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An Investigation of the Effectiveness of Field-Based Pre-Student Teaching Programs by Measuring Student Teachers on Selected Variables Against Process and Product Criteria

Scherer, Charlotte L.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566302070903427

Abstract Details

1976, Doctor of Philosophy (Ph.D.), Bowling Green State University, Educational Administration and Supervision.
This study evaluated two early field experience programs, the Methods Experience Project (MEP) and Project Interaction (PI) and their effects on student teaching performance. Ninety-four student teachers took the 16 Personality Factor Questionnaire (16PF) pre-test, were pre- and post-tested on the Tennessee Self Concept Scale (TSCS), Rokeach D-Scale, and Teaching Situation Reaction Test (TSRT), and were rated on Student Teaching Competency forms by Cooperating Teachers, Supervisors, and self-ratings. Elementary and secondary subjects who had been in MEP, MEP and other early field experiences (MEP+), PI, or in no early field experiences (EN, SN, control groups) were compared using analyses of variance and covariance. Correlations were run between STC ratings and both the 16PF Specification Equation and three TSCS variables.Non-significant findings were: no differences among elementary or secondary groups on the 16PF Equation, TSRT, D-Scale, or STC ratings, nor for elementary groups on the TSCS, and no correlations between the STC and the 16PF.Significant (p <.05, .01) findings were: EN students were more "venturesome" on the 16PF than MEP or MEP+ students. SN students were more "relaxed" on the 16PF and had less Total Conflict on the TSCS pre-test than PI students. On the post-test, PI students had higher TSCS Total Positive scores than SN students. Elementary group raters differed on the STC, but secondary group raters did not. Three TSCS scores correlated with elementary subjects' ratings by three raters; Total Positive scores correlated with secondary subjects I ratings by Cooperating Teachers. Conclusions were that earlier field experience is not more effective in developing competencies by the end of student teaching. Nor does it have any significant effects on attitudes or dogmatism, but PI students did dem-onstrate more positive self concepts. Timing and the amount of early field experience should be studied further and considered in planning field experience sequences.
Morris J. Weinberger (Advisor)
Teacher Education

Recommended Citations

Citations

  • Scherer, C. L. (1976). An Investigation of the Effectiveness of Field-Based Pre-Student Teaching Programs by Measuring Student Teachers on Selected Variables Against Process and Product Criteria [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566302070903427

    APA Style (7th edition)

  • Scherer, Charlotte. An Investigation of the Effectiveness of Field-Based Pre-Student Teaching Programs by Measuring Student Teachers on Selected Variables Against Process and Product Criteria. 1976. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566302070903427.

    MLA Style (8th edition)

  • Scherer, Charlotte. "An Investigation of the Effectiveness of Field-Based Pre-Student Teaching Programs by Measuring Student Teachers on Selected Variables Against Process and Product Criteria." Doctoral dissertation, Bowling Green State University, 1976. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566302070903427

    Chicago Manual of Style (17th edition)

bgsu1566302070903427
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