e allow ed by th e
w r i t e r , t h i s h y p o th esis waa n o t r e je c te d (see T able 4 ),

T able 4
Source o f V arian ce, Sum o f S q u a re s, Degrees of Freedom, Kean
S q u a res, F - r a t l o , and p -v alu e f o r Two-Way A n a ly sis o f V ariance
With Main E ffe c ts o f Expectancy T reatm ents and S tu d e n t
Teaching C en ter L o ca tio n s Using th e "RSEST" a s th e Dependent
V ariab le
Source o f V ariance

SS

df

MS

Expectancy tre a tm e n ts
L o catio n s
T reatm ents X L ocations
E rro r

1^97.69
3811.74
946.46
39470.6?

1
4
4
90

1497.690
952.935
236.615
438.563

P

F
3.4150
2.1730
.5395

.0679
.0784
.7071

H ypothesis 4
There w i l l be no s i g n i f i c a n t d if f e r e n c e In mean t o t a l sc o re on th e
C onfidence Level Inv en to ry f o r T eaching between th o se s tu d e n t te a c h e rs
whose c o o p e ra tin g te a c h e r was provided expectancy d a ta and th o se s tu d e n t
te a c h e rs whose c o o p e ra tin g te a c h e r re c e iv e d no expectancy d a ta .
The F - r a t i o w ith one and n in e ty d e g rees o f freedom was .2423 and
produced a p -v a lu e of ,6 2 3 8 .

S ince th e p -v alu e a s s o c ia te d w ith t h i s

F - r a t lo was g r e a te r th an th e .05 le v e l o f s ig n if ic a n c e allow ed by th e
w r i t e r , t h i s h y p o th esis was not r e je c te d (se e Table 5 ).

40

Hypothesis 5
There w i l l be no s ig n if ic a n t d lf f s r s n c s In stu d en t teachers* neon
t o t a l sc o r e s on th s C onfldsnct Level Inventory fo r Teaching in th® fir®
secondary stu d sn t tea ch in g cen ters.
Th® F -r a tlo with fo u r and nin®ty d®gr®®s o f fr®«dos was 3 , 0?8 and
produced a p-value o f ,0 2 0 1 .

Sines t h s p-value a sso c ia te d w ith t h is

F -za tlo was l s s s than t h s ,05 le v e l o f s ig n ific a n c e allow sd by th s
w riter, t h i s h yp oth ssls was rejected (ss® Table 5 ) .

H ypothesis 6
Thors w i l l bs no s ig n ific a n t In te r a c tio n e f f e c t between expectancy
tr e a ts ant and lo ca tio n a s ssasured by th® Confidence Level Inventory fo r
Teaching.
The F -r a tio with fo u r and n in ety degrees o f fre ed o s wsa 1,626 and
produced a p-value o f .1741.

Since th e p-value a sso c ia te d w ith t h i s

F -ra tlo was greater than th® ,05 l e v e l of s ig n ific a n c e allow ed by th®
w riter, t h i s hyp othesis was not r e je c te d (see Table 5 ),

4i
Table 5
Sou roe o f V ariance, Sue o f Squares, Degrees o f freed o a , Mean
Squares, F - r a t lo , and p -valu e fo r Two-Way A n a ly sis o f Variance
With Main E ffe c ts of Expectancy T reataente and Student
Teaching Center Locations Using th e "CLIT” as th e Dependent
V ariable

Source o f Variance

S3

df

MS

F

P

Expectancy Treatments
L ocations
T reataente X L ocations
Error

139.24
7076.06
3743.26
51727.95

1
4
4
90

139.24
1769.02
935.82
574.76

.2423
3.0780
1.6280

.6230
.0201*
.1741

•S ig n ific a n t a t th e .0 5 l e v e l o f confidence

H ypothesis ?
There w i l l be no s ig n if ic a n t d iffe r e n c e In Bean t o t a l score on th e
Minnesota Teacher A ttitu d e Inventory between th ose stu dent teach ers whose
cooperating tea ch er was provided expectancy data and th ose student
tea ch ers whose cooperating teach er receiv ed no expectancy data.
The F -r a tlo w ith one and nin ety degrees of freed oa was .5387 and
produced a p -valu e of .4649.

Since the p -valu e a sso c ia te d w ith t h is

F -r a tlo was g rea ter than th e .05 le v e l o f s ig n ific a n c e allow ed by th e
w r ite r , t h is h yp oth esis was not r e jec ted (se e Tkble 6 ) .

H ypothesis 8
There w i l l be no s ig n if ic a n t d iffe r e n c e In etudent tea ch ers' aean
t o t a l sco res on th e Minnesota Teacher A ttitu d e Inventory in the f i v e
secondary stu d en t teach in g cen te rs.

42
The F - r a t lo w ith fo u r and n in e ty d e g re e s of freedom was 1.380 and
produced a p -v a lu e o f

.2471 ,

S in ce th e p -v a lu e a s s o c ia te d w ith t h i s

F - r a t lo was g r e a te r than th e .0 5 le v e l of s ig n if ic a n c e allow ed by th e
w rlte rp t h i s h y p o th e sis was n o t re je c te d (se e Table 6 ) .

H ypothesis 9
There w ill be no s i g n i f i c a n t I n te r a c tio n e f f e c t between expectancy
tre a tm e n t and lo c a tio n a s neasu red by th e M innesota T eacher A ttitu d e
In v e n to ry .
The F - r a t lo w ith fo u r and n in e ty d e g re e s of fre e d o a was 2,167 and
produced a p -v alu e o f .0791.

S in ce th e p -v a lu e a s s o c ia te d w ith t h i s

F - r a t lo was g r e a te r than th e ,05 le v e l of s ig n if ic a n c e allow ed by th e
w r ite r ! t h i s h y p o th e sis was n o t r e je c te d (se e Table 6 ) .

Table 6
Source of V a rian ce, Sun o f S quarest Degrees o f F reedoa, Mean
S q u a res, F - r a t l o , and p -v a lu e f o r Two-Way A n a ly sis of V ariance
With Main E f fe c ts of Expectancy T re a ta e n te and S tu d e n t
Teaching C e n te r L ocations Using th e "tfTAI" a s th e Dependent
V a ria b le

Source o f V ariance

SS

df

K3

F

P

Expectancy T re a ta e n te
L o catio n s
T re a ta e n te X L o ca tio n s
E rro r

580.81
5952.66
9343.74
97028.10

1
4
4
90

580,01
1488,1?
2335.94
1078,09

.5387
1.3800
2.1670

.4649
.2471
.0791

*3
D lscu sslo n o f R e su lts

H y pothesis 1
The c e n tr a l h y p o th esis o f t h i s stu d y was t h a t th e re would be no
s i g n i f i c a n t d if f e r e n c e In sean t o t a l sc o re on th e "RSEST" betw een those
s tu d e n t te a c h e rs whose c o o p e ra tin g te a c h e r was provided exp ectan cy d a ta
and th o s e s tu d e n t te a c h e rs whose c o o p e ra tin g te a c h e r re c e iv e d no expect­
ancy d a ta ,

V h ile th e .05 co n fid en ce le v e l was n o t reach ed , th e r e s u l t s

were in th e d i r e c t i o n p re d ic te d by R osenthal in every secondary stu d e n t
te a c h in g c e n te r w ith th e e x p e rla e n ta l group in each c e n te r h av in g a
g r e a t e r mean t o t a l r a t i n g on th e "RSEST* than th e c o n tro l g ro u p .

The

r e s u l t s were c lo s e enough to th e ,0 5 co n fid en ce le v e l (p ■ ,0 6 ? 9 ) to
m e r it f u r t h e r d is c u s s io n .
B arber and S i l v e r (1968, p, 25) o u tlin e d an " e ig h t- s te p tra n sm issio n
p ro c e s s " Involved in inducing e x p erim en ter in flu e n c e .

T h is p ro ce ss Is

a ^ i i n quoted below and w ill be u t i l i s e d In a tte m p tin g to e x p la in th e
c lo s e lack o f s ig n if ic a n c e in h y p o th e s is 1,
" (a ) The s tu d e n t e x p e rim e n te r a tte n d e d t o th e expectancy
com flunlcation from th e p r i n c i p a l l n v e s t l ^ t o r , (b) The exper­
im enter comprehended th e expectancy communication, ( c ) The
ex p erim en ter re ta in e d th e comm unication, (d) The ex p erim e n ter
( i n t e n t i o n a l l y o r u n in te n tio n a lly ) a tte m p te d to tr a n s m it th e
expectancy t o th e s u b je c t, (e ) The s u b je c t (c o n sc io u sly o r
u n c o n sc io u sly ) atten d ed t o th e expectancy communication from
th e e x p e rim e n te r, ( f ) The s u b je c t (c o n sc io u sly o r uncon­
s c io u s ly ) comprehended th e e x p e rim e n te r's expectancy, (g ) The
s u b je c t (c o n sc io u sly o r u n c o n sc io u sly ) r e ta in e d th e e x p e r i­
m en te r's expectancy, (h ) The s u b je c t ( w ittin g ly o r u n w it­
tin g ly ) a c te d upon (gave re sp o n se s In harmony w ith ) th e exper­
im e n te r's ex p ectan cy ,"

U4
The secondary c o o p e ra tin g te a c h e rs in t h i s study correspond w ith
th e stu d e n t e x p erim en ters In B arber and S ilv e r s * d is c u s s io n .

The s t u ­

d e n t te a c h e rs in t h i s stu d y correspond w ith th e s u b je c ts in B arber and
S ilv e rs * d is c u s s io n w hile th e w r i t e r and th e f iv e secondary c o o rd in a to rs
correspond w ith th e p r in c ip a l i n v e s t l p i t o r .
The c o o p e ra tin g te a c h e rs a tte n d e d to th e expectancy d a ta a s th e d a ta
were p e rs o n a lly handed to each c o o p e ra tin g te a c h e r by th e secondary s t u ­
d e n t te a c h in g c o o rd in a to r.

The secondary c o o rd in a to r remained w ith th e

c o o p e ra tin g te a c h e r w hile th e m a te ria l was re a d .

The c o o p e ra tin g

te a c h e r comprehended th e expectancy communication ( a t l e a s t in p a r t )
because in a lm o st every case th e secondary c o o rd in a to rs re p o rte d t h a t
q u e stio n s were asked of then co n cern in g th e c o n te n ts o f th e expectancy
d a ta .

The w r i t e r f e e l s t h a t w ith p ■ ,0679 th e r e i s some in d ic a tio n th a t

th e c o o p e ra tin g te a c h e rs re ta in e d th e expectancy communication.

The

rem aining f i v e s te p s o f th e tra n s m iss io n p ro c e ss probably were not com­
p le te d sin c e th e s tu d e n t te a c h e rs f a ile d to show on th e "CLIT" (p ■ ,623R)
and th e "MTAI (p ■ ,^*649) t h a t th ey were a f f e c te d by th e expectancy com­
m unication.
The w r i t e r made no a tte m p t to r e in f o r c e th e expectancy communication
d u rin g th e sem este r and made no fo llo w -u p stu d y to determ in e w hether th e
expectancy communication was r e ta in e d o r tra n s m itte d by th e c o o p e ra tin g
te a c h e r o r w hether t h i s communication was a tte n d e d t o , comprehended by,
re ta in e d and a c te d upon by th e s tu d e n t te a c h e r s .

The f a i l u r e to fo llo w

up th e o r ig in a l stu d y to d eterm in e w hether t h i s e ig h t - s t e p p ro ce ss was
completed must be tak en a s a lim ita tio n of t h i s stu d y .

^5
The w rite r* however* f e e l s t h a t th e d e sig n does p ro v id e in fo rm a tio n
on th e tra n s m iss io n p ro c e ss even though a fo llo w -u p study was n o t com­
p le te d ,

By hav in g th e c o o p e ra tin g te a c h e r o b serv e and r a t e h i s s tu d e n t

teach er* th e c l a s s i c a l expectancy d esig n was com pleted.

By hav in g th e

s u b je c ts r a t e them selves in a d d itio n to th e c o o p e ra tin g t e a c h e r 's
r a t i n g s p ro v id e s a d d itio n a l Inform ation ab o u t th e tra n sm issio n p ro c e ss.
The f a c t t h a t th e d if f e r e n c e between ex p erim en tal and c o n tr o l groups
on th e "RSKST" r a tin g s was n e a rly s i g n i f i c a n t (p - ,0679) te n d s to show
t h a t th e c o o p e ra tin g te a c h e r s a tte n d e d to th e expectancy communication*
comprehended It* and r e ta in e d i t .

The f a c t t h a t th e re was l i t t l e d i f f e r ­

ence between th e ex p erim en tal and c o n tr o l groups on th e "CUT" and "HTAI"
would seem to in d ic a te t h a t th e s tu d e n t te a c h e rs were n o t a f f e c te d by
th e expectancy communication.

In o th e r words* d em o n stratio n o f th e

expectancy e f f e c t might n o t be so much th e a c t u a l perform ance o f th e s t u ­
d e n t te a c h e rs a s i t i s th e c o o p e ra tin g te a c h e rs p e rc e p tio n o f t h a t p e r­
form ance.
The n e a r s i g n i f ic a n t d if f e r e n c e between ex p erim en tal and c o n tro l
groups on th e "RSESTM may be a t t r i b u t e d to th e f a c t t h a t th e c o o p e ra tin g
te a c h e rs were in ex p erien ced re s e a rc h e rs even though they were experienced
c o o p eratin g te a c h e rs .

The c o o p e ra tin g te a c h e rs surveyed in th e study

held no d eg ree beyond th e M asters l e v e l.

I t was concluded t h a t few of

th e secondary c o o p e ra tin g te a c h e rs had e x te n s iv e re s e a rc h background.
The w r ite r f u r t h e r attem p ted to keep th e c o o p e ra tin g te a c h e rs from
knowing t h a t th ey were p a r t i c i p a t i n g In an experim ent.

The e x p e c ta n c y l i t e r a t u r e h a s shown t h a t i n e x p e r i e n c e d r e s e a r c h e r s
a r e s o r e l i k e l y t o r e t a i n and a c t upon t h e e x p e c ta n c y c o m m u n ic atio n t h a n
e x p e r i e n c e d r e s e a r c h e r s ( K i s h , 19 62 i B a r b e r A S i l v e r , 1 9 6 8 j Ingraham
ft H a r r i n g t o n , 1 9 6 6 | and G l l l l n g h a a , 1 9 6 9 ).
P e r h a p s t h i s I s why t h e c o o p e r a t i n g t e a c h e r s o f t h e e x p e r i m e n t a l
g ro u p r e t a i n e d and a c t e d up on t h e e x p e c t a n c y d a t a a s d e m o n s t r a t e d b y t h e
n e a r s i g n i f i c a n t e f f e c t on t h e "RSBSTH,

The t a s k I n v o lv e d i n t h i s s tu d y o f s u p e r v i s i n g s t u d e n t t e a c h e r s i s
an u n s t r u c t u r e d o n e i t h a t i s , t h e r e a r e few r u l e s t h a t m u s t be f o l l o w e d
rig id ly ,

Bach s u p e r v i s i n g t e a c h e r b r i n g s h i s own u n i q u e b a c k g r o u n d ,

p h i l o s o p h y , and m o t i v e s t o b e a r on t h e s t u d e n t t e a c h e r ' s d e v e l o p a e n t .
One would be w i l l i n g t o g e n e r a l i s e fro m t h e l i t e r a t u r e t h a t t h e e x p e c t ­
an cy e f f e c t would b e e a s i e r t o d e m o n s t r a t e in such a s e t t i n g ( B a r b e r
ft S i l v e r , 1 9 6 8 | In grah am ft H a r r i n g t o n , 1966? and G i l l i n g h a m , 1969 ) .

The c o o p e r a t i n g t e a c h e r s knew t h e u n i v e r s i t y c o o r d i n a t o r s w e l l ,
lo o k e d t o them f o r l e a d e r s h i p and w ere p r o b a b ly i n c l i n e d t o b e l i e v e t h e
i n f o r m a t i o n t h a t was g iv e n t o them.

W h ile no d i r e c t l i n e s t a f f r e l a ­

t i o n s h i p e x i s t e d b e tw e e n t h e c o o p e r a t i n g t e a c h e r and t h e u n i v e r s i t y
c o o rd in a to r, a d if f e r e n c e in s ta t u s e x is t e d .

The c l o s e a p p r o x i m a t i o n

to s i g n i f i c a n c e te n d s to s u p p o rt B arb er and S ilv e rs* f i n d i n g s (1968)
t h a t a n e x p e c t a n c y e f f e c t seemed e a s i e r t o d e m o n s t r a t e when a
s u b o r d l n a t e - s u p e r o r d l n a t e r e l a t i o n s h i p e x i s t e d betw een t h e e x p e r i m e n t e r
and t h e p r i n c i p a l i n v e s t i f ^ t o r .

G o ld s m ith a nd F r y (1 9 7 1 ) l i s t e d t h e b r e v i t y o f t h e s t u d e n t t e a c h e r i n t e r a c t i o n a s one p o s s i b l e c a u s e o f a d i m i n i s h e d e x p e c ta n c y

*7

e ffe c t.

This d e f e c t was corrected In t h i s stu dy,

The e x te n siv e periods

o f t i e e th a t th e stu d en t tea ch er and th e coop eratin g teacher sp en t
to g eth er in both fo r a a l and ln fo rn a l s e t t in g s would e a s ily enable a l l
kinds o f su b tle verb al and non-verbal cues to be exchanged.

T h is c lo s e

r e la tio n s h ip would s e e s to provide th e id e a l s e t t in g f o r the expectancy
c o w n i e a t l o n to flo u r is h ,
Rosenthal and Jacobson ( 1968 ) found th a t age s e e wed to be a fa c to r
in d ea o n stra tin g th e expectancy e f f e c t .

In th e ir study s ig n if ic a n t

expectancy e f f e c t s were deaonstrated f o r th ose s u b je c ts in grades one
and two but not f o r the s u b je c ts in grades three through s i x .

Sin ce the

s u b je c ts Involved in t h is study were o f c o lle g e a g e , th e ir g rea ter age
nay have been a reta rd in g fa c to r in th e dem onstration of th e expectancy
e ffe c t,
Troa a s t r i c t l y procedural point o f view o c ca sio n a l r ein fo r c e se n t
o f th e expectancy data by th e coord in ators sig h t have been s u f f ic ie n t to
i s prove the dem onstration o f the expectancy e f f e c t to the .0 5 le v e l o f
co n fid en ce.
In any even t th e w r ite r f e e l s th a t the use o f p o s itiv e expectancy
data cannot be overlooked a s a aeans t o a f f e c t th e coop eratin g te a c h e r 's
r a tin g s o f t h e ir student teachers in a s ig n if ic a n t wanner.

Hypotheeis 2
There w i l l be no a lg n ifle a n t d iffe r e n c e In cooperating tea ch ers'
wean t o t a l r a tin g sco res on the "RSE3T" in th e f i v e secondary student
tea ch in g c e n te r s ,

kt no p oin t in th e review o f th e lit e r a t u r e was

1*8
l o c a t i o n u s e d a s a v a r i a b l e In a s t u d y .

The w r i t e r t h u s c o n c lu d e d t h a t

no s i g n i f i c a n t d i f f e r e n c e s would e x i s t betw een t h e wean t o t a l r a t i n g s o f
t h e c o o p e x a t l n g t e a c h e r s f r o * t h e f i v e s e c o n d a r y s t u d e n t t e a c h i n g c en ­
te rs ,

The r e s u l t s o f a n a l y s i s te n d e d t o s u p p o r t t h i s c o n c l u s i o n .

I t n i s t b e n o t e d , how ever, t h a t w i t h a n F - r a t l o o f 2 ,1 7 3 (p ■ .078*0
t h e h y p o t h e s i s was n e a r l y r e j e c t e d .

The g r e a t e s t d i f f e r e n c e s b etw een

t h e t o t a l a e a n s c o r e s on t h e "RSfiST" e x i s t e d b e tw ee n s e c o n d a r y s t u d e n t
t e a c h i n g c e n t e r s 2 ( 125 , 2 5 ) and

2

(1 ^ 2 ,8 5 ).

T h in d i f f e r e n c e s a y be due

t o t h e f a c t t h a t c e n t e r 2 i s s i t u a t e d i n a l a r g e u r b a n s c h o o l s y s t e s and
t h e o t h e r c e n t e r c o n s i s t s o f s e v e r a l s u b u rb a n s c h o o l d i s t r i c t s .

C e n t r a l H i c h i ^ n U n i v e r s i t y d ra w s n e a r l y 7 6 £ o f t h e s t u d e n t body
from r u r a l o r s u b u rb a n a r e a s o f M ichigan ( G e o g r a p h ic a l D i s t r i b u t i o n o f
U n d e r g r a d u a te s and G z a d u a te s , 1 9 7 1 ),

C e n t r a l M ich ig an U n i v e r s i t y s t u ­

d e n t s f o r t h e most p a r t a r e n o t f a m i l i a r w ith u r b a n s c h o o l p r o b le m s , and
i t would s e e a l i k e l y t h a t t h e y would have a more d i f f i c u l t tlMe a d j u s t i n g
t o u r b a n s c h o o l s a s compared t o r u r a l o r s u b u rb a n s c h o o l s .

To c o m p l i c a t e M a t t e r s C e n t r a l M ichigan U n i v e r s i t y ' s s e c o n d a r y edu­
c a tio n o n -casp u s c u rric u lu m does l i t t l e

In t h e way o f p r e p a r i n g s t u d e n t s

t o c o p e w i t h s t u d e n t t e a c h i n g In a n i n n e r - c i t y s c h o o l .

The low nean

t o t a l r a t i n g s f o r s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r 2 may be a r e f l e c t i o n
o f t h i s w e a k n e ss .

H ypothesis 3
There w ill be no s i g n i f ic a n t in te r a c tio n e f f e c t between trea tm e n t
and lo c a tio n a s Measured by th e "HSEST",

While in te r a c tio n e f f e c t s

^9
abound In th« l i t e r a t u r e d e a lin g w ith th e expectancy e f f e c t , none was
found in t h i s stu d y .

I t can be seen f r o * Table 1 t h a t th e d a ta was con­

s i s t e n t in every secondary s tu d e n t te a c h in g c e n te r w ith th e ex p erim en tal
group in each c e n te r having a g r e a te r nean t o t a l r a t i n g on th e "RSEST"
th an th e c o n tr o l group.

H y p o th e s is 4

T h e re w i l l b e no s i g n i f i c a n t d i f f e r e n c e i n n e an t o t a l s c o r e on t h e
C o n f id e n c e L e v e l I n v e n t o r y f o r T e a c h in g b etw een t h o s e s t u d e n t t e a c h e r s
whose c o o p e r a t i n g t e a c h e r was p r o v id e d e x p e c ta n c y d a t a and t h o s e s t u d e n t
t e a c h e r s whose c o o p e r a t i n g t e a c h e r r e c e i v e d no e x p e c ta n c y d a t a .

The

r e p o r t i n g o f s c o r e s f o r t h i s h y p o t h e s i s d i f f e r s fro m t h e t y p i c a l e x p e c t ­
ancy e x p e r i m e n t .

I n a t y p i c a l e x p e c ta n c y e x p e r im e n t a p r i n c i p a l i n v e s ­

t i g a t o r p r o v i d e s t o a sec o n d e x p e r i m e n t e r a s e t o f e x p e c ta n c y d a t a con­
c e rn in g t h i s e x p erim en ter* s s u b je c ts .

T h i s e x p e c ta n c y d a t a u s u a l l y t a k e s

t h e fo rm o f p o s i t i v e l y f a l s i f i e d i n f o r m a t i o n a b o u t t h e s u b j e c t s * a b i l i t y
t o p e rfo rm a t a s k .

The sec o n d e x p e r i m e n t e r t h e n s u p e r v i s e s h i s s u b j e c t s

th r o u g h t h i s e x p e r i m e n t a l t a s k and r e p o r t s t h e r e s u l t s o f h i s e x p e r im e n t
b ack t o t h e p r i n c i p a l I n v e s t i g a t o r ,

The p r o c e d u r e i n t h i s s t u d y d i f f e r s fro m t h e p r o c e d u r e l i s t e d above
in t h a t t h e e x p e r i m e n t e r h a s no r e p o r t i n g f u n c t i o n I n t h i s s t u d y .

The

s t u d e n t t e a c h e r s c o m p le te d t h e MCLITM t o t a l l y i n d e p e n d e n t o f t h e s u p e r ­
v is io n o f th e c o o p eratin g te a c h e rs .

I t was t h e r e s p o n s i b i l i t y o f t h e

s e c o n d a r y s t u d e n t t e a c h i n g c o o r d i n a t o r s t o a d m i n i s t e r t h e "CLIT" and t o
s e e t h a t t h e y w ere r e t u r n e d t o t h e w r i t e r .

50

For t h i s reason th* w r ite r was u n c e r ta in whether th* expectancy
data would a f f * c t th * *tud*nt teacher** con fid en ce in h i* a b i l i t y to
t«aoh.

A pparently i t did n o t , a* th* F - r a t lo o f ,2423 produced

p • ,6 2 3 8 .

Th* w r ite r f a i t th a t to sa x lm lse th* llk * lih o o d th a t th*

expectancy data a ff* c t* d th * outcoa* o f th* "CLIT" aeoraa th* coop­
e r a tin g tea c h e rs would haw* t o be in v o lv ed in th e r e p o r tin g o f the**
sco res.

P*rhap* i f th* coo p era tin g tea c h e r* had th e op p ortu n ity t o look

over th * r e s u lt* o f th* "CLIT", ta lk w ith th * ir etu d en t teach er* and
then a sk th* stu d en t teach er* to co a p l* t* th * "CLIT" a g a in , th* r e s u lt s
would have been c lo s e r to th o se p red icted by R osenthal.
In any ev*nt th* w r ite r i s p lea sed w ith th* r e s u l t s o f h y p o th esis 4
sin e * i t ten ds t o show th a t th* expectancy e f f e c t was not a cted upon by
th* stu d en t te a c h e r s and th a t th* breakdown o f th e tr a n sa ia slo n p rocess
ca se a f t e r ste p th r e e In Barber and S i l v e r ' s (1968) e lg h t-a te p p ro cess.
I t s e e s * to th e w r ite r th a t t h is i s fu r th e r evid en ce th a t th e demon­
s t r a t io n o f th* expectancy e f f e c t *ay be more a p art o f th e experim enter**
(co o p era tin g t e a c h e r 's ) p ercep tion than i t le o f th e su b ject* * (stu d en t
te a c h e r 's ) a c tu a l performance.

H ypothesis 5
There w i l l be no s ig n if ic a n t d iff e r e n c e in stu d en t teach ers* scan
t o t a l sc o r e s on th* "CLIT" in th e f i v e secondary stu d e n t tea ch in g cen­
ter s.

The f a c t th a t s ig n if ic a n t d if f e r e n c e s did e x i s t between th* se c ­

ondary stu d en t tea ch in g c e n te r s a s rep orted on th e "CLIT" c a se a s a sur­
p r is e t o th* w r ite r .

U sin g Table 2 a s a 91 id s i t can be noted th a t th e

major d if f e r e n c e occurs among secondary stu dent tea c h in g c a n te r s 2 and 4 .

5]
I t I s t h e w r i t e r ' s o p i n i o n t h a t t h e e x p e c t a n c y d a t a in no way
in flu e n c e d t h i s s t a t i s t i c

s i n c e t h e d i f f e r e n c e e x i s t e d when t h e c o n t r o l

and e x p e r i m e n t a l g ro u p s w e re combined t o form o n e g ro u p In e a c h s e c o n d ­
a ry s tu d e n t te a c h in g c e n te r .

I n o t h e r w ords b o t h t h e e x p e r i m e n t a l and

c o n t r o l g r o u p s w ere c o l l a s p e d t o g e t h e r In e a c h c e n t e r t o fo rm one mean
t o t a l s c o r e p e r c e n t e r a n d th e n l o c a t i o n c o m p a r is o n s w ere made u s i n g t h e
combined moan t o t a l s c o r e f o r e a c h c e n t e r .

U s i n g t h e Tukey p o s t hoc

c o m p a r is o n t o s t i t wan fo u n d t h a t t h o o n l y s i g n i f i c a n t d i f f e r e n c e
e x i s t e d b e tw e e n s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r s 2 ( l 6 0 ,fl 5 ) nr>d

!i

( 1^ . 6 5 ).
T h i s s i g n i f i c a n c e o f l o c a t i o n may have b een a f f e c t e d by a ny o f t h e
fo llo w in g *

1,

An " u n u s u a l o r b i a s e d " s a m p l e .

S i n c e t h o s a m p le s wore

s e l e c t e d a t random and a s s i g n m e n t t o g r o u p s was c o m p le te d
In a random m a n n e r, I t would seem u n l i k e l y t h i t t h o s e l e c ­
t i o n p r o c e s s i s r e s p o n s i b l e f o r t h e d i f f e r e n c e s In t h e two
secondary s t u d e n t t e a c h in g c e n t e r s .

The o ne d i f f i c u l t y

w i t h t h i s a rg u m e n t i s t h a t t h o s a m p le s w ere c h o s e n from
g r o u p s o f s t u d e n t t e a c h e r s who had r e q u e s t e d and had
a l r e a d y been a s s i g n e d t o a p a r t i c u l a r s e c o n d a r y s t u d e n t
te a c h in g c e n te r.

Any d i f f e r e n c e in t h e o r i g i n a l popu­

l a t i o n o f a s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r would t h e r e ­
f o r e show u p in even random s a m p le s from t h a t p o p u l a t i o n .

2,

The manner i n w hich t h e e x p e c t a n c y i n f o r m a t i o n was g iv e n .
The i n d i v i d u a l s e c o n d a r y c o o r d i n a t o r s c o u ld h ave b i a s e d

52
t h o oxporlnon*, by e i t h e r r.howlng i n d i f f o r o n c e o r by b e i n g
u n u s u a l l y a g g r e s s i v e In p r e s e n t i n g t h e e x p e c t a n c y d a t a t o
th e c o o p e ra tin g te a c h e rs ,

The w r i t e r In t a l k i n g w i t h t h e

c o o r d i n a t o r s o f t h e s e two s e c o n d a r y c e n t e r s r e c e i v e d no
I n f o r m a t i o n t h a t would ( s u b s t a n t i a t e t h i s p o s s i b i l i t y .
Both c o o r d i n a t o r s I n d i c a t e d t h a t t h e d i r e c t i o n s fro m t h o
w r i t e r w ere f o l l o w e d t o t h e l e t t e r and t h a t In n e i t h e r
c e n t e r wore t h e c o o p e r a t i n g t e a c h e r s a w a re t h a t t h e y had
been In v o lv e d in an e x p e r i m e n t ,

3.

I n a b i l i t y o f s t u d e n t t e a c h e r s t o a d j u s t t o an u rb a n
s c h o o l s y s te m .

C e n t r a l M ich ig an U n i v e r s i t y d ra w s I t s

s t u d e n t s l a r g e l y fro m s u b u rb a n and r u r a l a r e a s o f Mlehlpjan.
C e n t r a l M ic h ig a n U n i v e r s i t y ' s t o t a l M ichigan e n r o l l m e n t f o r
t h o 1971-72 a c a d e m ic y e a r was 1 ^ , ^ 3 9 .

Ono th o u s a n d f i v e

h un d red and f o r t y two came fro m Wayne C o u n ty ) 7h0 from
S agin aw C o u nty ) 7 3 ? from C e n e s s e C ounty and
C o u n ty ,

fro m K ent

The r e m a i n d e r ( l O #950 s t u d e n t s ) came l a r g e l y from

r u r a l o r suburban c o u n tie s (G e o g ra p h ica l D i s t r i b u t i o n o f
U n d e r g r a d u a t e s and G r a d u a t e s , 1 9 7 1 ) .

Of t h e f i v e s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r s p r e s e n t l y in o p e r ­
a t i o n o n ly one c e n t e r (n u m b e r 2 ) h a s an u r b a n s e t t i n g .

C e n t r a l M ich ig an

U n i v e r s i t y s t u d e n t t e a c h e r s from s u b u r b a n o r r u r a l a r e a s p l a c e d i n an
u r b a n s e t t i n g m ig h t bo e x p e c t e d t o b e l e s s s u r e o f t h e i r a b i l i t y t o
t e a c h i n an i n n e r - c i t y s c h o o l .

The w r i t e r h y p o t h e s i z e s t h a t t h e s i g n i f ­

i c a n t d i f f e r e n c e b e tw e e n t h e two l o c a t i o n s on t h e "CLIT" m ig h t b e t t e r be
a c c o u n t e d f o r i n te r m s o f t h e i n a b i l i t y o f s t u d e n t t e a c h e r s f a m i l i a r w i t h

53
sm all o r suburban sc h o o ls b e in g u n a b le to f u l l y a d j u s t to th e f r u s t r a ­
t i o n s o f w o rk in g In an l n n s r - e l t y s c h o o l sy ste m ,

H y p o th e s is 6

T h e re w i l l b e no s i g n i f i c a n t I n t e r a c t i o n e f f e c t b e tw e e n t r e a t m e n t
and l o c a t i o n a s m e asu re d by t h e "C LIT",

T h e r e was no s i g n i f i c a n t I n t e r ­

a c t i o n e f f e c t b e tw e e n t r e a t m e n t and l o c a t i o n a s m e asu re d by t h e "CLIT",
As can be s e e n fr o m T a b le 2 , t h e d a t a w e re n o t t o t a l l y c o n s i s t e n t .

That

I s , e x p e r i m e n t a l g ro u p s i n t h r e e o f t h e c e n t e r s s c o r e d h i g h e r a s a g ro u p
th a n d i d t h e r e s p e c t i v e c o n t r o l g r o u p s , b u t I n t h e o t h e r two c e n t e r s t h e
c o n t r o l g r o u p s s c o r e d h i g h e r a s a g ro u p t h a n t h e i r r e s p e c t i v e e x p e r i ­
m e n ta l g r o u p s .

Tho d i f f e r e n c e s w ere n o t s u c h t h a t w ould p ro d u c e s i g n i f ­

i c a n c e a t t h e .0 5 l e v e l .

H y p o th e s is 7

T h e r e w i l l b e no s i g n i f i c a n t d i f f e r e n c e In mean t o t a l s c o r e on t h e
M in n eso ta T e a c h e r A t t i t u d e I n v e n t o r y b e tw e e n t h o s e s t u d e n t t e a c h e r s whose
c o o p e r a t i n g t e a c h e r was p r o v i d e d e x p e c t a n c y d a t a and t h o s e s t u d e n t
t e a c h e r s w hose c o o p e r a t i n g t e a c h e r r e c e i v e d no e x p e c t a n c y d a t a .

T h is

was t h e t h i r d m o s t i m p o r t a n t e x p e c t a n c y h y p o t h e s i s e x p l o r e d by t h e
w rite r.
fu n c tio n .

As w i t h h y p o t h e s i s 4 , t h e c o o p e r a t i n g t e a c h e r had no r e p o r t i n g
I n a d d i t i o n t h e "MTAI" was t h e m o st s t r u c t u r e d o f t h e I n s t r u ­

ments u s e d i n t h e s t u d y .

The te r m " s t r u c t u r e d " I s u s e d t o Im ply a com­

m e r c ia l, s ta n d a r d iz e d t e s t w ith e x p l i c i t d i r e c t i o n s f o r a d m i n i s t e r in g ,
s c o r i n g a n d I n t e r p r e t i n g a n d w i t h r e s e a r c h t o show t h a t I t i s d i f f i c u l t
to fa k e .

The w r i t e r c o n t e n d s t h a t t h e n o n - s l g n l f l c a n c e o f t h i s

5*

h y p o t h e s is ca n la r g e l y

ba a t t r ib u t e d

to

th a str u c tu r e d

n a tu r e o f

th a

"HEAI" a n d t h a f a c t t h a t t h a c o o p e r a t i n g t e a c h e r s w a r e n o t I n v o l v e d

in

r e p o r tin g th a s c o r e s .

T h is r a e u I t o f h y p o t h e s is 7 in c o n s i s t e n t w ith
e s is

^ and e v e n s o r e s t r o n g l y

B a r b e r and S i l v e r ' s
th e d e e o n a tr a tlo n

e ig h t-s te p

th a r e m ilt o f

s u p p o r t s t h a f a c t t h a t t h a b reak d ow n in
p rocess can e a fte r s te p

th r e e and th a t

o f th e e x p e c ta n c y e f f e c t nay be l a r g e l y

In t h e

c e p t io n o f th e e x p e r la e n ta r

( c o o p e r a t i n g t e a c h e r ) r a t h e r th a n I n

p erfo rn a n c e o f

(stu d e n t te a c h e r s ).

th e su b je c ts

T h e r e a d e r n a y w o n d e r w h y t h e "HTA.I" w a s u s e d

If

n a t u r e w o u ld h a v e a d e t r l n e n t a l e f f e c t o n s h o w i n g t h e
th e

ex p e c ta n c y e f f e c t .

w r ite r f e l t
th e

s ity

in

I t w as ch o sen p r e c is e ly

fo r

its

per­
th e

str u c tu r e d

tr a n s m is s io n o f

th is

reason .

T he

t h a t I f an e x p e c ta n c y e f f e c t w as s t r o n g en ou gh t o a f f e c t

s c o r e s on t h e

a b u ilt

h y p o th ­

"N T A I", t h e n a s t r o n g e r c a s e f o r

p o s itiv e

th e u tilis a t io n

of

e x p e c t a n c y e f f e c t f o r a l l C e n t r a l H lc h lg u t U n iv e r ­

stu d e n t te a c h e r s s ig h t

b e c o n s id e r e d .

H ypothesis 8
T here w i l l

b e no s i g n i f i c a n t d i f f e r e n c e in s t u d e n t te a c h e r s *

t o t a l s c o r e s o n t h e "HXAI" I n t h e f i v e
te r s.
it

la

The r e l a t i v e l y

seco n d a ry s tu d e n t te a c h in g cen ­

s t r u c t u r e d n a t u r e o f t h e "MTAI" a n d t h e f a c t t h a t

d i f f i c u l t t o fa k e p r o b a b ly h e lp e d

s i g n i f i c a n t d i f f e r e n c e am ong t h e f i v e
te r s.

seen

t o a cco u n t f o r th e la c k

of a

se c o n d a r y s tu d e n t te a c h in g cen ­

55
H y p o th esis 9
T h s r s w i l l b e no s i g n i f i c a n t I n t e r a c t i o n e f f e c t b e tw e e n e x p e c t a n c y
t r e a t m e n t and l o c a t i o n a s m e a s u re d by t h e "ffTAI".

W hile t h e i n t e r a c t i o n

e f f e c t b etw een t r e a t m e n t a nd l o c a t i o n was n o t s i g n i f i c a n t (F ■ 2 . 1 6 ? ,
p " . 0 ? 9 l ) t i t s a p p r o a c h t o s i g n i f i c a n c e m e r i t s a d d i t i o n a l comment.
L o o k in g a t T a b l e 3 o ne can n o t e t h a t i n s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r
2

t h e c o n t r o l g r o u p o u t s c o r e d t h e e x p e r i m e n t a l g r o u p by more t h a n 4 0

p o in ts.

I t i s t h i s la rg e d iff e r e n c e th a t Is re s p o n s ib le f o r th e n e a rly

s ig n ific a n t in te ra c tio n e ffe c t.

The w r i t e r h a s no i d e a w h at c a u s e d t h e

u n u s u a l s c o r e s fro m t h e s e s a m p l e s ,

Tho g r o u p s w ere c h e c k e d t o make w i r e

t h a t t h e e x p e r i m e n t a l and c o n t r o l g ro u p s had n o t b e en s w i tc h e d b u t no
e r r o r co u ld be f o u n d .

Summary

I n C h a p t e r IV t h e s t a t i s t i c a l h y p o t h e s e s w ere r e s t a t e d and a
d e c i s i o n was made w h e th e r o r n o t t o r e j e c t e a c h h y p o t h e s i s .

The r e s u l t s

o f e a c h h y p o t h e s i s w ere d i s c u s s e d i n r e f e r e n c e t o p r e v i o u s r e s e a r c h and
p o s s i b l e e x p l a n a t i o n s f o r t h e r e s u l t s w ere g i v e n .

Of t h e n i n e h y p o t h e s e s

e x p l o r e d by t h e w r i t e r , t h r e e d e a l t w i t h t h e e f f e c t s o f a d m i n i s t e r i n g
p o s i t i v e e x p e c t a n c y d a t a ( h y p o t h e s e s 1 , 9 , and 7 ) ,

T hree h y p o th e se s

d e a l t w ith th e e f f e c t s o f l o c a t i o n o f th e sec o n d a ry s tu d e n t t e a c h in g cen­
te rs

(h y p o th e se s 2 ,

and 8 ),

The l a s t t h r e e h y p o t h e s e s d e a l t w i t h

i n t e r a c t i o n e f f e c t s o f e x p e c t a n c y t r e a t m e n t and s e c o n d a r y s t u d e n t
te a c h in g c e n te r lo c a tio n

( h y p o t h e s e s 3» 6 , and 9 ) .

5*
W h ile t h e m a jo r e x p e c t a n c y e f f e c t h y p o t h e s i s ( h y p o t h e s i s ] ) was
n o t s i f ^ i i f l e a n t (p ^ . 0 6 ? 9 ) i t h e r e s u l t s w ere i n t h e d i r e c t i o n p r e ­
d i c t e d b y R o s e n t h a l i n e v e r y s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r w ith t h e
e x p e r i m e n t a l g rou p i n e a c h c e n t e r h a v i n g a g r e a t e r mean t o t a l r a t i n g on
t h e "RSBST" t h a n t h e c o n t r o l g ro u p .

The w r i t e r f e e l s t h a t p e r i o d i c r e i n ­

f o r c e m e n t o f t h e e x p e c t a n c y d a t a w o uld have i n c r e a s e d t h o d e m o n s t r a t i o n
o f t h e e x p e c t a n c y e f f e c t in t h i s s t u d y t o t h e , 0 5 l e v e l o f c o n f i d e n c e .

The lo c a tio n h y p o th e s is d e a lin g w ith d i f f e r e n c e s among th e second­
ary s tu d e n t te a c h in g c e n te r s on t h e "RSEST" (h y p o th e s is 2 ) approached
s i g n if ic a n c e (p ■ .0 7 8 9 ),

The n e a r s i g n i f i c a n t r e s u l t s can be ex p lain ed

in term s o f C e n tra l M ichigan U n i v e r s i ty ’ s r u r a l and suburban o rie n te d
s tu d e n ts b e in g i ll - p r e p a r e d to cope in an u rb an s tu d e n t te a c h in g c e n te r .
H y p o t h e s i s 5# t h e l o c a t i o n h y p o t h e s i s u s i n g "CLIT" a s t h e d e p e n d e n t
v a r i a b l e , c a n be e x p l a i n e d in a s i m i l a r m a n n er.

The s t u d e n t t e a c h e r s i n

s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r 2 ( t h e one u r b a n c e n t e r i n c l u d e d in
t h i s s tu d y ) scored s i g n i f i c a n t l y
a suburban c e n te r ( c e n t e r 9 ) ,

l o w e r t h a n d i d t h e s t u d e n t t e a c h e r s In

W h ile t h i s f i n d i n g was u n e x p e c t e d in t e r m s

o f e x p e c t a n c y t h e o r y , t h e s u b u r b a n - u r b a n d i f f e r e n c e s in t h o two s e c o n d ­
ary c e n t e r s le a v e s a p l a u s i b le e x p la n a tio n ,

H y p o t h e s i s 8 , t h e l o c a t i o n h y p o t h e s i s u s i n g t h e "WTAI" a s t h e
d e p e n d e n t v a r i a b l e , w as n o t s i g n i f i c a n t (p — , 2 9 7 1 ) ,

T h e e x p e c ta n c y e f f e c t h y p o t h e s e s 9 and 7 w e r e n o t s i g n i f i c a n t .
While c o n t r a r y t o t h e outcome p r e d i c t e d by R o s e n t h a l , t h e c o m b in a tio n
o f t h e r e s u l t s o f h y p o t h e s e s 1 , 9 , and 7 e n a b l e d t h e w r i t e r t o h y p o th ­
e s is e a b o u t th e e x p ec ta n cy tr a n s m is s io n p r o c e s s (B arb er * S i l v e r , 1 9 68),

57
The c o m b in a tio n showed t h a t t h e c o o p e r a t i n g t e a c h e r s a t t e n d e d , com pre­
h e n d e d , a n d r e t a i n e d t h e e x p e c t a n c y c o m m u n ic a tio n ( h y p o t h e s i s I f
p - .0 6 7 9 ) b u t t h e s tu d e n t te a c h e r s d id n o t (h y p o th e s is
and h y p o t h e s i s 7 l P " .W & 9 ) .

p « . 623 ^

In o t h e r w o rd s t h i s s t u d y may c o n t r i b u t e

t o t h e e x p e c t a n c y l i t e r a t u r e by sh o w in g t h a t t h e d e m o n s t r a t i o n o f t h e
e x p e c t a n c y e f f e c t m ig h t n o t b e s o much t h a t t h e a c t u a l p e r f o r m a n c e o f
th e s u b j e c t s i s changed a s i t i s th e e x p e r im e n te r 's p e r c e p tio n o f t h a t
p erfo rm ance t h a t i s a l t e r e d .

T h e r e w ere n o i n t e r a c t i o n e f f e c t s b e tw e e n e x p e c t a n c y t r e a t m e n t and
s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r l o c a t i o n s on a n y o f t h e t h r e e d e p e n d e n t
v a r i a b l e s , b u t t h e i n t e r a c t i o n b e tw ee n e x p e c t a n c y t r e a t m e n t and s t u d e n t
t e a c h i n g c e n t e r l o c a t i o n a s m e asu re d by t h e MffTAI" a p p r o a c h e d s i g n i f ­
i c a n c e ( p ■ , 0 7 9 1 ) b e c a u s e o f a n u n u s u a l l y l a r g e d i f f e r e n c e In s e c o n d ­
ary s tu d e n t te a c h in g c e n te r

2

w h ore t h o c o n t r o l g r o u p o u t s c o r e d t h e

e x p e r i m e n t a l g r o u p by more t h a n J+0 p o i n t s .

C h a p t e r V w i l l i n c l u d e a summary o f t h i s s t u d y and c o n c l u s i o n s and
i m p l i c a t i o n s made fro m I t ,

CHAPTER V

SUMMARY, CONCLUSIONS, AND IMPLICATIONS
FOR FURTHER RESEARCH

3 u M iry

Tha p r e s e n t s tu d y w s
c o n ta n tlo n

J a co b so n , 1 9 6 8 ),

e x a m in e w h e t h e r R o a a n t h i l ' a

th a o u t c o s s o f t h a t b a h a v lo r

S p e c ific a lly ,

e x p e r im e n ta lly

b e h a v io r can
(R o sa n th a l A

th a w r it e r s o u g h t t o d e te r m in e w hat

In d u ced p o s i t i v e

t e a c h e r s h a s on th a p e r c e iv e d
te a c h e r s.

to

t h a t o n a p a r s o n 's e x p e c t a t io n f o r a n o t h e r 's

q u it s u n w ittin g ly i f f a c t

a ffe c t

co n d u c ta d

ex p e c ta n c y

In c o o p e r a tin g

p erfo rm a n ce o f t h e i r r e s p e c t i v e s tu d e n t

In a d d i t i o n , t h e s tu d y s o u g h t t o d e te r m in e w h e th e r th e

stu d e n t te a c h e r 's

c o n fid e n c e f o r

te a c h in g I s a f f e c t e d

by th e In d u cem en t

o f th e se p o s itiv e

e x p e c ta n c y d a ta and w h e th e r t h e s e p o s i t i v e

e x p e c ta n c y

d a t a w o u ld a f f e c t h i s s c o r e o n t h e M i n n e s o t a T e a c h e r A t t i t u d e I n v e n t o r y **.

The f o llo w in g n in e h y p o th e s e s w ere a d v a n c e d i

H y p o t h e s is 1

T h ere w i l l b e no s i g n i f i c a n t d if f e r e n c e
R a tin g S c a le f o r

I n m ean t o t a l s c o r e o n t h e

t h e E v a lu a tio n o f S tu d e n t T e a c h e r s b e tw e e n t h o s e s t u d e n t

t e a c h e r s w h o se c o o p e r a t in g t e a c h e r w as p r o v id e d

e x p e c t a n c y d a ta and t h o s e

s t u d e n t t e a c h e r s w h ose c o o p e r a t in g t e a c h e r r e c e iv e d

58

no ex p e c ta n c y d a ta ,

59
H y p o th esis 2
T h e r e w i l l b e no s i g n i f i c a n t d i f f e r e n c e

in c o o p e r a t i n g te a c h e r s *

mean t o t a l r a t i n g s c o r e s on t h e R a t i n g S c a l e f o r t h e E v a l u a t i o n o f S t u ­
d e n t T e a c h e rs In t h e f i v e s e c o n d a ry s t u d e n t te a c h i n g c e n t e r s .

H y p o th e sis 3
T h e r e w i l l b e no s i g n i f i c a n t I n t e r a c t i o n e f f e c t b e tw e e n e x p e c t a n c y
t r e a t m e n t a n d l o c a t i o n a s m e a s u r e d by t h e R a t i n g S c a l e f o r t h o E v a l u a t i o n
of S tu d e n t T each ers.

H y p o th e sis 9

T h e r e w i l l bo no s i g n i f i c a n t d i f f e r e n c e i n mean t o t a l

s c o r e on t h e

C o n f i d e n c e L e v e l I n v e n t o r y f o r T e a c h i n g b e tw e e n t h o s e s t u d e n t t e a c h e r s
w hose c o o p e r a t i n g t e a c h e r was p r o v i d e d e x p e c t a n c y d a t a a n d t h o s e s t u d e n t
t e a c h e r s whose c o o p e r a t i n g t e a c h e r r e c e i v e d no e x p e c t a n c y d a t a .

H y p o th e sis 5

T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e i n s t u d e n t t e a c h e r s * mean
t o t a l s c o r e s on t h e C o n f id e n c e L e v e l I n v e n t o r y f o r T e a c h i n g i n t h e f i v e
secondary s tu d e n t te a c h in g c e n te r s .

H y p o th e sis 6

T h e r e w i l l b e no s i g n i f i c a n t i n t e r a c t i o n e f f e c t b e t w e e n e x p e c t a n c y
t r e a t m e n t a n d l o c a t i o n a s m e a s u re d by t h e C o n f i d e n c e L e v e l I n v e n t o r y f o r
T e a ch in g .

60

H y p o th esis 7
T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e i n mean t o t a l s c o r e on t h e
M in n e s o ta T e a c h e r A t t i t u d e I n v e n t o r y b e tw e e n t h o s e s t u d e n t t e a c h e r s
w hose c o o p e r a t i n g t e a c h e r was p r o v i d e d e x p e c t a n c y d a t a a nd t h o s e s t u d e n t
t e a c h e r s w h o se c o o p e r a t i n g t e a c h e r r e c e i v e d no e x p e c t a n c y d a t a .

H y p o t h e s i s ft

T h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e

I n s t u d e n t t e a c h e r s * mean

t o t a l s c o r e s on t h e M i n n e s o t a T e a c h e r A t t i t u d e I n v e n t o r y In t h e f i v e
seco n d ary s tu d e n t te a c h in g c e n te r s .

H y p o th e sis 9

T h e r e w i l l b e no s i g n i f i c a n t i n t e r a c t i o n

e f f e c t b e tw e e n e x p e c t a n c y

t r e a t m e n t a n d l o c a t i o n a s m e a s u re d by t h e M in n e s o ta T e a c h e r A t t i t u d e
In v e n to ry .

C h a p t e r I I c o n t a i n e d s e v e r a l s t a t e m e n t s fro m t h e l i t e r a t u r e a b o u t
w h a t seem s t o be t r u e c o n c e r n i n g t h e t r a n s m i s s i o n o f t h e e x p e c t a n c y
e ffe ct.

The f o l l o w i n g g e n e r a l i z a t i o n s seem t o be a c c e p t e d by moat

r e s e a rc h e r s in th e f ie ld *

1,

L e s s e x p r l e n c e d e x p e r i m e n t e r s seem t o be m o st l i k e l y t o
c a r r y t h e e x p e c t a n c y e f f e c t ( K i s h . 1962) B a r b e r 4 S i l v e r ,
1 968| Ingraham 4 H a r r i n g t o n , 1966) ,
H o se n th a l I s th e
one m a jo r r e s e a r c h e r in t h e f i e l d t h a t d i s a g r e e s .
He
f e e l s t h a t e x p e r i e n c e d e x p e r i m e n t e r s w e re more l i k e l y
t o I n f l u e n c e t h e i r r e s e a r c h b e c a u s e t h e y w e re m ore e go
i n v o l v e d w i t h t h e i r r e s e a r c h and t h u s w e re " b e t t e r
b la a e rs " (H o se n th a l, 1 9 6 ?).

6l

2,

E x p e c ta n c y e f f e c t s a r e p a s s e d by b o t h v e r b a l a n d n o n - v e r b a l
c u e s ( R o s e n t h a l , F o d e , F r ie d m a n A V lk a .n - K lin e , 1 9 6 0 |

B lak ey , 1 9 ?0 ).
3,

The warmth o f a n e x p e r i m e n t e r a p p e a r s t o h av e a c o n s i s t e n t
e f f e c t on t h e o u tc o m e o f d a t a .
Warm e x p e r i m e n t e r s i n f l u ­
e n c e d t h e i r d a t a more t h a n e x p e r i m e n t e r s p e r c e i v e d a s
b e i n g l e s s warm (R e ec e A W hitm an, 1 9 6 2 1 R o s e n t h a l , Kohn,
G r e e n f i e l d A C a r o t a , 1965) .

b.

Sex o f th e e x p e r im e n te r seem s to have l i t t l e e f f e c t a s a
s i g n i f i c a n t v a r i a b l e in e x p e c ta n c y s t u d i e s ( M i l l e r A
S o l k o f f , 19651 H i l l A S t e v e n s o n , 1 9 6 5 i and S a r a s o n A
M ln a r d , 1 9 6 3 ) .

5.

The e x p e c t a n c y e f f e c t i s d i f f i c u l t t o d e m o n s t r a t e i n r e l a ­
t i v e l y s t r u c t u r e d t a s k s (I n g r a h a m A H a r r i n g t o n , 1 9 6 6 |
B a r b e r A S i l v e r , 196B| a n d G i l l i n g h a m , 1 9 6 9 ).

6.

Tho t r a n s m i s s i o n p r o c e s s t a k e s t h e f o l l o w i n g f o r m i
" ( a ) The s t u d e n t e x p e r i m e n t e r a t t e n d e d t o t h e e x p e c t a n c y
c o m m u n ic a tio n fro m t h e p r i n c i p a l i n v e s t i g a t o r .
( b ) The
e x p e r i m e n t e r c o m p re h en d e d t h e e x p e c t a n c y c o m m u n ic a tio n .
( c ) The e x p e r i m e n t e r r e t a i n e d t h e c o m m u n ic a ti o n .
( d ) The
e x p e rim e n te r ( i n t e n t i o n a l l y o r u n i n t e n t i o n a l l y ) a tte m p ted
t o t r a n s m it t h e e x p ec ta n cy t o th e s u b j e c t ,
( e ) The s u b ­
j e c t (c o n sc io u sly or u n c o n sc io u sly ) a tte n d e d to th e
e x p e c t a n c y c o m m u n ic a tio n f r o m t h e e x p e r i m e n t e r .
( f ) The
s u b j e c t ( c o n s c i o u s l y o r u n c o n s c i o u s l y ) c o m p re h en d e d t h e
e x p e r im e n te r 's e x p ec ta n cy ,
( g ) The s u b j e c t ( c o n s c i o u s l y
o r u n c o n s c io u s ly ) r e t a i n e d th e e x p e r im e n t e r 's e x p e c ta n c y ,
( h ) The s u b j e c t ( w i t t i n g l y o r u n w i t t i n g l y ) a c t e d upon
( g i v e r e s p o n s e s In harm ony w i t h ) t h e e x p e r i m e n t e r ' s
e x p e c t a n c y ( B a r b e r A S i l v e r , 1 9 6 8 , p. ? 5 ) .

A ls o i n c l u d e d

i n C h a p t e r I I w as a r e v ie w o f t h e r e c e n t ( i 960

t o th e p r e s e n t ) l i t e r a t u r e c o n c e rn in g th e " s e l f - f u l f i l l i n g p rophecy" in
e d u c a tio n .

The e x p e c t a n c y e f f e c t h a s c o n s i s t e n t l y b e e n d e m o n s t r a t e d in l a b o r a ­
t o r y s e t t i n g s and i n s i t u a t i o n s w h e r e o n l y s i m p l i f i e d e x p e c t a n c y c o n ­
d i t i o n s w e re s e t .

( R o s e n t h a l A F o d e , 1963aj R o s e n t h a l A Law son, 1 9 6 4 j

62
C ox d aro A I s o n , 19631 L a r r a b e e & K l e i n s a s s e r , 196?) R o s e n t h a l & F o d e ,
1 9 6 3 b | a nd A d a i r A E p s t e i n , 1 9 6 8 ) ,

P r a c t i c a l u se s o f e x p ec ta n cy e f f e c t s

in c la s s ro o m s e t t i n g s have n o t a lw a y s b een a s easy t o d e m o n s tr a te .

R o se n th a l and Jac o b so n (1969) found a s i g n i f i c a n t e x p e c ta n c y e f f e c t
a t work i n g r a d e s o n e and tw o , b i t e t h e r e x p e r t s a t t e m p t e d
their

work ( T h o r n d i k e , 1 0 6 8 ) C l n l r b o r n ,

A Snow, 1 9 7 0 ) .

1969) J o s e * ,

to d i s c r e d i t

1 9 6 9 ) and F l a s h o f f

B la k e y ( 1 9 7 0 ) fo un d a s i g n i f i c a n t e x p e c t a n c y e f f e c t i n

h i s s t u d y o f a n a d u l t b a s i c e d u c a t i o n p ro g r a m ,

H a s k e t t ( 1968 ) d em o n­

s t r a t e d a s ig n i f l e a n t e x p e c ta n c y e f f e c t in c la s s ro o m s f o r th e m e n ta ll y
re ta rd e d .

I n o t h e r . s t u d i e s ( K e s t o r , 1969) G o ld s m ith A F r y , 1 9 7 1 1 and J o s e ' ,
1 97 0) t h o w r i t e r s f a i l e d

t o d e m o n s tra te a s i g n i f i c a n t e x p ec ta n cy e f f e c t

i n t h e i r s t u d i e s , b u t e a c h o f t h e s e r e s e a r c h e r s b la m e d o t h e r c a u s e s th a n
th e e x p ec ta n cy th e o ry .

C h a p te r I I I in c lu d e d a d i s c u s s io n o f th e p o p u la tio n , sam p le, p ro ­
cedures, c r ite r io n

i n s t r u m e n t s , d e s i g n and a n a l y s i s o f d a t a a nd t h e

le v e l o f s ig n if ic a n c e .

A l l s t u d e n t s I n v o l v e d i n t h i s s t u d y w ere f u l l - t i m e s e n i o r s a t
C e n t r a l M ic h ig a n U n i v e r s i t y d u r i n g t h e w i n t e r s e m e s t e r o f 1 9 ? ? , a n d a l l
w ere p a r t o f t h e r e g u l a r s t u d e n t t e a c h i n g p ro g ra m .

A ll c o o p e r a t i n g

t e a c h e r s w e re t e n u r e t e a c h e r s i n M l c h l ^ n P u b l i c S c h o o l s e x c e p t f o r two
te a c h e r s in a C a th o lic h ig h s c h o o l.

Tw enty s e c o n d a r y s t u d e n t t e a c h e r s wore r a n d o m ly s e l e c t e d f r o m each
o f t h e f i v e s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r s a n d h a l f w e re r a n d o m ly
a s s ig n e d to th e e x p e r im e n ta l group and h a l f t o t h e c o n t r o l g ro u p .

63
D u rin g t h e f a l l s e m e s t e r o f 1971 a s u r v e y was c o n d u c te d t o d e t e r m i n e
t h e number o f s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r s f o r t h e w i n t e r s e m e s t e r
o f 1972,

F i v e s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r s w e re d e s i g n a t e d !

M id la n d , Grand R a p i d s , U t i c a , F a r m i n g t o n , and Mt, P l e a s a n t ,

The c o o r d i n a t o r s o f t h e s e c e n t e r s a g r e e d t o a s s i s t t h e w r i t e r In
h is research .

E x p e r im e n ta l and c o n t r o l g r o u p s o f 1 0 s u b j e c t s w e re r a n ­

domly s e l e c t e d

In e a c h s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r .

P e r s o n a l i z e d p o s i t i v e e x p e c t a n c y d a t a was p r e p a r e d by t h e w r i t e r
f o r e ach o f t h e c o o p e r a t i n g t e a c h e r s who had s t u d e n t t e a c h e r s i n t h e
ex p erim en tal g roups.
ite m s 1

The e x p e c t a n c y d a t a c o n s i s t e d o f t h e f o l l o w i n g

( l) A p o s itiv e ly f a ls if ie d

s c o r e on t h e M in n e s o ta T e a c h e r A t t i ­

t u d e I n v e n t o r y 1 ( 2 ) A n o t i c e from t h e d e p a r t m e n t o f s e c o n d a r y e d u c a t i o n
t h a t t h i s s t u d e n t t e a c h e r had s u c c e s s f u l l y c o m p le te d a " s p e c i a l " program
on campus t h a t was d e s i g n e d t o r a d i c a l l y
ance!

Im prove h i s t e a c h i n g p e r f o r m ­

( 3 ) A s c o r e on t h e B e n c h -B ro o k s P r e f e r e n c e I n v e n t o r y t h a t I n d i ­

c a te d a s u p e r io r p o t e n t i a l f o r te a c h in g !

(*0 A p a r t i a l r a t i n g o f

p o t e n t i a l p r e d i c t e d fro m h i s h i g h s c h o o l c o u n s e l o r .

In o r d e r t o I n s u r e a l a s t i n g i m p r e s s i o n , a l l o f t h i s I n f o r m a t i o n
was in c lu d e d

In a b r i g h t y e llo w f o l d e r em bossed w i t h t h e w ords CENTRAL

MICHIGAN UNIVERSITY STUDENT TEACHING PROGRAM and t h e u n i v e r s i t y s e a l .

To a s s u r e t h a t t h e c o o p e r a t i n g t e a c h e r s d i d n o t know t h e y w e re p a r t
o f an e x p e r i m e n t d e a l i n g w i t h t h e s e l f - f u l f i l l i n g p r o p h e c y , e a c h c o o r ­
d i n a t o r was g i v e n s p e c i f i c i n s t r u c t i o n s t o r e l a y t o t h e p a r t i c i p a t i n g
te a c h e rs.

To a v e r t t h e p o s s i b i l i t y o f h a v i n g a c o o p e r a t i n g t e a c h e r t a l k

w i t h h i s s t u d e n t t e a c h e r a b o u t h i s f o l d e r and t h u s c o n t a m i n a t e t h e d a t a

64
from t h e s t u d y , much o f t h e e x p e c t a n c y d a t a was marked c o n f i d e n t i a l .
Each c o o r d i n a t o r s p e c i f i c a l l y r e q u e s t e d t h a t t h e c o o p e r a t i n g t e a c h e r
r e f r a i n fro m g i v i n g t h i s

in fo rm atio n to h is s tu d e n t te a c h e r.

The s e c o n d a r y c o o r d i n a t o r s p r e s e n t e d t h e f o l d e r s t o t h o s e c o o n e r a t i n r t e a c h e r s t h a t hnd s t u d e n t t e a c h e r s i n t h e e x p e r i m e n t a l g r o u p s .
A]] o t h e r c o o p e r a t i n g t e a c h e r s r e c e i v e d no s p e c i a l m a t e r i a l s .

To i n s u r e

t h a t t h e m a t e r i a l was r e a d , e a c h c o o r d i n a t o r was a s k e d t o r e m a in w ith
e a c h c o o p e r a t i n g t e a c h e r u n t i l t h e m a t e r i a l had b e e n r e a d .

The s t u d e n t t e a c h e r s w e re e v a l u a t e d on t h e "HSEST" by t h e i r coop­
e r a t i n g t e a c h e r s d u r i n g t h e f o u r t e e n t h week o f t h e s i x t e e n - w e e k s e m e s t e r .
Tho "HSEST" i n s t r u m e n t s w e re c o l l e c t e d by t h e f i v e s e c o n d a r y c o o r d i ­
n a to rs,

D u r i n g t h e f i f t e e n t h week i n r e g u l a r l y s c h e d u l e d s e m i n a r s , a l l

s t u d e n t t e a c h e r s In t h e f i v e s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r s com­
p l e t e d t h e "MTAI" and t h e "C L IT ".

Each s e c o n d a r y c o o r d i n a t o r e x p l a i n e d

t h e n eed f o r c o m p l e t i n g t h e s e i n s t r u m e n t s in t e r m s o f I m p r o v in g t h e
fu n c tio n in g o f h is secondary s tu d e n t te a c h in g c e n te r.

A ll th r e e I n s tr u ­

m en ts w e re t h e n p a c k a g e d t o g e t h e r and r e t u r n e d t o t h e w r i t e r by m a i l .

In t h e c o n t e x t o f t h i s s t u d y t h r e e v a r i a b l e s had t o be m e a s u re d i
th e a b i l i t y o f s tu d e n t te a c h e rs to te a c h | th e a t t i t u d e s s tu d e n t te a c h e rs
h ave to w a r d y o u n g p e o p l e i and s t u d e n t t e a c h e r ' s c o n f i d e n c e i n h i s own
a b ility

to te a c h .

The "RSEST" was s e l e c t e d t o m e a s u re t h e a b i l i t y o f

stu d en t te a c h e rs to te a c h .

The "MTAI" was c h o s e n t o m e a s u re t h e a t t i ­

t u d e s s t u d e n t t e a c h e r s h av e to w a rd y o u n g p e o p l e , and t h e "CLIT" was
u tilise d
to te a c h .

t o m e a s u re t h e s t u d e n t t e a c h e r ' s c o n f i d e n c e In h i s own a b i l i t y

65
C a m p b e ll a n d S t a n l e y ' s
in t h i s s tu d y .

( 1 9 6 3 ) P o s t - t e s t O n ly D e s i g n w as u t i l i z e d

A n a l y s i s o f d a t a w as c o m p l e t e d a t M i e h i ^ n S t a t e U n i v e r ­

s i t y u s i n g a tw o -w a y m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e p r o g r a m by J e re m y
F in n on t h e 3600 c o m p u t e r .

The a n a l y s i s f o l l o w e d Hays ( 1 9 6 3 ) tw o-w ay

f i x e d a n o v a m o d e ].
The f i v e p e r c e n t l e v e l o f c o n f i d e n c e was a r b i t r a r i l y

chosen f o r

s ig n ific a n c e t e s t s .

In C h a p t e r IV t h e s t a t i s t i c a l

h y p o t h e s e s w e re r e s t a t e d a nd a

d e c i s i o n was made w h e t h e r o r n o t t o r e j e c t e a c h h y p o t h e s i s .
o f e a c h h y p o t h e s i s w e re d i s c u s s e d

i n r e f e r e n c e t o p r e v i o u s r e s e a r c h and

p o s s i b l e e x p l a n a t i o n s f o r t h e r e s u l t s w e re g i v e n .
e x p l o r e d by t h e w r i t e r ^

The r e s u l t s

Of t h e n i n e h y p o t h e s e s

th r e e d e a l t w ith th e e f f e c t s o f a d m in is te r in g

p o s itiv e e x p ec ta n cy d a ta (h y p o th e se s 1 ,

and 7 ) .

T hree h y p o th e se s

d e a l t w ith th e e f f e c t s o f l o c a t i o n o f th e se c o n d a ry s t u d e n t te a c h in g cen­
te rs

( h y p o t h e s e s 2 , 5*

in te ra c tio n

B ).

The l a s t t h r e e h y p o th e s e s d e a l t w ith

e f f e c t s o f e x p e c ta n c y t r e a t m e n t and s e c o n d a r y s t u d e n t

te a c h in g c e n t e r lo c a tio n

( h y p o t h e s e s 3* 6 f and 9 ) .

W h ile t h e m a j o r e x p e c t a n c y e f f e c t h y p o t h e s i s

( h y p o t h e s i s ] ) was n o t

s i g n i f i c a n t ( p “ , 0 6 ? 9 ) » t h e r e s u l t s w e re i n t h e d i r e c t i o n

p r e d i c t e d by

R o se n th a l i n e v e r y se c o n d a ry s t u d e n t t e a c h i n g c e n t e r w ith t h e e x p e r i ­
m e n t a l g r o u p i n e a c h c e n t e r h a v i n g a g r e a t e r mean t o t a l r a t i n g on t h e
"RSEST" t h a n t h e c o n t r o l g r o u p .

The w r i t e r f e e l s t h a t p e r i o d i c r e i n ­

f o r c e m e n t o f t h e e x p e c t a n c y d a t a w o u ld h a v e i n c r e a s e d t h e d e m o n s t r a t i o n
o f t h e e x p e c t a n c y e f f e c t i n t h i s s t u d y t o t h e .0 5 l e v e l o f c o n f i d e n c e .

f>6
T he l o c a t i o n h y p o t h e s i s d e a l i n g w i t h d i f f e r e n c e s among t h e s e c o n d ­
a r y s t u d e n t t e a c h i n g c e n t e r s on t h e "RSEST" ( h y p o t h e s i s 2 ) a p p r o a c h e d
sig n ific a n c e

( p ■ , 07 R h ),

The n e a r s i g n i f i c a n t r e s u l t s c a n b e e x p l a i n e d

i n t e r m s o f C e n t r a l M i c h i ^ i n U n i v e r s i t y ' s r u r a l and s u b u r b a n o r i e n t e d
s t u d e n t s b e i n g 1 1 1 - p r e p a r o d t o c o p e i n an u r b a n s t u d e n t t e a c h i n g c e n t e r .

H y p o t h e s i s 5* t h e l o c a t i o n h y p o t h e s i s u s i n g "CLTT" a s t h e d e p e n d e n t
v a r i a b l e , c a n be e x p l a i n e d

in a s i m i l a r m anner.

The s t u d e n t t e a c h e r s in

s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r n u m ber 2 ( t h e one u r b a n c e n t e r i n c l u d e d
In t h i s

s tu d y ) scored s i g n i f i c a n t l y

lo w e r ( p * , 0 ? 0 1 ) thn*1 d id t h e s t u ­

d e n t t e a c h e r * ' In m b i r h n r c e n t e r nu m b e r h ,
p e cte d

W h ile t h i s f i n d i n g was u n e x ­

in te rm s o f e x p e c ta n c y t h e o r y , th e s u b u rb a n -u rb a n d i f f e r e n c e s

in

t h e tw o s e c o n d a r y c e n t e r s l e a v e s a p l a u s i b l e e x p l a n a t i o n .

H y p o t h e s i s B t h e l o c a t i o n h y p o t h e s i s u s i n g t h e "HTAI" a s t h e d e p e n d ­
e n t v a r i a b l e was n o t s i g n i f i c a n t

(p * , 2 ^ 7 1 ) ,

T he e x p e c t a n c y e f f e c t , h y p o t h e n e s 9 and 7 w e re n o t s i g n i f i c a n t
( p ■■

t f>23B

and p -

re sp e c tiv e ly ).

W h ile c o n t r a r y t o t h e ou tc o m e

p r e d i c t e d by R o s e n t h a l , t h e c o m b i n a t i o n o f t h e r e s u l t s

of

h y p o th e se s 1,

h , and 7 e n a b le th e w r i t e r t o h y p o th e s i s e a b o u t th e e x p e c ta n c y t r a n s ­
m issio n p ro c e ss (B arb er

St

S ilv e r,

19f»H).

The c o m b i n a t i o n shows t h a t t h e

c o o p e r a t i n g t e a c h e r s a t t e n d e d , c o m p r e h e n d e d , and r e t a i n e d
c o m m u n ic a tio n an p ■ . CX>7Q f o r h y p o t h e s i s 1.

th e e x p e c ta n c y

I t s e e m s , h o w e v e r, t h a t t h e

s t u d e n t t e a c h e r s * b e h a v i o r was n o t a f f e c t e d by t h e e x p e c t a n c y communi­
c a t i o n a s shown by p ■ .6 2 3 B f o r h y p o t h e s i s b a n d by p ■ .WV+9 f o r
h y p o th e sis 7,

In o t h e r w o rd s t h i s s t u d y may be s h o w in g t h a t t h e demon­

s t r a t i o n o f t h e e x p e c t a n c y e f f e c t m ig h t n o t be s o much t h a t t h e a c t u a l

67
p erfo rm a n ce

th e s u b je c ts

i s changed a s I t i s th e e x p e r im e n t e r ’s p e r ­

c e p tio n o f t h a t perform ance t h a t Is a l t e r e d .

T h e r e w e re no i n t e r a c t i o n

e f f e c t s b e tw e e n e x p e c t a n c y t r e a t m e n t a n d

s e c o n d a r y s t u d e n t t e a c h i n g c e n t e r l o c a t i o n s on a n y o f t h e t h r e e d e p e n d e n t
v a r i a b l e s , b u t t h e I n t e r a c t i o n b e tw e e n e x p e c t a n c y t r e a t m e n t and s t u d e n t
t e a c h i n g c e n t e r l o c a t i o n a s m e a s u re d by t h e "MTA1” a p p r o a c h e d s i g n i f i ­
cance (p

m

. 0791) b e c a u s e o f an u n u s u a l l y l a r g e d i f f e r e n c e

in s e c o n d a ry

s t u d e n t t e a c h i n g c e n t e r n u m bo r 3 w h e re t h e c o n t r o l g r o u p o u t s c o r e d t h e
e x p e r i m e n t a l g r o u p by m ore t h a n h o p o i n t s .

C onclusions

T h e m ain p u r p o s e o f t h i s s t u d y was t o d e t e r m i n e w h a t e f f e c t t h e
a d m i n i s t e r i n g o f p o s i t i v e e x p e c t a n c y d a t a t o c o o p e r a t i n g t e a c h e r s had
on t h e p e r f o r m a n c e o f t h e i r s t u d e n t t e a c h e r s .

The w r i t e r was a t t e m p t i n g

t o f i n d a moans o f a f f e c t i n g a p o s i t i v e c h a n g e i n t h e b e h a v i o r o f s t u ­
d e n t t e a c h e r s by t h e p r o v i d i n g o f e x p e c ta n c y d a t a t o t h e c o o p e r a t i n g
t e a c h e r s who w o rk e d w i t h t h o s o p a r t i c u l a r s t u d e n t t e a c h e r s .

H y p o th e se s 1 , 9 , and 7 ta k e n i n c o m b in a tio n e n a b l e s t h e w r i t e r to
h y p o th e s is e a b o u t th e ex p ec ta n cy tra n s m is s io n p ro c e ss (B a rb e r A S i l v e r ,

1968) .

The c o m b i n a t i o n g a v e some i n d i c a t i o n t h a t t h e c o o p e r a t i n g

t e a c h e r s a t t e n d e d , c o m p r e h e n d e d , a n d r e t a i n e d t h e e x p e c t a n c y communi­
c a t i o n a s e v i d e n c e d by ( p * , 0 6 7 9 ) f o r h y p o t h e s i s 1.

The s t u d e n t

t e a c h e r s , h o w e v e r , d i d n o t r e c e i v e o r r e t a i n t h e e x p e c t a n c y fr o m t h e i r
c o o p e ra tin g te a c h e rs .
MCL1T" i n d i c a t e d

A t l e a s t t h e i r r e s p o n s e s on t h e MMTA1H a n d t h e

t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e b e tw e e n t h e

68
e x p e r i m e n t a l a n d c o n t r o l g r o u p s f o r h y p o t h e s e s ^ a n d 7 (p " .6 2 3 8 a nd
p - ,^ 6 ^ 9 r e s p e c t i v e l y ) .

The w r i t e r I n t e r p r e t s t h i s t o mean t h a t when e x p e c t a n c y d a t a I s
tr a n s m itte d to an e x p e rim e n te r ( c o o p e r a tin g te a c h e r ) a b o u t h i s s u b j e c t
( s tu d e n t te a c h e r) i t

i s n o t th e a c t u a l perform ance o f th e s u b j e c t t h a t

i s a f f e c t e d by t h e t r a n s m i s s i o n o f t h e e x p e c t a n c y d a t a b u t o n l y t h e
e x p erlm en ter* s p e rc e p tio n o f t h e i r s u b j e c t 's perfo rm an ce t h a t i s
a ffe c te d .

I f t h e w r i t e r ' s p r e s e n t i n t e r p r e t a t i o n i s c o r r e c t , i t w ould seem
t h a t n o d i r e c t im p ro v e m e n t o r c h a n g e i n s t u d e n t t e a c h i n g b e h a v i o r would
r e s u l t fro m t h e p r o v i s i o n o f e x p e c t a n c y d a t a t o a l l C e n t r a l M ic h ig a n U n i­
v e r s i t y c o o p e ra tin g te a c h e r s .

I t w o uld seem , h o w e v e r , t h a t t h e p r o v i s i o n

o f p o s i t i v e e x p e c t a n c y d a t a may be h e l p f u l in c h a n g i n g t h e a t t i t u d e s o f
t h e c o o p e r a t i n g t e a c h e r s , b u t I t w o u ld seem t o h a v e l i t t l e
a c t u a l b eh av io r o f s tu d e n t t e a c h e r s .

e f f e c t on t h e

In a d d i t i o n t h e e t h i c s o f p ro ­

v i d i n g f a l s e d a t a a b o u t s t u d e n t t e a c h e r s oven t h o u g h t h i s i n f o r m a t i o n i s
p o s i t i v e i n n a t u r e would h a v e t o be c o n s i d e r e d v e r y c a r e f u l l y ,

R o s e n t h a l ( 1 9 6 ? ) and o t h e r e x p e r i m e n t e r s a p p a r e n t l y a ss u m e d t h a t i f
e x p e r i m e n t e r I n f l u e n c e c o u l d be d e m o n s t r a t e d i n l a b o r a t o r y t a s k s , t h e
r e s u l t s c o u ld b e g e n e r a l i z e d o r a p p l i e d t o p r a c t i c a l and more m e a n i n g f u l
s i t u a t i o n s such a s c la ssro o m s e t t i n g s o r th e s t u d e n t te a c h in g s e t t i n g ,
E x c e p t f o r t h e s t u d i e s d o n e by B la k e y (1 9 7 0 ) a n d H a s k e t t ( 1 9 6 8 ) t h i s
a s s u m p t i o n seem s u n w a r r a n t e d .

Even i n t h e p r e s e n t s tu d y i t a p p e a r s t h a t

t h e a c t u a l b e h a v i o r o f t h e s u b j e c t s w e re l i t t l e

a f f e c t e d by t h e a d m in ­

i s t e r i n g o f th e p o s i t i v e e x p ectan cy d a ta a lth o u g h th e e x p e r im e n te r s '

69
p e r c e p tio n o f t h e i r s u b j e c t ' s b e h a v io r seem s t o h av e been a f f e c t e d

by

t h e c o m m u n ic atio n o f t h e e x p e c ta n c y d a t a .

The w r i t e r f e l t

t h a t many o f t h e s t u d i o s w h ic h d e m o n s t r a t e d a s i g ­

n i f i c a n t e x p e c ta n c y e f f e c t la c k e d
B arb er and S i l v e r

(l9 6 p, p.

?U)

r i g o r o u s s t a t i s t i c a l m e th o d o lo g y .

s ta te r, th a t I

* * (l) T h e v a r i a b l e s t o b e s t u d i e d a n d t h e s t a t i s t i c s t o b e
u s e d s h o u l d b e s p e c i f i e d i n a d v a n c e * ( 2 ) The l e v e l o f s i g n i f ­
i c a n c e s h o u ld be s t a t e d in a d v an c e * ( 3 ) The d a t a s h o u ld be
a n a l y s e d by some o v e r a l l t e s t o u c h a s m u l t i v a r i a t e a n a l y s i s
o f v a r i a n c e * a n d ( 4 ) C o n c l u s i o n s s h o u l d n o t bo m a d e . . . f r o m
th e r e s u l t s o f p o s t hoc t e s t s p erfo rm ed upon th e d a t a a f t e r
an o v e r a l l t e s t h a s f a i l e d t o r e j e c t t h e n u l l h y p o t h e s i s , "

I n t h e p r e s e n t s t u d y t h e s u g g e s t i o n s o f B a r b e r a nd S i l v e r
fo llo w e d

to

th e

H o n e n th a l

l e t t e r and

(1 9 6 7 ) o f t e n

th u s th e r e s u l t s

sh o u ld

(lo 6 R ) w ere

bo m e a n i n g f u l .

m a x im iz e d t h e p r o b a b i l i t y o f o b t a i n i n g n

s i g n i f i c a n t e x p e c t a n c y e f f e c t by ( l ) d e s i g n i n g a m b i g u o u s e x p e r i m e n t a l
t a s k s 1 ( 2 ) u s i n g o p p o s i t e s e x c o m b in a tio n s o f e x p e r i m e n t e r s and s u b ­
je c ts*

( 3 ) m a k in g e x p e r i m e n t e r s s u b o r d i n a t e t o

th e grand e x p e r im e n te r*

(4 ) g iv in g e x p e r im e n te rs o n ly one e x p e c ta n c y c o n d itio n *

o r e v e n by

( 5 ) p a y i n g e x p e r i m e n t e r s m ore i f t h e i r r e s u l t s w e r e i n t h e d e s i r e d
d ire c tio n .

U nder a c o m b in a tio n o f th o s e c o n d i t i o n s ,

i t w as n o t s u r ­

p r i s i n g t h a t a s i g n i f i c a n t e x p e c t a n c y e f f e c t w as f o u n d .
stu d y in a p r a c t i c a l s t u d e n t te a c h in g s e t t i n g
c o n d itio n s u s u a l l y d id n o t e x i s t .

th e w r ite r f e l t

P erhap s th e w r i t e r 's

c o n tro l a l l

o f th e p o s s ib le v a ria b le s

trib u te d

th e n o n -s ig n ific a n t fin d in g of t h i s

to

In t h e p r e s e n t

in a b ility

in th e n o n -la b o ra to ry
stu d y .

t h a t w ith

to

s e ttin g

A lth o u g h t h e

l e v e l o f s i g n i f i c a n c e was n o t r e a c h e d f o r h y p o t h e s i s 1 i n t h i s
w rite r f e e ls

th a t th e se

( p ** . 0 6 7 9 ) f o r h y p o t h e s i s 1 t h a t t h e

con­
,0 5

s tu d y , th e

70
a d m i n i s t e r i n g o f p o s i t i v e e x p e c t a n c y d a ta . d i d

In flu e n c e th e p e rc e p tio n s

o f t h e c o o p e r a t i n g t e a c h e r s In t h e e x p e r i m e n t a l g r o u p .
not w illin g a t th is

p o in t to w rite o f f th e p o s s i b i l i t y

The w r i t e r i s
t h a t th e e x p e c t­

ancy e f f e c t e x i s t s .

Im p lic a tio n s

Any r e p l i c a t i o n o f t h e p r e s e n t s t u d y s h o u l d

I n c l u d e a m eans f o r

p r o v i d i n g p e r i o d i c r e i n f o r c e m e n t o f t h e e x p e c t a n c y c o m m u n ic a ti o n t o t h e
c o o p e ra tin g te a c h e rs
sh o u ld a l s o

In t h e e x p e r i m e n t a l g r o u p s .

Any f u r t h e r s t u d y

i n c l u d e a m eans o f t e s t i n g B a r b e r and S i l v e r ' s e i g h t - s t e p

t r a n s m i s s i o n p r o c e s s and s h o u ld

in c lu d e a fo llo w -u p stu d y to d e te rm in e

I f t h e c o o p e r a t i n g t e a c h e r s w o re a w a r e t h a t t h e y w o re i n v o l v e d

in a

r e s e a r c h r .tu d y a n d w h e t h e r t h e y a c t u a l l y b e l i e v e d t h e e x p e c t a n c y d a t a
t h a t w as r i v e n t o th e m .

A lth o u g h n o t r e a l l y a p a r t o f th e e x p e c ta n c y q u e s t i o n , th e l o c a t i o n
h y p o th e s e s s h o u ld be e x p lo ro d f u r t h e r .
a t C e n t r a l M ic h i g a n U n i v e r s i t y

The s t u d e n t t e a c h i n g d e p a r t m e n t

f»as a l w a y s a s s u m e d t h a t s t u d e n t t e a c h i n g

e x p e r ie n c e s a t th e v a r io u s seco n d ary s tu d e n t te a c h in g c e n te r s has
e sse n tia lly

b e e n t h e sam e .

The r e s u l t s o f t h i n s t u d y c a s t s d o u b t s on

such an a ssu m p tio n .

H y p o th e sis

5 showed a s i g n i f i c a n t d i f f e r e n c e e x i s t e d

ary s tu d e n t te a c h in g c e n te rs

(p -

b e tw e e n s e c o n d ­

. 0 2 0 1 ) on t h e "C l,IT" v a r i a b l e .

H y p o th ­

e s i s 2 ( p “ , 07 f^+) a p p r o a c h e d s i g n i f i c a n c e s h o w in g t h a t a p o s s i b l o d i f ­
fe re n c e e x iste d

b e tw e e n t h e s e c o n d a r y c e n t e r s on t h e "RSEST" v a r i a b l e .

F u r t h e r s t u d i e s s h o u ld be d e s ig n e d t o

i d e n t i f y d i f f e r e n c e s b e tw e e n t h e

71
C e n tra l M ic h l^ n U n iv e r s ity secondary s tu d e n t te a c h in g c e n te r s and to
d e t e r m i n e how t h e s e d i f f e r e n c e s may a f f e c t t h e t o t a l s t u d e n t t e a c h i n g
p ro g ra m a t C e n t r a l M ic h i g a n U n i v e r s i t y .

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( D o c t o r a l d i s s e r t a t i o n , C o r n e l l U n i v e r s i t y ) Ann A r b o r , M i c h i g a n i
U n i v e r s i t y M i c r o f i l m s , 1 9 6 7 , No. 6 7 - 1 2 , 3 ^ 9 .
G u m p e r t , P . , A S u m p e r t , C, T h e t e a c h e r a s p y g m a l i o n i
psychology o f e x p e c ta tio n .
U r b a n R e v i e w . 196 8,

c o m m e n t s on t h e
21-25,

H a r v e y , S , M.
Prelim inary In v e s tiR a tio n o f th e in te rv ie w ,
J o u r n a l o f P s y c h o l o g y , 1 9 3 8 , 28* 2 6 3 - 2 8 7 .

B ritish

H a s k e t t , M, S .
An i n v e s t i g a t i o n o f t h e r e l a t i o n s h i p b e t w e e n t e a c h e r
expectancy and pupil a ch iev em en t in t h e s p e c ia l e d u c a tio n c l a s s ,
( D o c t o r a l d i s s e r t a t i o n . U n i v e r s i t y o f W i s c o n s i n ) A nn A r b o r ,
M ichigan!
U n i v e r s i t y M i c r o f i l m s , 1 9 6 8 , No. 6 8 - 1 5 , 9 8 8 .
H a v l i n , N. J .
Th e r e l a t i o n s h i p b e t w e e n t e a c h e r e x p e c t a n c y a n d t h e
b e h a v i o r o f f i r s t and s e c o n d g r a d e s t u d e n t s i d e n t i f i e d a s b e h a v i o r
problem s.
(D octoral d i s s e r t a t i o n , S o u th e rn I l l i n o i s U n iv e r s ity )
Ann A r b o r , MichiRa.ni U n i v e r s i t y M i c r o f i l m s , 1 9 7 0 , No. 7 0 - 7 2 f & .
H a y s , W, L.

S t a t i s t i c s , New Y o r k i

H olt,

R i n e h a r t A W i n s t o n , 196 3.

H i l l , K, T . , A S t e v e n s o n , H, W.
The e f f e c t s o f s o c i a l r e i n f o r c e m e n t
v s , n o n - r e i n f o r c e m e n t a n d s o x o f E on t h e p e r f o r m a n c e o f a d o l e s c e n t
g irls.
J o u r n a l of P e r s o n a l i t y , 1963,
30-36.
I n g r a h a m , L, H , , A H a r r i n g t o n , G. M, E x p e r i e n c e o f E a s a v a r i a b l e i n
re d u c in g experim enter b i a s .
P s y c h o lo g ic a l R e p o r ts , 1966, 19,

455-U6 1 .
J o s e 1, N, J .
T aach er-p u p il i n t e r a c t i o n a s i t r e l a t e s t o attem pted
changes in t e a c h e r e x p e c ta n c y of a c a d e m ic a b i l i t y and ach ie v e m en t,
( D o c t o r a l d i s s e r t a t i o n . S o u t h e r n I l l i n o i s U n i v e r s i t y ) Ann A r b o r ,
M ichigini
U n i v e r s i t y M i c r o f i l m s , 1 9 7 0 , No, 7 0 - 7 2 9 1 .
J o s e ' , N, J ,
T e a c h e r - p u p l l I n t e r a c t i o n a s I t R e la te s t o A ttem pted
Changes i n T e a c h e r E x p e c t a n c y of A c ad e m ic A b i l i t y a n d A c h ie v e m e n t.
P a p e r p r e s e n t e d a t t h e A n n u a l M e e t i n g , AERA, M i n n e a p o l i s , 1 97 0,
(ERIC ED 0 9 1 6 3 0 )
K e s t e r , S , W.
The co m m unication o f t e a c h e r e x p e c t a t i o n s and t h e i r
e f f e c t s on t h e a c h i e v e m e n t and a t t i t u d e s o f s e c o n d a r y s c h o o l p u p i l s ,
( D o c t o r a l d i s s e r t a t i o n , U n i v e r s i t y o f O kla ho m a) Ann A r b o r ,
M ichigan!
U n i v e r s i t y M i c r o f i l m s , No. 6 9 - 1 7 , 6 5 3 .
K i s h , L, S t u d i e s o f I n t e r v i e w e r v a r i a n c e f o r a t t i t u d l n a l v a r i a b l e s .
J o u r n a l o f t h e A m e r i c a n S t a t i s t i c a l A s s o c i a t i o n , 1 9 6 2 , 57 , 9 2- 11 .5 ,
K l u g h , H. E,
S tatistics!
t h e E s s e n tia ls f o r Research.
John W iley A Sons, 1970.

New Y orki

75
L a r r a b e e , I . L . t A K l e l n s a s c e r , L, D.
The e f f e c t o f e x p e r i m e n t e r M a n
on WISC p e r f o r m a n c e .
U npublished p a p e r , S t . L o u is, M is s o u rii
P s y c h o lo g ic a l A s s o c i a t e s , 1967.
L e P e r e , J . M. , A B r e h m , S . A,
E a s t L a n s i n g , M i o h i p 7i n *

C onfidence Level In v e n to ry o f T each in g .
M ichigan S t a t e U n i v e r s i t y T r e s s , 1967.

L e P e r e , J , M , , A C o x , R,
T r a i n i n g E le m e n ta ry T e a c h e r s » Com parison o f
S e p a r a t e and B lo c k Methods C o u r s e s .
E a s t l a n s i n r , Hiehifsi.ni
Bureau o f E d u c a t i o n a l R e s e a r c h S e r v i c e s , 1964,
M en doz a , S , M , , Go od, T , L , , A B r o p h y , J . E.
The C om m unication o f
T e a c h e r E x p e c t a n c i e s In a J u n i o r High S c h o o l .
Paper presented a t
t h e A n n u a l M e e t i n g , AEHA, Hew Y o r k , 1 9 7 1 .
TeRIC ED 0 5 0 0 3 8 )
M i l l e r , M. E . , A S o l k o f f , N.
E f f e c t s o f mode o f r e s p o n s e a n d s e x o f E
upon r e c o g n i t i o n t h r e s h o l d s of tab o o w ords.
P e r c e p t u a l and Motor
S k i l l s . 1 9 6 5 , 2 0 , 5 7 3 - 57 « .
N e l s o n , H, Y . , A G r l t z m a c h e r , J .
E v a l u a t i o n o f S t u d e n t T e a c h i n g i n Home
Econom ics,
I t h a c a , New Y or k* S t a t e U n i v e r s i t y o f New Y o r k , 1 9 6 7 .
(ERIC ED 0 1 6 8 6 0 )
P e te rs o n , J . F.
A D e m o n s t r a t i o n S t u d y t o D e t e r m i n e t h e E f f e c t on A c a ­
d e m ic P e r f o r m a n c e o f G i v i n g High S c h o o l T e a c h e r s B ackground I n f o r ­
m a t i o n on H l g h - p o t c n t l n l . I . o w - a c h l e v l n g S t u d e n t s .
D etroit*
D etro it
P u b l 1c S c h o o I s , 196ft.
(ERIC ED 0 2 0 9 7 5 ;
P o l e z a k , L. J ,
A s t u d y o f s t t i d o n t t e a c h e r s ' e x p e c t e d and a c t u a l outcom e s
and t h e s t u d e n t t e a c h i n g program o f th e i n d u s t r i a l a r t s e d u c a tio n
d i v i s i o n a t t h e S t a t e U n i v e r s i t y o f Now Y o r k , C o l l e g e o f I k i f f a l o .
( D o c t o r a l d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y ) Ann A r b o r ,
M i c h i g a n 1 U n i v e r s i t y M i c r o f i l m s , 1 9 6 5 , No. 6 5 - 7 1 8 ,
IT ungst, 0 .
C l e v e r H a n s ( t h e h o r s e o f Mr. v o n O a t e n ) *
A CONTRIBUTION
TO EXPERIMENTAL. ANIMAL, AND HUMAN I^YCHOLOGY.
( T r a n s l a t e d by
C, L, R a h n ) New Y o rk *
H o l t , 1 9 1 1 1 R e p u b l i s h e d by H o l t , R i n e h a r t
and W in s t o n , 1965.
R e e c e , M. M . , A W h i t m a n , R. N,
E x p r e s s i v e m ovem ents, w arm th , and v e r b a l
reinforcem ent.
J o u r n a l o f Abnormal and S o c i a l P s y c h o l o g y . 1962,
64, 234-236.
R i c e , S , A.
C ontagious b ia s in th e in te rv ie w *
a m ethodological n o te.
A m erican J o u r n a l o f S o c i o l o g y . 1929,
420-423.
Hiossm an, E,
The C u l t u r a l l y D e p r i v e d C h i l d ,
Row, 1 9 6 2 ,

New York*

H a r p e r and

R o s e n t h a l , R.
E x p e rim en te r o u tc o m e - o r ie n ta tlo n and th e r e s u l t s of th e
p sy ch o lo g ical experim ent.
P sy ch o lo g ical B u l l e t i n . 1964, 6 1 .

4 0 5 -4 1 2 .

76
R o s e n t h a l , R,
C o v e r t com m unication In t h e p s y c h o l o g i c a l e x p e r im e n t.
P s y c h o lo g ic a l B u l l e t i n . 1967, 67, 356-367.
R o s e n t h a l , R,
Teacher e x p e c ta tio n s.
I n G. S , L e s s e r ( E d . ) , P s y c h o l o g y
and E d u c a t i o n P r a c t i c e .
G lenview , I l l i n o i s 1 S c o t t Foresm an, 1971,
R o s e n t h a l , R , , A F o d e , K, L .
T h e e f f e c t o f e x p e r i m e n t e r b i a s on t h e
perform ance o f the a lb in o r a t .
B e h a v io r a l S c i e n c e , 1963, 3,

1^3 -1 3 9.

(a)

R o s e n t h a l , R . , A F o d o , K, I .
Psychological R ep orts,

Throe e x p e rim e n ts in e x p e r im e n te r b in s .
19 6 3 , 1 2 , 9-91-511. (b )

R o s e n t h a l , R , , F o d o , K. L , ,
F r i e d m a n , C. J . , A:
V i k a n - K l i n e , L, L.
S u b je c ts ' p e rcep tio n o f t h e i r ex p erim en ter u n d e r c o n d itio n s of
experim enter b ia s.
P e r c e p t u a l and W otor S k i l l s , l « 6 o , 1 1 , 3 2 5 - 3 3 1 .
R o s e n t h a l , R . , * J a c o b s o n , I.,
^ g m a llo n in th e C lassroom » Teacher
F x p ^ r ♦t t l o n a n d h i r ^ l n * I nt . e 1 1 e c t u a l D e v e l o p m e n t ,
New Y n r k i
M olt,
R i n e h a r t , a n d W i n s t o n , 1 9 6 ^.
R o s e n t h a l , R , , A- L a w s on, R,
A l o n g i t u d i n a l ntudy o f th e e f f e c t s of
e x p e r i m e n t e r b i o s on t h e o p e r a n t l e a r n i n g
of la b o ra to ry r a ts .
J ournal o f P s y c h ia tric
R esearch, 1969, 3,61-72.
L ia ra son , I , G . , A M lnard, J .
I n t e r r e l a t i o n s h i p s among s u b j e c t , e x p e r i ­
m e n t e r , and . s i t u a t i o n a l v a r i a b l e s .
J o u r n a l o f Abnorm al and S o c i a l
P s y c h o l o g y . 1 9 6 3 , 67, 3 7 - 9 1 ,
S m i t h , M, L,
A s t u d y o f e l e m e n t a r y s t u d e n t t e a c h e r c o n f i d e n c e in and
a t t i t u d e s tow ard m usic and c h a n g e s t h a t o c c u r in n s t u d e n t t e a c h i n g
experience.
U n p u b lish e d d o c t o r a l d i s s e r t a t i o n , M ichigan S t a t e U n i­
v e r s i t y , 1969.
Snow, R,

1

U nfinished

9Q#

Pygm alion,

C ontem porary P sy ch o lo g y , 1969, 19,

T a y l o r , C. P.
T h e e x p e c t a t i o n s o f I’y g m n l i o n ' s c r e a t o r s .
L e a d e r s h i p , 19 70, 7 7 , l 6 l - l 6 9 ,

E ducational

T h o r n d i k e , H. b .
Review o f R o s e n t h a l , R , , A J a c o b s o n , L,
Pygmalion
in th e C la ss ro o m . A m erican E d u c a t i o n a l R e s e a rc h J o u r n a l . 1963,
6, 7 0 R - 7 H .
W i l c o x , I1, H.
T o a c h o r a t t i t u d e s and s t u d e n t a c h i e v e m e n t .
C o lle g e R e c o r d . 1967, 6 8 , 371-379.

Teachers

W y n o c k i , B, A,
A s s e s s m e n t o f i n t e l l i g e n c e l e v e l by t h e R o r s c h a c h t e s t
a s compared w ith o b j e c t i v e t e s t s .
J o u rn a l o f E d u c a tio n a l P sychol­
o g y . 1 9 5 7 , f£fi, 1 1 3 - 1 1 7 .

APPENDICES

APPENDIX A

COHRESPONDEHCE

~'V,

'

77

)

( P N T U A I . M IC H IG A N UNIVP.USJTY

Dear

I am p r e s e n t l y engaged In a r e s e a r c h p r o j e c t and need t h e a s s i s t a n c e n f
a ] ] th e C e n t r a l Michigan U n i v e r s i t y S u p e r v i s o r s t h a t have only s ec o n d a ry
student te ac h e rs,
I am c o n d u c t i n g a " R o s e n t h a l *' t y p e o f s t u d y wh ere 1
p r o v i d e p o s i t i v e d a t a on a s t u d e n t t e a c h e r t o h l n s u p e r v i s i n g t e a c h e r
and t h e n m e a s u r e t h e e f f e c t t h a t t h i s d a t a h a s on t h e s u p e r v i s i n g
te a c h e r 's r a t i n g of th e student to ach er,
T am a l s o I n t e r e s t e d i n w h e t h e r
t h e s t u d e n t t e a c h e r ' s a t t i t u d e and K inn eso +a T e a c h e r A t t i t u d e I n v e n t o r y
score Is a ffe c te d .
T h i s I s how I would l i k e you t o h e l p .
I h a v e ran do m ly s e l e c t e d 10 s t u ­
d e n t t e a c h e r s from y o u r c e n t e r and have p r o v i d e d t h e f a l s e d a t a t o you
concerning th e se s tu d e n ts .
I would l i k e you t o r i v e t h i s d a t a t o e a c h
o f t h e s u p e r v i s i n g t e a c h e r s I n v o l v e d 1n t,h^ s t u d - and s t a y u n t i l t h e
n a + o r l a l 1s r e a d .
The m a t e r i a l c a n be r e a d In l e s s t h a n two m i n u t e s .
I f q u e s t i o n s d e v e l o p , you o n l y need t o s a y t h a t 1 t I s hoped t h a t t h i n
m a t e r i a l w i l l h e l p t h e s u p e r v i s i n g t e a c h e r g e t t o know h l n s t u d e n t
teacher b e tte r .
I t I s part, o f t h e u n i v e r s i t y ' s p l a n t o p r o v i d e t h e
most u s e f u l I n f o r m a t i o n t h a t it. c a n a b o u t I t s s t u d e n t t n a c h e r n ,
( Please
do n o t m e n t i o n t h a t t h e m a t e r i a l I s p a r t o f a r e s e a r c h p r o j e c t . )
While Dr, ^ i l c k h a s p i v e n h i s c o n s e n t t o t h i s p r o j e c t , 1 know t h a t com­
p l i a n c e w i t h t h i n r e q u e s t , w i l l c a u s e a d d i t i o n a l l a b o r on y o u r p a r t . ,
I
can o n l y s a y t h a t I c o u l d n o t c o l l e c t t h i s d a t a wi th o ut , y o u r a s s i s t a n c e .
Fool f r e e t o roa d t h e c o n t e n t s o f one o f t h e f o l d e r s .
You w i l l n o t e t h a t
t h e d a t a p r o v i d e d I s p o 3 l t l v e i n n a t u r e and s h o u l d ha ve no d e t r i m e n t a l
e f f e c t on t h e p e r f o r m a n c e o f any s t u d e n t t e a c h e r .
M e a s e d i s t r i b u t e a s e a r l y In t h e s e m e s t e r a s p o s s i b l e ,
Place t h e f o l d e r
in t h e s u p e r v i s i n g t e a c h e r ' s hand p e r s o n a l l y and p r i v a t e l y i f p o s s i b l e .
D u r i n g t h e r e g u l a r F e b r u a r y on-c am pus m e e t i n g I would l i k e t o meet w i t h
you t o d i s c u s s t h e s i m p l e t e s t i n g p r o c e d u r e t h a t I would l i k e you t o
adm inister.
Your c o o p e r a t i o n w i l l be g r e a t l y a p p r e c i a t e d .
Sincere!y,

Thomas P. Kromer

f.’UUNI Ci| ,V,ANT MICHIGAN

*

A
i)

CI-.NTKAL M IC H K '.A N U N I V E R S I T Y

Dear
I pr om is ed t h a t I would be p e t t i n p I n f o r m a t i o n t o you r e f ^ .’nMnp; t h e
c o l l e c t i o n o f d a t a f o r my p r o j e c t ,
I ha ve I n c l u d e d In t h i s pa ck a pe
t h e t h r e e I n s t r u m e n t s t h a t need t o be c o m p l e t e d In y o u r c e n t e r .
A,
B,
C,

M in nes ota T e a c h e r A t t i t u d e I n v e n t o r y (MTAl)
C o n f i d e n c e Le v e l I n v e n t o r y f o r T e a c h i n g (CLIT)
R a t i n p S c a l e f o r t h e E v a l u a t i o n o f S t u d e n t T e a c h e r s (RSBST)

Two o f t h e s e I n s t r u m e n t s MTAI (A) and CLIT ( b ) a r e t o be c o m p le te d by
a l l Btudent t e a c h e r s in a sem in ar s i t u a t i o n .
Both o f t h e s e i n s t r u m e n t s
have d i r e c t i o n s on t h e f r o n t p a p e t h a t s h o u l d be r e a d by you when you
hand t h e I n s t r u m e n t s t o y o u r s t u d e n t s .
P l e a s e be s u r e t h a t each s t u d e n t I n c l u d e h i s name on h i s a n s w e r n h e e t s .
You w i l l n o t e t h a t n e i t h e r t o s t i s t i m e d .
I t ha s been my e x p e r i e n c e
t h a t most s t u d e n t s c o m p l e t e t h e ffTAI {A) In a b o u t 3D m i n u t e s and thAt
most s t u d e n t s c o m p l e t e t h e CLIT (B) In l e s s t h a n 7 0 m i n u t e s . Upon
c o m p l e t i o n o f t h e s e i n s t r u m e n t s p l e a s e r e t u r n a l l m a t e r i a l t o me on
camjxis.
The t h i r d r a t i n p s c a l e HSEST (C) i s t o be c o m p le te d by e a c h s t u d e n t
t e a c h e r ' s primary s u p e r v is in g t e a c h e r .
I t can be a d m i n i s t e r e d t o t h e
t o t a l proup o f s u p e r v i s o r s a t on c e o r i t can bn p i v e n s i n p l y t o each .
The d i r e c t i o n s can be read by t h e p e r s o n c o m p l e t i n p t h e s c a l e .
Com­
p l e t i o n time i s u s u a l l y l o s s t h a n 7 0 min ute B.
IT IS ESSENTIAL THAT I
GET A 10C|!t RETURN ON THIS INSTRUMENT.
I f q u estio n s d evelop about t h e reasons f o r com pletinp the Instrum ents,
s i m p l y o x p l a i n t h a t a l l c e n t e r s a r e b e i n p t r e a t e d i n t h e same f a s h i o n .
I t i s hoped t h a t t h e i n f o r m a t i o n p r o v i d e d w i l l h e l p s t r n n r t h o n C e n t r a l
Michip an U n i v e r s i t y ' s s t u d e n t t e a c h l n p prop ram.
Your a s s i s t a n c e w i l l be p r e a t l y a p p r e c i a t e d .
Sincerely,

Thomas f , Kromer

f . ' OUNI

(Hl.ASANl.

MICHIGAN

4 8 8f>H

APPENDIX B

EXPECTANCY DATA

VINTER 1971-72

Dear S u p ervisin g Teacher 1
In th e S p e c ia l T e stin g Pro gras your student teach er a ls o cosp leted th e
Minnesota Teacher A ttitu d e Inventory (although th e t e s t was not given
th a t n a a e). Her sc o r e o f 105 p la c e s her in th e top ten p e r c e n tile o f
th o se th a t have taken t h is t e a t .

CONFIDENTIAL

80

CILNTHAL

MIC,Mir, A N U N I V E R S I T Y

VINTER 1971-72

D ear S u p e r v is in g T s s c h s n

During th e p a st year t h s on-campus c u r r lc u lu s o f th e Secondary Education
Department has undergone e x te n siv e changes. The In ten t o f th ese changes
i s to b e t te r prepare our undergraduate stu d en ts to become capable
tea ch ers.
This l e t t e r c e r t i f i e s t h a t your stu d en t teach er has c o sp le te d the newly
required co u rses and seems to show a high p o te n tia l f o r becoming an
e x c e lle n t tea ch er.

W oum

l l|.V;ANT

m u

HIGAM

81

C.1--.NTHAL M I C H I G A N U N 1V I - H S 1T Y

V inter 1971-72

Dear S u p ervisin g Teacheri
In ad d ition to th e reftila r stu d en t tea ch in g p r o f ile th a t you normally
receiv e concerning your stu d e n t, the fo llo w in g Information Is being
provided to h elp you g et to know your student teach er b e tte r ,
four student teach er was part o f a group of Central Michigan U n iv ersity
stu dents th a t took part In a sp e c ia l t e s t in g program th a t attempted to
p red ict th e ir performance In various p r o fe ssio n s.
Part o f t h is p red ictio n I s Included In t h i s f i l e on the pink IBM card.
You w ill p le a se note th a t p e r c e n tile ranks are l i s t e d In two areas and
that a predicted grade Is a ls o lis t e d In each area.
You w ill n o tic e th a t on t h i s t e s t your stu dent teach er seems to show
outstanding p o te n tia l fo r tea ch in g .

Bench-Brooksi

CONFIDENTIAL

O verall P red ictio n s
Name of Group
Elementary Bd.
Secondary Bd.
Liberal A rts
Business Ada,

MUUIJI

nt.V.ANl,

Mil l i l b A N

p a r tia l

P e r c e n tile
Rank

P ro b a b ility o f
"C" Grade

9**
9^
83
89

95
95
87
91

Predicted
GPA
3+
3+
3+
3*

82

For FRESHMAN applicants o n ly, transfer students use other aide.
To be completed by the Secondary School. Information wilt be treated in a professional manner.
ART I

APPLICANTS PERSONAL RECORD

1 Student’s N a m e ____________

Lo*l

Secondary School

MKidIa

Tirai

2 Standardised Test Results. Administered during the secondary school period. If scores not national (teat publisher's)
norms, please indicate.

ACHIEVEMENT TESTS

INTELLIGENCE OR APTITUDE TESTS
Nome an d Totm of Tool

Da<*
Givon

IQ

G rad*
S can

Nam* a n d fo rm of T**i

Oaf*

Q rad* U v * l
Norm*

%U*

Q rad* Scar*
n w w i

Grad* I*t»I on which th* percent!!*
Eeseeaal Characteristic*. Rate the personal characteristics of this applicant by checking the appropriate phraae. Theee
ratings may be either the composite judgment of several persons or Ine judgment of one peraon.
considerable study or major
(fl> DEPTH OF UNDERSTANDING
project(a)
excellent lnaight
some study and minor project(s)
good understanding
some study or minor project(a)
som
e insight
no evidence of independent study
tittle lnaight
not applicable
poor understanding
not applicable
(4) EVENNESS OF PERFORMANCE
exceptionally consistent
(7) PERSONAL RESPONSIBILITY
even, varies no more than one
alw avs accepts fully
fel INVOLVEMENT IN CLASSROOM
mark
usually accepts fully
ACTIVITIES
slightly uneven, often varies on#
partially accepts
mark
^very high in all activities
sometimes refuses
uneven, often varies two marks
active, usually shows genuine
often refuses
erratic, performance fluctuates
interest
greatly
— mild, politely attentive
(fl) CONSIDERATION FOR OTHERS
— languid, attention often w anders
(5) CRITICAL A N D QUESTIONING
distracted, doe* other things
always considerate of others*
ATTITUDE
during class
rights and feelings
. vacillates greatly
often challenges
usually considerate
sometimes challenges
courteous, little evidence of
I) PURSUIT Or INDEPENDENT
occasionally is skeptical
consideration
STUDY
sometimes piobes
,
sometime# inconsiderate
-—■considerable study and major
rarely questions
often inconsiderate
project!*)
not applicable
inadequate opportunity to observe
DUNSELOR COMMENTS: (Re: Emotional adjustment and readiness for College)
1) PARTICIPATION IN DISCUSSION
(SELF-INIT1ATED)
___ always involved, often initiates
discussion
usually participates
. often participate*
occasionally participates
seldom participates
_ _ not applicable

I Signature

Position.

Date.

APPENDIX C
RATING SCALE FOR THE EVALUATION
OF STUDENT TEACHERS

S tu d en t T eacher ___

C ooperating Teacher

RATING SCALE FOR THE EVALUATION OF STUDENT TEACHERS

DIRECTIONS:

NOTE:

Read th e d e s c r ip tio n s and w rite th e nuaber ( a whole m a k e r , no f r a c t io n s ) co rresp o n d in g
t o th e observed b eh av io r o f th e s tu d e n t te a c h e r In th e box fo llo w in g th e d e s c r i p t io n s .
Use zero when th e r e has been no o p p o rtu n ity to observe a s p e c if ic b e h a v io r. P lease
f i l l in the b lan k s a t th e to p o f t h i s page.

The a b b re v ia tio n CT sta n d s f o r C ooperating Tteacher.

No o b s e r v a t io n

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3
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shows node rata enU siaiaae
r a d ia te s eolkisiasM

(fe) la ck s p atien ce
w ith a tu d n ts ;
above annoyance

u s u a lly rewains p a t im t
In d ea lin g s w ith students

d is p la y s p a tie n c e
w ith students

0 ) freq u en tly mispronouncee words; r e ­
peat* t r i t e ex­
p reeel ons
(h) n m w up set w ith
su ss s e n iew
( 5 ) p itc h e s v o ice a t
I r r it a tin g le v e l

g e n e r a lly pronoonces words
c o r r e c tly ; vocabulary i s
adequate

has c o rrect pronuncia­
tio n ; u ses varied vo­
cabulary

u su a lly seek s and u t i l i s e s
su ggestion *
keeps v o ice a t p leasan t
le v e l n o st o f the tin e

in v it e e su g g estio n s aixf
1 1 1 Manta th m
p itc h e s v o ic e a t p le a s ­
in g le v e l

does sane d e ta ile d plan­
ning; tends to use general
o u tlin e rather than de­
t a ile d plans; organ isation
i s u su a lly adequate; l e s ­
son plans are u su a lly
candle te

does d e ta ile d planning;
organizes con tact e f ­
f e c t iv e ly ; le s so n plans
are r a r e ly la c a g )le t«

( 6 ) la ck s d e ta ile d
planning; does
S e t organise
le sso n ; le sso n
p lan s are in c o ep le te

Bating

i

No o b s e r v a t io n

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1

2_____________3
e s t a b l i s h e s a tim e p la n
fo r le s s o n b u t i t i s
n o t a lw a y s s a t i s f a c t o r y

(7 ) o v e r lo o k s p r e ­
p la n n in g
o r g a n is a t io n and/
or nakes u n r e a lis ­
t i c e s t im a te o f
tim e n e e d e d f o r
each a c t iv it y
(B ) I s n o t co n cern ed
w ith o b j e c t iv e s
or i s concern ed
w ith h is o b j e c ­
t i v e s and w ith
im p o s in g th e n
on s tu d e n ts
($ J d o e s n o t p la n
le a d -in q u es­
tio n s to le s s e n

2b

LESSON
PUNNING
OBJEC­

TIVES
2c

h___________ 5______________g atli
a d e q u a te ly p r e -p la n s
g e n e r a l tim in g o f
le s s o n p a r ts

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w ays ijg io r ta n t n or
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h a v io r a l te r m s

o b j e c t i v e s a r e im p o r ­
t a n t a n d c c * w )r e h e n s i v e
and e x p r e s s e d In s t u ­
d e n t b e h a v io r a l te r n s

p la n s q u e s t io n s t o
in v o lv e s tu d e n ts In
le a r n in g

p la n s w e ll th o u g h t
th r o u g h q u e s tio n s
t o m o tiv a te s tu d e n t
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o f e x p e r ie n c e n o t a lw a y s
a p p r o p r ia te

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stu d e n ts in ­
c
h a n g e p a c e d u r in g c l a s s
v o lv e d In o n ly
1
one a c t iv it y
p e r io d
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or cannot n r e
s t u d e n t a a lo n g
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en ces th a t u s u a lly in ­
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c r e a s e f r o * th e s im p le
en ces n o t d e ta ils
t o th e c o ^ ile x and
p la n s a c t i v i t i e s
broad
th a t have l i t t l e
r e la tio n s h ip to
e tc h o th e r
.
p la n s e v a lu a t iv e t e c h ­
[1 3 7 o o n e t r a c t a h a p haaard e v a lu a ­
n iq u e s c a r e f u l l y b u t
e o a e a d e q u a c ie s
t io n d e v ic e s ;
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ty p e Ite m s e x ­
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c lu s iv e ly
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[ lh J d o e s s i t p r o v id e
i i n t e r e s t a p p r o a c h w h ic h
any a c t iv a t io n
a t b e g in n in g o f
te n d s t o b e o r d in a r y ;
o c c a s io n a lly e x h ib it s
p e r io d o r a t ­
c r e a tiv e e f f o r t in a c ­
t e s t s a t aotiv a tio n ; has sa ee
tlv a tlo n f a l l ;
s u c c e s s M o tiv a tin g
d o e s n o t g a in
stu d e n ts
a t t e n t i o n and
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2

3
p r o v id e s I n i t i a l and o o e a o lo o a l e t ia o l l th e r e a fte r
to a c t iv a t e stu d e n ts; o e o a e i a n a lly a l l o w stu d e n ts
to p a t t h e ir Id ea s in to
a c t io n
l s aM T * o f a tu (ta c ts'
■ o a t o b v io u s naada

u s u a l l y p r e s e n t s a d e q u a te
o e n ta n t f o r p e r io d ; doaa
n o t a lu u y s d e v e lo p g e n a r a lla a tlo n a to th o ir
fo lla a t

a iie e p te la r g a lj hy rep ­
e t i t i o n to e x p la in co n ­
t e n t t h a t s tu d e n ts do
n o t o o ^ ir a h a n d

U

5
Ratlm
provfdea continual a tia - '
a l l during claaa to Mo­
tivate stadsnta and en­
courage then to carry
through th e ir o n ldaaa
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naada; g iv e s in c e n ­
t i v e t o in d iv id u a l
pap 1 1 s h a v in g d i f f i c u l t y w ith th a e o r k
lo o s e n la coap r a K r
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fa ir g a o a r a l l i a t i o o a
a h ic h a ra d e v e lo p e d
In d a p th

akw i c o n te n t i s n o t
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en t nay; c la r if ie s
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a t t e s t s t o p o in t o u t
r e la to fo e e a o r e x t e n t
b u t th is is s « M t is a
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■ h a a n a tte m p t t o se a r c h
o u t in f o r m a t io n t o te a c h
u n f a m ilia r s u b j e c t s

n ot in te r r e la t e p o r ta o f
le s s o n o r le s s o n s

(S G ) u n c o n c e r n e d a b o u t
fa m ilia r is in g
h im s e lf w ith
i
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w h ic h h e k n ow s
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{21) b l u f f a w a y
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'
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tio n s he d oes
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c h a n g e s m e th o d
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UP
a t a l l d u r in g
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p e r i o d o r p lan s
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I n to p e r io d ;
o r c a n n o t m ove
1
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I
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p a r e s s e l f to te a c h
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b y r e a d in g , v i s i t s ,
O b s e r v a tio n s
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; p la n a and u t l i s e s a
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1e x p e r ie n c e s d u r in g a
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e n t k in d s o f a c t i v i ­
t i e s f o r ch an ge o f
p ace

p la n s and p r o v id e s
v a r i e d , m e a n in g fu l
a c t i v i t i e s to d e v e lop p r i n c i p l e s p r e ­
s e n te d ; p r o v id e s
change o f p a ce
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m
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TION
v id e enough
I Til
p r io r i n f or­
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p e r t m ce; stu dente are not
l i k e l y to
tra n sfe r id eas
and p r a c tic es
to th e ho—
- 4 R ) sake vague
HUCSTIOIIS
qu estion s;
Minor not
•—aty" ones;
does n ot
u t i l i s e lead in qu estion s
or co n fin es
q u estion s to
l i e — o f fa ct
sted ea ta nay

2 E ^ —T mnd)sr o f
hee th e ~arfnliani
■ a te r la le on hand or pre­
pares then ae th ey are
needed daring c la s s
o c c a s io n a lly p r o v id e s
experien ces in the c la s s rooa th a t can be
ca rried over

u t'il^ see so— a t i m l a i in g and eons d u ll ques­
t io n s , eons req u ire nore
teacher develop— n t

T

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|t « i r f a i l s t o plan
w ith etudanta
or plan fa r
enough with
atadants;
does not in ­
v o lv e students

o c c a s io n a lly in c lu d e s
s tu d e n ts in p la in in g

has n ecessary aad~ap^
prop rlate n e t e r ia ls
r e a d ily a v a ila b le
provides r e a l i s t i c
le a r n in g exp erien ces
so th a t stuttante can
a c t iv e ly tr a n sfe r
lea rn in g s

4- baa le a d , though t"
provoking, s u it a ­
b le to th e le s so n
qaertiona ready
to ask

u ses teacher-pop IT"
planning vben
appropriate - a o st
advantageous to
student learn in g

I d O b s e r v a t io n

5-dn too T u t
BCTiug and m aterClassroom
i a l covered too
Tims
alow s o rin g and
i n t e r e s t waning
*[5B) req uests le s s
5b
Student
o r Is unable to
Tea cl>er
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teaching load
la To to
5—
^29) p era ite »t adsorbs
without work to
Clmssl o whatever they
Control
l ik e which usuall y disr u p ts c la s s
has
not aatab7
lls h e d nor acCare o f
aapted a rou­
tha
t in e fo r care
Depart­
ment
• f tha depart­
ment ; does not
allow s u f f i ­
c ie n t tin e fo r
clean-up at tha
cod o f tha per­
iod; n e g le c ts to
•heck i m b and
equipment at the
and o f th e per55—

P

t t im

paces lesso n ^ a t ade­
quate rata o f

adequately assnaes
tha c la s s e s a llo c a te d
to him
does not always have
a a sig M sc ts planned fo r
a ted sa ts without aay
work
accepts Tmqaaalioniagly"
p r o -e sta b lish e d routine
fo r care o f the depart­
ment; t r i e s to fo llo w
plans but o c c a sio n a lly
fo r g e ts to reeenre tlies
fo r clean-up and super­
v is io n o f process

4

1

Bating

has e x o e lla n i saoaa
o f pace or taapu la
tha laaaon
f u l l y assmees the
load a s ­
sign ed to him; may
go beyond expected
assignm ent
has aaaigaa
fo r those
tem porarily out o f
work or not prepared
t e do the assignment
fees e s t a b lis h e d a routime f o r care o f the
department; fo llo w
p lan s; s e t s a sid e de­
f i n i t e amount o f time
a t end o f period fo r
clean-up; checks rocn
and equipment a t end
o f period

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o

■o o b s e r v a t io n

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RAPPORT
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TViJce owr.
cocferatd
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ig n o r e s su g ­
TEACHER
g e s tio n s
be— m
RAPPORT
WITH
—

STDDDITS

P

th in k s llirou gb a one pr
b l« M b u t te n d s t c cor.

8

♦ *T o c c a s io n a lly

wher. c a p a b le o f a a c r ,
d e c is i o n s h l x s e l f

r;

students~are
a f r a i d t c . p c :- •
o u t In c l a r s :
a p p e a r s urvir proachahls
3 J stu d en ts seek ~~T
▼Ice o f CT as
t h e y do n o t ha ■

t r i e s to e n g e n d e r ir.
ier.tr- a f e e l i n g o f h i "
a r ? r e a c h a b i l i t y and hi
i n t e r e s t lr. t h e *
stu d e n ts u s u a lly take
-ajrd but o c c a s io n a lly
seek v e r i f i c a t i o n fr o r

f a it h in the Ccr*

L_______ 5
c o n s u lts CT f o r ad r i c e
a f t e r c o n s id e r in g p o ec i b l e s o l u t io n to d.i f f i c u l t or unusual p ro fc le x ; makes and a b id e s
by d e c is i o n s w ith in
hi.-. J u r is d i c t io n ______
rak es s tu d e n ts f e e l a t
e a s° w ith h lr.; some
nay even b r in g t h e i r
problem s t o h i*

ifu Je.u ts a c c e p t o r

1
I

R atin g
]
j

!

j

i
j
!

?

a.i a k n o w led rea b ls
te a c h e r and f o ll o w
h is s u g g e s tio n s

'

!

r e c t n e s a o f th*

etudent teacher sta tem en ts,
d irw ctiar
9

?(3U) £■ con cern ed ex c lu s lv e ly w ith
classroom a c td v -

KZTRA
j
CmiCTJIAR
!
ACTIV1-

TIES

i t y or help?
oth ers in the
sch ool to a lim ­
it e d e x te n t

r e c o i l te a sane o f tlv
e x tr a c u r r ic u la r a c t i i t i e s th a t need to be
dene; o f f e r s and a a s i s
w ith sane o f th e s e ;
p a r t ic i p a t e s sam etiB e.1in c o w m i t y a c t i v i t i e
and p ro g ra a s

r e a l i z e s tJxat th e r e are
n ary ta s k s to be done
ir. a sc h o o l o u t s id e th e
c la ssr o o m and w i l l i n g l y
h e lp s whether i t i s h i s
s p e c ific r e s p o n s ib ility
o r n o t; e x h i b i t s i n t e r - ,
e s t I n and ta k e s p a r t
In c a n e m lty a c t i v i t i e s
, a n d p r o g r a m s ________________

[
1
,
j

j

No o b s e r v a t io n

0

j " 10
SIOUL
iT T m D B

1

(35)

t l a e s deth e

2
3
1------------------------------------does n o t " ta lk u p ” the
! p ro g ra a to o th e r s ;
| o c c a s io n a lly speaks
o f th e p ro gran when
1 o th e rs b r in g up th e

t to p ic

j u se s o p p o r tu n itie s
1 to p r e s e n t the
j p ro g ran to o th e r s

APPENDIX D

CONFIDENCE LEVEL INVENTORY
FOR TEACHING

CONFIDENCE LEVEL INVENTORY FOR TEACHING
(For Student T ea ch ers)
by
Jean M. L eP o ro , P h .D .
S h ir ley A . B reh m , P h .D .
cop yrigh t 1967
Central M ichigan U nlvoralty
Student Nnmo
(b it)
Student Num bor _

_

_

_

(F ir st)

(M iddle)

Ct ut

Ago

P revious T ooching E x p erien ce

The follow ing a ca lo is doalgncd to help ua d lacovor aom e of your foolinga about a
numbor of teach ing a ren a . The Inatrumont a lso lntroducoa tho beginning atudont
to many fhocta of cla a a ro o m teach ing. T h is quoatioonalro in m od erately long.
Wo on rn cstly roquoat your coop eration in nnaw orlng a ll Itoma carofttlly.
Chcok ea ch item b elow on tho n u m erical aca lo .
end.
1 -2
3 -4
&- 6
7 -6
9 -1 0

1.

1 la tho low and 10 la tho high

1 fuel ex trem e con cern about my n b lllttca in th is area.
I foci g r e a te r than a v era g e co n cern about m y ab llitlo a in th is nron.
I fool a v era g e con cern about and have a v era g e con fid en ce in my
nblllttca in th is nron.
I fool r ela tiv e ly confident about my a b ilitie s in thta a rea .
1 fo ci o x tro m cly oonfldoot about m y a b illtlo s in th is area.

WORKING
PEOPLE
-----------------. WITH
2 1a
1.

2.
2.

M aintaining roasoonblo
lo v s ls o f exp ectation s
from p u p ils.
Gaining ooafld en co nod
rosDoot o f p u p ils.
C om m unicating e f fe c ­
tiv e ly w ith p aren ts.

1i *

15

1.

1

.

8

I

10

9*

Confldcnco Level Inventory for T oaching (c o n t.)
II.

ESTABLISHING CLASSROOM
CLIMATE
1.

2.
3.

4.

5.

III.

1 | 2 j 3 1 4 1 Sj

6 j 7 V 8 1~9 1 10

----- |

A djusting a p p ro p ria te ly
between a p o rm is siv e and
au th o ritativ e m ann er In
c la s s ro o m situation s.
D em o n stratin g Ju d ic io u sn e ss
and fa ir n e s s with all pupils.
Involving pupils in a p p r o ­
p r ia te d ecision -m aking
situ atio ns.
W orking in such n m a n n e r
that individual pupils
seek holp with p e rs o n a l
p ro b lem s.
Moving to spocific learning
a c tiv itie s a s group shows
re a d in e s s.

i

!

j____

1

..

i

PLANNING FOR INSTRUCTION
11

C onsistently reading,
studying, and g athering
inform ation fo r teaching
p la n s ._____________________

Selecting ap p ro p ria te
teaching m a te ria ls and
having them im m ediately
available fo r use when
needed.
Planning thoroughly fo r
s h o r t - t e r m (dally) and
lo n g -te rm (unit o r p r o ­
j e c t ) work
____
C onsidering sequence and
continuity of pupil
ex p e rie n c e s a s key fa c to rs
in learning._______________
Recognizing individual d if­
fe re n c e s in evaluating
pupil p e rfo rm an c e .

1 2 1 _3 f 4 1 5 1 6 1 7 | ft | 9 1 10

95
C onfidence L evel Inventory for T ea ch in g (cont.)
MANAGING INSTRUCTION
1.

2.

3.

4.
5.

6.

7.

V.

3

L1 ] 2 | 3 f 4

D irectin g and managing
daily In stru ctio n b o thnt
pupils a r c In terested ,
mat Wat od, and shown a
d e sir e to le a r n .
D eveloping n questioning
nttltudc and In tellectu al
cu rio sity In pupils.
D eveloping e ffe c tiv e
p r o c e s s e s of problem o o lv Ing and c r it ic a l thinking
on the part o f pupil c .
Working e ffe c tiv e ly with
pupils o f s m a ll groupG.
R o co g n itln g the need for
r e-to a ch in g at appropriate
in terv a ls.
D ealing ap p rop riately with
unexpected situ a tio n s as
thoy d ev elo p .
Adapting in stru ction to
changing n eed s of pupils
and c la s s .

5 1 6 | 7 [ 8 | 9

10

i

i(

1
i

1

...... J

i

fa

1
1
1
1

..

COMMAND O F SUBJECT AND
TEACHING MATERIALS

1.

Showing p e r s i s t e n c e in
seeking added inform ation
and knowledge from many
s o u rc e s in teaching su b je c ts.
2 . Seeking help and sugg estion s
from s p e c i a li s t s and con ­
sultants in subject a r e a s
where n e ed e d .
VI-

i

PROFESS IONA L QUA LITIEfi

1.
2.

Seeking opportunity to
a ssu m e resp o n sib ility .
Having a s i n c e r e e n th u sia sm
for the job.

¥

T
i

A]TENDIX E

MINNESOTA TEACHER ATTITUDE
INVENTORY

Please Note:
Pages 96- 10 1, "Minnesota Teacher
A t tit u d e Inventory," co pyr ight 1951
by The P s ych ological Corporation,
not microfilmed a t request o f author.
Av a il a b le f o r c o n s u l t a t io n a t the
Michigan S t a t e U n iv ers it y Library.
U n i v e r s it y Microfilms.