A problem analysis of the difficulties peculiar to student-teaching

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A PROBLEM ANALYSIS OF THE DIFFICULTIES PECULIAR TO STUDENT-TEACHING

A D is s e rta tio n P r e s e n te d t o t h e F a c u l t y o f t h e S c h o o l o f E d u c a tio n T he U n i v e r s i t y o f S o u th e r n C a l i f o r n i a

In P a r tia l F u lfillm e n t o f t h e R e q u ire m e n ts f o r t h e D eg ree D o c to r o f E d u c a tio n

hy Jo h n R o b e rt D ev in e J u n e 1950

UMI Number: DP25800

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T h i s dis sertation, w r i t t e n u n d e r the d ir e c t io n o f the C h a i r m a n o f the c a n d i d a t e ’s G u i d a n c e C o m m i t t e e a n d a p p r o v e d by a l l m e m b e r s o f the C o m m i t t e e , has been p r e s e n t e d to a n d a c c e p t e d b y the F a c u l t y o f the S c h o o l o f E d u c a t i o n in p a r t i a l f u l f i l l m e n t o f the r e q u i r e m e n t s f o r the degree of D o c to r of E d u ca tio n . D ate......

Dean Guidance Committee

Cnairman

TABLE OF CONTENTS c h a p te r I.

II.

page

THE PROBLEM A ® ITS SETTIN G ......................

I

The p ro b le m

1

I m p l i o a t l o n e o f t h e p r o b le m . . . . . . .

0

U n d e r ly in g a s s u m p tio n s . . . . • • • » • •

3

D e lim ita tio n s • » • . • • • . . . . • . •

4

D e f i n i t i o n o f terms . . . . . . . . . . .

5

O rg a n is a tio n o f th e r e p o r t . . . . . . . .

7

BELATED LITERATURE. . . . . . . . . . . . .

8

T e a c h e r e d u c a ti o n c u r r i c u l u m . . . . . . .

8

P ro b le m s o f s t u d e n t ^ t e a c h e r s .

. . . . . .

14

S t u d e n t - t e a c h e r p ro b le m s a n d t h e c u r r ic u lu m . • • » . » . • • • • • • . . Summary . . . . . . . . . . . . . III.

. . . .

15 17

SELECTION OF METHODS AND PRELIMINARY TRIALS. . . . . . . . . . . . . . . . . .

18

S e l e c t i o n o f m eth o d f o r c o l l e c t i o n of d iffic u ltie s

18

D e s c r i p t i v e e x p l a n a t i o n o f p ro b le m

IF .

c o l l e c t i o n m eth o d ♦ * . . ♦ • • ♦ • • •

El

Summary . • • . . . . . . • • • . • • • *

23

ADAPTATION AND STANDARDISATION OF METHOD. .

04

E s ta b lis h m e n t o f c a t e g o r i e s * * • • » » *

04

Ill CHAPTER

PAGE S ta n d a r d is a ti o n o f c a t e g o r i e s ♦ ♦ ♦ • • * .

26

A d d itio n a l ch eck on c a t e g o r i e s

29

* . . ♦ . *

S um m ary...................... ¥•

31

APPLICATION OF THE METHOD TO COLLECTION OF DATA . . . . . . . . . . . . . . . . . .

33

I n s t i t u t i o n s u se d i n th e s tu d y

. . . . . .

33

* . . . ♦ . ♦ ♦

34

C o lle c tio n o f d i f f i c u l t i e s

Method u s e d to e v a lu a te d i f f i c u l t i e s

V I.

* ♦ •

33

S t a t i s t i c a l m ethod u s e d t o t r e a t d a ta • • •

38

Summary

41

ANALYSIS OF DIFFICULTIES BY FREQUENCY COUNT . . . . . . . . . . . . . . . . . . .

42

F req u en cy co u n t o f d i f f i c u l t i e s s u b m itte d by s t u d e n t - t a a c h e r s

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

42

F req u en cy co u n t o f d i f f i c u l t i e s s u b m itte d by s p e c i a l i s t s

48

C om parison o f th e fre q u e n c y co u n t o f s tu d e n t-te a e h e rs and s p e c i a l i s t s

FIX .

. •♦ •

52

I m p lic a tio n s o f fre q u e n c y co u n t

56

Summary

58

ANALYSIS OF THE IMPORTANCE OF DIFFICULTIES PECULIAR TO STUDENT-TEACHING •

60

C la s s ific a tio n o f d if f i c u lt ie s

60

♦

iv GH&PTER

PAGE C h e e R -lis t r a t i n g o f d i f f i c u l t i e s • * ♦ ♦ . *

61

A n a ly s is o f r a t i n g s . ♦ . . . . * • • * . ♦ *

63

R e s u l t s o f t h e a n a l y s i s o f t h e im p o r ta n c e o f m a jo r a r e a s o f d i f f i c u l t y *

• • • • • * #

66

R e s u l t s o f t h e a n a l y s i s o f t h e im p o r ta n c e o f i n d i v i d u a l d i f f i c u l t i e s .................................

?0

Summary * * • • • • * * • * • • * * * * * » • ¥111 •

IB?

AN ANALYSIS OF THE DIFFICULTY OF PROBLEMS PECULIAR TO STUDENT-TEACHING* • . A n a ly s is o f d i f f i c u l t y r a tin g s *

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

* * * * * *

♦

130 130

R e s u lts o f th e a n a ly s is o f th e d i f f i c u l t y o f m a jo r p ro b le m a r e a s *

* • • « * • • • • *

138

R e s u lts o f th e a n a ly s is o f th e d i f f i c u l t y o f i n d i v i d u a l p ro b lem s* . * . * .......................*

IX .

137

Summary • • * • * • » • * • * • • * • • • • •

193

CONCLUSIONS AND RECOMMENDATIONS........................ * .

198

S ta te m e n t o f f i n d i n g s a n d c o n c l u s i o n s * * * •

198

R ecom m endations • * * • • « • • » * • * * • *

806

S ta te m e n t o f l i m i t a t i o n s i n c o n c lu s io n s * * • * • • * • * * * • • * * * A p p l i c a t i o n o f c o n c lu s io n s

* * * * * * * * *

SELECTED BIBLIOGRAPHY * ............................................... APPENDIX A*

80?

C o rre sp o n d e n c e * • * ♦ * * • * • •

808 .

210 21?

V PAGE

CHAPTER APPENDIX B*

In s tru c tio n s •

225

APPENDIX C.

C h.eek~li s t ♦

230

LIST OF TABLES TABLE

PAGE I.

Number o f p ro b le m s s u b m itte d b y p r e l i m i n ­ a r y g ro u p s a t th e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a

II.

I n s t i t u t i o n s t h a t p a r tic ip a t e d in th e s tu d y

III.

28

35

D is tr ib u tio n o f s tu d e n t-te a c h e rs tr a in in g f o r e le m e n ta r y an d s e c o n d a ry t e a c h i n g who c o n t r i b u t e d d i f f i c u l t i e s o f s t u d e n t te a c h in g . •

IF*

F re q u e n c y c o u n t o f d i f f i c u l t i e s s u b m itte d by s t u d e n t - t e a c h e r s . . » # . • • • # . . •

7.

51

Bank o r d e r o f t h e f re q u e n c y o f d i f f i c u l t i e s a s m e n tio n e d by s p e c i a l i s t s « • . . . • • •

F ill.

49

F re q u e n c y c o u n t o f d i f f i c u l t i e s s u b m itte d by s p e c i a l i s t s .

¥11*

47

Bank o r d e r o f f r e q u e n c y o f d i f f i c u l t i e s a s m e n tio n e d b y s t u d e n t - t e a c h e r s . . . . . . .

F I.

44

55

The t h r e e c a t e g o r i e s m e n tio n e d m ost f r e ­ q u e n tly b y s t u d e n t - t e a c h e r s a n d b y s p e c ia lis ts + .

IX .

54

The t h r e e c a t e g o r i e s m e n tio n e d l e a s t f r e ­ q u e n t ly by s t u d e n t - t e a c h e r s a n d b y s p e c ia lis ts

55

v ii t a b le

page

X*

C o m p ariso n o f f r e q u e n c y c o u n ts o f d i f f ­ i c u l t i e s m e n tio n e d by s t u d e n t - t e a c h e r s an d s p e c i a l i s t s . . . . . . . . . . . . . .

XI*

Number o f ite m s c l a s s i f i e d u n d e r e a c h c a te g o ry .

X II*

57

. . . . . . . .

. • • • • » • * ,

68

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n a v e r a g e r a t i n g s o f s t u d e n t - t e a c h e r s an d s p e c i a l i s t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r t h e m a jo r c a t e g o r i e s

X II I *

* • • * • « * • • • • • •

67

P e r c e n ta g e o f s t u d e n t - t e a c h e r s an d s p e c i a l i s t s who r a t e d c a t e g o r i e s o f s t u d e n t - t e a c h i n g d i f f i c u l t i e s im p o r ta n t

XIV*

• * • * * * • • » •

69

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r c a te g o r y 1 . • • • * * *

XV*

* . . • • • • • * •

78

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s as t o t h e im p o rta n c e o f p ro b le m s u n d e r c a te g o ry 8 . * . . * • • . • * . • • . * * •

XVI*

75

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o th e im p o rta n c e o f p ro b le m s u n d e r c a t e g o r y 3* • • • • • • • • • • . . * • . •

73

v iii TABLE XVII*

PAGE S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e im p o r ta n c e o f p ro b le m s u n d e r c a te g o r y 4* * • * * • * • • ? • * * « * « *

X V III*

81

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o t h e im p o r ta n c e o f p ro b le m s u n d e r c a te g o r y

XIX*

5* * • » * * » • * * • « • • • * *

83

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs an d s p e c ia lis t s a s t o th e im p o r ta n c e o f p ro b le m s u n d e r c a te g o r y 6* .................... * • * * • • • • • • •

XX*

87

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r c a te g o r y

XXI*

7 . * * , * . « . • • • • » • • « •

90

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs an d s p e c ia lis ts a s t o th e im p o rta n c e o f p ro b le m s u n d e r c a te g o r y

XXII*

8* * * • * * * • • * * * # • * # *

98

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t- te a c h e r s and s p e c i a l i s t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r c a te g o r y

9* • * • • * * • • * * * • • * * *

101

ix

TABLE X X III*

PAGE S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r c a t e g o r y 10 * * * • • * # • # •

XXIV*

. • • ♦ ♦ ♦

109

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r c a t e g o r y 11 * • • • • • » * • • * • * * * *

XXV*

112

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o th e im p o r ta n c e o f p ro b le m s u n d e r c a t e g o r y 12 • • * • • • • • • • # # • • • *

XXVI*

116

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o th e im p o r ta n c e o f p ro b le m s u n d e r c a te g o r y 13 • * • « • • * • * • » » « * . »

XXVII.

*

119

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t- te a c h e r s and s p e c i a l i s t s a s t o t h e im p o rta n c e o f p ro b le m s u n d e r c a t e g o r y 14 . * # • * * « «

XXVIII*

» • • • * * • •

122

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e im p o r ta n c e o f p ro b le m s u n d e r c a te g o r y 13 * » • * * . * * * • * • * * • •

125

^ABIiS

PAGS

XXIX*

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n a v e r a g e r a t i n g s o f s t u d e n t - t e a c h e r s an d s p e c i a l i s t s a s t o th e d i f f i c u l t y o f p ro b le m s u n d e r th e m a jo r c a t e g o r i e s * . . •

XXX*

134

P e r c e n ta g e o f s t u d e n t - t e a c h e r s a n d s p e c ­ i a l i s t s who r a t e d d i f f i c u l t y o f c a t e g ­ o r i e s o f s t u d e n t - t e a c h i n g p ro b lem s* • • • •

.

136

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 1 . . . . ♦ • .....................

•

• • • • • •

139

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y £ . » • • * * • • • * • * * * • • •

XXXIII*

141

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 3 . . . . . . • • . • • * • • •

XXXIY*

•

144

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis ts a s t o th e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 4 * * . *

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

. . . . . .

147

PAG1

'T&BIM XXXV*

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s as t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a t e g o r y 5* . * • • • * • • * • • • • • • •

XXXVX*

150

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a t e g o r y 6*

XXXVII*

. 152

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t- te a c h e r s and s p e c i a l i s t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a t e g o r y 7* • • • » • * • • • • » • • * •

XXXVIII*

•

157

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 3* * » * ' # • • # • * * » * « « *

XXXIX*

155

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a t e g o r y 9* * * • • • * . • * •

XL*

• * . * * *

168

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis ts a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a t e g o r y 10 + * • * • • • • * • * • * • * *

176

x ii TABLE X L I.

PAGE S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 11 . . . . . . . . . . . . . . .

X L II.

*

180

•

184

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t- te a c h e r s and s p e c i a l i s t s a s t o th e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 12 # * • » • • • •

X L III.

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

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis ts as t o th e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 13 . . . . . . . . . . . . . . . .

XLIV.

187

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis ts a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 14 . . . . . .

XLY.

190

S i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s o f s tu d e n t-te a c h e rs and s p e c ia lis t s a s t o t h e d i f f i c u l t y o f p ro b le m s u n d e r c a te g o r y 15

•

193

CHAPTER I THE PROBLEM AND IT S SETTING The t e a c h e r t r a i n i n g d e p a r tm e n ts o f o u r c o l l e g e s a n d u n i v e r s i t i e s h a v e b e e n i n r e c e n t y e a r s f a c e d w ith t h e c h a l l e n g e o f e d u c a ti n g a n u n p r e c e d e n te d num ber o f p r o s p e c t i v e te a c h e r s *

I n a d d i t i o n , th e y h a v e b e e n c o n f r o n te d w ith t h e

d i f f i c u l t ta s k o f tr a in i n g th e s e p ro s p e c tiv e te a c h e rs f o r a c h a n g in g e d u c a t i o n a l sy stem #

H ow ever, t e a c h e r t r a i n i n g ,

l i k e c o l l e g i a t e e d u c a ti o n a s a w h o le , h a s b e e n h e s i t a n t t o ch a n g e i t s t r a d i t i o n a l o f f e r i n g s a n d p r o c e d u r e s * The p u r p o s e o f t h i s s tu d y i s t o a n a l y z e t h e n e e d s o f s t u d e n t - t e a c h e r s an d s u g g e s t c h a n g e s i n t h e t e a c h e r e d u c ­ a t i o n c u r r ic u lu m w h ich may h e l p i n t h e t o t a l d e v e lo p m e n t o f t h e i n d i v i d u a l a s h e p r o g r e s s e s a n d b e t t e r f i t h im t o t a k e p a r t i n t h e m odem e d u c a t i o n a l e x p e rim e n t* I.

THE PROBLEM

T he m a jo r a im , t h e r e f o r e , o f t h i s s t u d y , i s t o d e f i n e c le a r ly th e a r e a s o f d i f f i c u l t y p e c u lia r to s tu d e n t-te a c h in g , d e te r m in e t h e s p e c i f i c * t y p i c a l p ro b le m s i n t h e s e a r e a s , a n d a s c e r t a i n th e d e g r e e o f n e e d f o r h e l p i n t h e s o l u t i o n o f su c h p ro b lem s*

T h is p ro b le m w as ex p a n d ed by s e e k in g t h e

a n s w e rs t o t h e f o l l o w i n g ( q u e s tio n s :

1.

What a r e t h e g e n e r a l a r e a s i n w h ich s t u d e n t - t e a c h e r s h a v e p ro b le m s p e c u l i a r to s t u d e n t - t e a c h i n g ?

a#

What p ro b le m s a r e r e p o r t e d by s t u d e n t - t e a c h e r s an d s p e c i a l i s t s w ith in th e s e a re a s ?

3«

U n d er w h ich o f t h e s e a r e a s a r e p ro b le m s m o st f r e ­ q u e n t ly r e p o r t e d b y s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s ?

4*

W hat p ro b le m a r e a s a r e r a t e d m ost im p o r ta n t by s t u d e n t - t e a c h e r s an d s p e c i a l i s t s ?

5.

W hich o f t h e p ro b le m a r e a s show t h e g r e a t e s t d i f f e r ­ e n c e b e tw e e n r a t i n g s o f s t u d e n t - t e a c h e r s a n d s p e c i a l ­ i s t s a s t o t h e i r im p o r ta n c e ?

6#

What p ro b le m a r e a s a r e r a t e d m o st d i f f i c u l t b y s tu d e n t- te a c h e r s and s p e c i a l i s t s ?

?*

W hich o f t h e p ro b le m a r e a s show t h e g r e a t e s t d i f f e r ­ e n c e b e tw e e n r a t i n g s o f s t u d e n t - t e a c h e r s a n d s p e c i a l ­ i s t s a s to t h e i r d if f ic u lty ? When t h e s e a r e a s o f d i f f i c u l t y a r e c l e a r l y d e f i n e d ,

i t i s h o p e d t h a t th e y w i l l l e a d t o a d i r e c t , f r o n t a l a t t a c k u p o n s u c h a r e a s i n t h e t e a c h e r t r a i n i n g c u r r ic u lu m # II#

IMPLICATIONS OF THE PROBLEM

O ur p r e s e n t a g e h a s b e e n c h a r a c t e r i s e d b y many a s a p e rio d o f t r a n s i t i o n , p e rh a p s b e s t seen in th e p o l i t i c a l , e c o n o m ic a l# s o c i a l , a n d e d u c a t i o n a l u n r e s t , c h a n g e , a n d

e m o tio n a l c l a s h e s *

O ur hope o f e m e rg in g fro m t h i s p e r i o d

w ith a m ore e f f i c i e n t s o c i e t y d e p e n d s t o a l a r g e e x t e n t u p o n t h e s u c c e s s o f o u r e d u c a t i o n a l s y s te m .

H ow ever* i t i s a l -

m o st a t r u i s m i n e d u c a t i o n a l th o u g h t t h a t m ore e f f e c t i v e s c h o o l s d ep e n d t o l a r g e d e g r e e u p o n m ore e f f e c t i v e t e a c h e r s # I n t h i s l i g h t t e a c h e r t r a i n i n g i n s t i t u t i o n s a r e b u rd e n e d w ith a g ra v e r e s p o n s ib ility *

I t i s a l s o t h e r e a s o n why s o many

o f o u r l e a d i n g e d u c a t o r s a r e d e e p ly c o n c e r n e d w i t h t h e q u a l­ i t y o f t h e p r e p a r a t i o n g iv e n p r o s p e c t i v e t e a c h e r s * I n t h e t r a i n i n g o f te a c h e r s * many e d u c a t o r s l o c h u p o n s t u d e n t - t e a c h i n g a s t h e k e y s to n e o f t h e program * p o i n t a t w h ic h k n o w led g e m u st b e a p p lie d * becom e p r a c t i c e *

I t i s th e

H e re t h e o r y m u st

A t su c h a c r i t i c a l p o i n t i t w o u ld seem u n -

w is e t o l e a v e t h e t r a n s i t i o n t o c h a n c e w i t h o u t h e l p i n g t h e s t u d e n t to w a r d s a s o l u t i o n o f many d i f f i c u l t p ro b lem s* T h is f i r s t c h a p te r * i n a d d i t i o n t o t h e i m p l i c a t i o n s o f t h e prob lem * w i l l b e c o n c e rn e d w i t h t h e u n d e r l y i n g a s s u m p tio n s * d e lim ita tio n s * d e f i n i t i o n s o f te rm s u s e a , an d o r g a n iz a tio n o f th e re p o rt# III*

UNDERLYING ASSUMPTIONS

I t h a s b e e n assu m ed i n t h i s s tu d y t h a t t r a i n i n g c o n ­ c e r n e d w ith t h e t o t a l i n d i v i d u a l w i l l p r o d u c e m ore e f f e c t i v e te a c h e r s * m ore e f f e c t i v e t e a c h e r s w i l l p ro d u c e m ore e f f e c t ­

i v e s c h o o l s , an d m ore o f f a e t i v e s c h o o ls w i l l u l t i m a t e l y l e a d t o a ’ m ore e f f e c t i v e s o c i e t y . F u r th e r m o r e , t h e p o s i t i o n h a s b e e n assu m ed t h a t , s t u d e n t - t e a c h e r s s h o u ld h a v e some p a r t i n d e te r m in in g t h e t e a c h e r t r a i n i n g c u r r ic u lu m *

n o te w o r th y a u t h o r i t i e s h a v e

sp o k e n f o r a n d a g a i n s t t h i s p r i n c i p l e a n d i t h a s b e e n assu m ed i n t h i s s t u d y , i n so f a r as* p ro b le m s o f s t u d e n t s w e re c o l l ­ e c t e d a n d a n a ly z e d i n v ie w o f w hat s h o u ld b e I n c lu d e d o r e x ­ c lu d e d fro m t h e t e a c h e r t r a i n i n g program # I t h a s a l s o b e e n assum ed t h a t t h e r e w as a u n if o r m i n ­ t e r p r e t a t i o n o f t h e te r m in o lo g y o f t h e o h e e k - l i s t b y s t u d e n t t e a c h e r s a n d s p e c i a l i s t s , a s w e l l a s , a n h o n e s ty o f r e s p o n s e # W h ile i t h a s b e e n assu m ed t h a t t h e i n d i v i d u a l s t a k i n g p a r t i n t h e s tu d y c o u ld a d e q u a t e l y r e p r e s e n t t h e i r own i n ­ s t i t u t i o n , i t d o e s n o t f o llo w t h a t a l l p o s s i b l e s t u d e n t t e a c h ­ i n g p ro b le m s h a d b e e n c o v e re d #

I t w as assu m ed t h a t no m a jo r

a r e a o f d i f f i c u l t y re m a in e d u n d is c o v e r e d # IF#

DELIMITATIONS

I n s c o p e , t h i s s t u d y h a s b e e n l i m i t e d t o t h e W e ste rn a r e a o f t h e U n ite d s t a t e s #

B e c a u se o f t h e v a r i e t y o f o p e r ­

a t i o n s r e q u i r e d , e x p e n s e , a n d a n e v e r p r e s e n t tim e l i m i t , i t w as n o t c o n s id e r e d w is e t o o p e r a t e on a n a t i o n a l s c a le # T h e r e f o r e n o e l a im s a r e made c o n c e r n in g s i t u a t i o n s o u t s i d e

t i l l s a r e a a n d a n y a p p l i c a t i o n s made s h o u ld b e p r e c e d e d b y f u r th e r in v e s tig a tio n * I n a d d i t i o n , t h e s tu d y h a s b e e n c o n c e rn e d w i t h t h o s e d i f f i c u l t i e s p e c u li a r to s tu d e n t-te a c h in g *

For t h i s re a so n

d i f f i c u l t i e s q u i t e common t o a l l t y p e s o f t e a c h i n g w e re o m it te d u n l e s s t h e r e w as a n o b v io u s a n d c l o s e c o n n e c tio n t o s tu d e n t-te a c h in g .

Many o f t h e s e d i f f i c u l t i e s come u n d e r t h e

h e a d in g s o f c la s s r o o m m anagem ent a n d d i s c i p l i n e a n d h a v e been q u ite in te n s iv e ly in v e s tig a te d i n o th e r s tu d ie s *

T h e re

f o r e , t h e a t t e m p t w a s made t o d i s t i n g u i s h b e tw e e n t e a c h e r d i f f i c u l t i e s and d i f f i c u l t i e s p e c u l ia r t o s tu d e n t-te a c h in g # i s h a s a l s o b e e n im p lie d > o n ly t h o s e d i f f i c u l t i e s w e re c o n s id e r e d t h a t r e l a t e d d i r e c t l y t o s t u d e n t - t e a c h i n g o m i t t i n g d i f f i c u l t i e s f a c e d b y s t u d e n t s i n c o n n e c t i o n w ith o t h e r p h a s e s o f a s t u d e n t - t c a c h e r *s l i f e

s u c h , f o r e x a m p le ,

a s , hom e, s o c i a l l i f e , a n d l e i s u r e tim e a c t i v i t i e s *

T h ese

a r e more p r o p e r l y d e a l t w ith i n t h e a r e a o f g u id a n c e * T*

DEFINITION OF TERMS

S p e c ia lis t*

A s p e c i a l i s t w as i n t e r p r e t e d a s a

p e r s o n o f a u t h o r i t y i n t h e t e a c h e r t r a i n i n g p ro g ra m who h a s

*G aod, C a r t e r V*, D i c t i o n a r y o f E d u c a tio n * New Y o rk : M cG raw -H ill Booh Company, I n o * , 1945* ( A l l d e f i n i t i o n s w ere t a h e n fro m t h i s same s o u r c e w i t h t h e e x c e p t i o n o f num ber 4 )

e x p e rie n c e i n d e a lin g w ith s tu d e n t- 1e a c h e r s •

The t i t l e s may

v a r y g r e a t l y b u t th e y come u n d e r s u c h nam es a s d i r e c t o r o f t e a c h e r t r a i n i n g , c o l l e g e p r o g e s s o r s o f e d u c a ti o n w orfcing w ith s tu d e n t- te a c h e r s , c o lle g e s u p e rv is o rs a n d c o o r d in a to r s , an d s u p e r v is in g te a c h e rs * 3*

C r i t i c t e a c h e r s * A t e a c h e r who i s a member o f t h e

s t a f f o f a la b o r a to r y s c h o o l o r a f f i l i a t e d sc h o o l and h a s a s o n e o f h i s m a jo r r e s p o n s i b i l i t i e s t h e s u p e r v i s i o n o f s tu d e n t-te a c h in g *

The sam e m e an in g w as a p p l i e d t o super**

v i s i n g te a c h e r s , and t r a i n i n g te a c h e rs * 3*

S t u d e n t - t e a o h i n g * O b s e r v a t io n , p a r t i c i p a t i o n , a n d

a c t u a l t e a c h i n g done b y a s t u d e n t p r e p a r i n g f o r t e a c h i n g u n d er th e d ir e c tio n o f a s u p e rv is in g te a c h e r o r g e n e ra l s u p e r v i s o r ; p a r t o f t h e p r e - s e r v i c e p ro g ra m o f f e r e d b y a te a c h e r- e d u c a tio n i n s t i t u t i o n *

O th e r te r m s u s e d synonym ous*

l y w e re p r a c t i c e t e a c h i n g , d i r e c t e d t e a c h i n g , a n d s u p e r v i s e d s tu d e n t-te a c h in g * 4*

I m p o r ta n c e *

T h is w o rd a s u s e d th r o u g h o u t t h e

r e p o r t w as d e f i n e d i n t e r m s o f t h e c u r r ic u lu m *

i t w as r e ­

s e r v e d f o r t h o s e d i f f i c u l t i e s t h a t a r e so s i g n i f i c a n t t h a t th e y s h o u ld b e i n c l u d e d i n t h e t r a i n i n g p ro g ra m o f a l l p r o ­ s p e c t i v e te a c h e r s * 5*

M fflo u ity *

A s itu a tio n c a llin g fo r an a d ju s ts

m ent i n w h ic h t h e n a t u r e o r f o r m o f t h e a d ju s tm e n t i s n o t

o b v io u s ; a q u e s t i o n f o r w h ich t h e a n s w e r m u st h e s o u g h t by s e c u rin g a d d itio n a l e x p e rie n c e .

The w o rd p ro b le m w as u s e d

w ith t h e same g e n e r a l m eaning* V I.

0BGANI2&TI0H OE THE BEFOBT

T he r e m a in d e r o f t h i s r e p o r t w i l l b e t r e a t e d i n e i g h t c h a p te rs .

The n e x t o h a p t e r w i l l d e a l w ith r e l a t e d i n v e s t ­

ig a tio n s .

I t i s f o llo w e d b y t h r e e c h a p t e r s w h ic h d e s c r i b e

t h e s e l e c t i o n o f m e th o d s a n d p r e l i m i n a r y t r i a l s , a d a p t a t i o n a n d s t a n d a r d i s a t i o n o f t h e m e th o d , a n d a p p l i c a t i o n o f t h e m eth o d t o t h e c o l l e c t i o n o f d a ta *

C h a p te r s s i x , s e v e n , a n d

e i g h t a n a l y s e t h e d a t a c o l l e c t e d i n te r m s o f f r e q u e n c y , im p o r ta n c e a n d d i f f i c u l t y .

C h a p te r n i n e c o n t a i n s t h e co n ­

c l u s i o n s a n d re c o m m e n d a tio n s .

r*0’A,D*P'ErD TT

Bp

XX

RELATED LITERATURE A s tu d y s e e k in g f a c t s u s a b l e i n a p r a c t i c a l s i t u a t i o n n e a r l y a lw a y s c u t s a c r o s s r e c o g n i z e d s t a n d a r d s u b j e c t f i e l d s o r area s*

I n t h i s c a s e t h e a r e a s o f c u r r i c u l u m a n d g u id a n c e

h a v e b e e n in v a d e d an d i t w i l l b e n e c e s s a r y t o re v ie w p e r t i n ­ e n t l i t e r a t u r e i n b o th f i e l d s *

T h re e m a jo r s t u d i e s w i l l b e

r e v ie w e d t o g iv e a p i c t u r e o f t h e m a jo r t r e n d s o f th o u g h t i n t h e t e a c h e r e d u c a ti o n c u r r i c u l u m f i e l d *

In a d d itio n s e v e ra l

a s p e c t s o f t h e p ro b le m h a v e b e e n i n v e s t i g a t e d i n te rm s o f c o l l e g e s t u d e n t g u id a n c e a n d , b e c a u s e o f t h e i r p e r t i n e n c e , s a m p lin g s t u d i e s w i l l b e re v ie w e d a s i l l u s t r a t i v e o f t h e n a t u r e o f t h e f in d in g s * I*

TEACHER EDUCATION CURRICULUM

T h e re h a v e b e e n many i n v e s t i g a t i o n s i n t h i s f i e l d b u t u n f o r t u n a t e l y t h e q u a l i t y o f t h e r e s e a r c h h a s n o t b e e n h ig h * Many o f t h e s t u d i e s a r e l a c k i n g i n c l e a r c r i t e r i a o f ju d g m en t a n d a r e f o r t h e m o st p a r t q u i t e r e s t r i c t e d i n s c o p e t o t h e lo c a l s itu a tio n *

H ow ever t h e r e a r e t h r e e o u t s t a n d i n g s t u d i e s

t h a t s h a l l b e re v ie w e d * R a t i o n a l S u rv e y o f t h e E d u c a tio n o f T e a c h e rs *

i

T h is

X R a t i o n a l S u rv e y o f t h e E d u c a tio n o f T e a c h e rs * U*S* O f f i c e o f E d u c a tio n B u l l e t i n , 1 9 3 3 , No* 10*

i s p e r h a p s t h e m o st o u t s t a n d i n g a n d c o m p re h e n s iv e s tu d y i n t h e f i e l d o f t e a c h e r e d u c a tio n *

I t was c o n d u c te d u n d e r t h e a u s ­

p i c e s o f t h e O f f i c e o f E d u c a tio n , U n ite d S t a t e s D e p a rtm e n t o f t h e I n t e r i o r ^ a n d w as a u t h o r i s e d b y t h e s e v e n t y - f i r s t co n ­ g ress*

I t w as h e a d e d b y A s s o c i a t e D i r e c t o r E* S . E iread en ,

p r o f e s s o r o f e d u c a ti o n ! T e a c h e r s C o lle g e C olum bia U n i v e r s i t y , t o g e t h e r w i t h t h e e x - o f f i c i o d i r e c t o r , W illia m J o h n C o o p e r, C om m issio n er o f E d u c a tio n *

The l a r g e s u r v e y s t a f f w as com-

p o s e d o f t h e l e a d i n g e d u c a t o r s o f t h e c o u n try *

I t w as o r g a n ­

i s e d i n 1930 a n d c o m p le te d i n 1933* The s u r v e y r e p o r t i s d i v i d e d i n t o s i x v o lu m e s , t h e f i r s t o f w h ich i s a s e l e c t e d a n d a n n o t a t e d b ib lio g r a p h y *

V o l­

ume I I I , e n t i t l e d T e a c h e r E d u c a tio n C u r r i c u l a , s a n d t h e two s u p p le m e n ta r y r e p o r t s , e n t i t l e d r e s p e c t i v e l y , C u r r i c u l a i n T e a c h e r s C o l le g e s an d N orm al S c h o o ls ? a n d C u r r i c u l a f o r t h e E d u c a tio n o f T e a c h e r s

C o l le g e s an d U n i v e r s i t i e s ^ d e a l a n *

t i r e l y an d q u i t e c o m p re h e n s iv e ly w ith t h e i s s u e s ! th e p r a e -

gR u g g s, E* U *, a n d o t h e r s , T e a c h e r E d u c a tio n C u r r i c u l a > U*3* O f f i c e o f E d u c a tio n , B u l l e t i n No* l 6 , Vol* I I I , 1 9 3 3 , S p eifc, W* E *, C u r r i c u l a f o r t h e E d u c a tio n o f T e a c h e r s i n C o lle g e s a n d U n i v e r s i t i e s * S u p p le m e n ta ry R e p o r t, U*S* O f f ic e o f E d u c a tio n , 1933# _ " .

✓

a

1

^B u g g , E*U*, C u r r i c u l a l a T e a c h e r s C o lla g e s a n d N orm al S c h o o ls * S u p p le m e n ta ry R e p o r t , U*S* O f f ic e o f E d u c a tio n , 1933*

t i e e s , t h e p r o b le m s , an d t h e re c o m m e n d a tio n s in v o lv e d i n t e a c h e r e d u c a t i o n c u rric u lu m *

H owever a l l v o lu m es g iv e some

a t t e n t i o n t o c u r r ic u lu m p r o b le m s . The m a in p u r p o s e o f t h e s u r v e y w as t o g iv e a n a n a ­ l y t i c a l p i c t u r e o f c o n te m p o ra ry p r a c t i c e s , p r e s e n t i d e a s p r e ­ v a l e n t i n a s a m p lin g o f t h e b e t t e r i n s t i t u t i o n s , a n d t o make re c o m m e n d a tio n s i n l i g h t o f t h e f in d in g s *

A b r i e f summary

a d a p te d fro m M onroe^ I s g iv e n h e r e o f t h e reco m m en d a tio n s* 1.

T h e re i s b a s i c n e e d f o r good s e l e c t i o n a n d f o l l o w u p g u id a n c e *

E.

T h e re s h o u ld b e a minimum t r a i n i n g p e r i o d o f fro m fo u r to f iv e y e a rs f o r a l l te a c h e rs *

3*

T h e re s h o u ld b e a r e c o n s t r u c t i o n o f t h e c u r r i c u l u m i n te r m s o f th e n e e d s o f t h e p a r t i c u l a r ty p e o f p o s itio n and th e r e l a t i o n o f t h a t p o s itio n to s o c ie ty *

4*

I t i s t im e ly t o c h a l l e n g e t r a d i t i o n a l l y s e t s t a n d ­ a r d s o r p r a c t i c e s on s u c h m a t t e r s a s r e q u i r e d c b u r s e s , m a jo r s , m in o r s , e l e c t i v e s , e t c . The c r i t ­ e r i a t h a t s b u ld b e a p p l i e d a r e s c h o l a r l y m a s te r y o f f i e l d s to be tu a g h t, a s e n s i t i v i t y to s o c ia l n e e d s , k n o w led g e o f e d u c a t i o n a s s u c h , a n d a r e v e a l ­ e d co m p ete n ce a n d d e v e lo p m e n t o f s k i l l i n t e a c h i n g a s d e te r m in e d by t e s t s o f f u n c t i o n a l co m p en ten cy *

5.

G r e a t e r e m p h a sis m ust b e p l a c e d u p o n a f u n c t i o n a l , g e n e r a l e d u c a ti o n w i t h c o n t a c t s i n a l l a r e a s o f human a c t i v i t y an d kno w led g e*

6*

A b e t t e r , m ore th o ro u g h a n d c o m p le te p r o f e s s i o n a l t e c h n i c a l e d u c a ti o n f o r t e a c h i n g i s a n e c e s s i t y *

^M o n ro e, V a l t e r 3 . , e d i t o r , E n c y c lo p e d ia o f E d u c a t i o n a l He s e a r o h , p . 1 3 9 6 ,

I t s h o u ld i n c lu d e o r i e n t a t i o n a s t o t h e r o l e o f e d u c a t i o n a s a s o c i a l i n s t i t u t i o n , a s o l i d fo u n d * a t i o n i n e d u c a t i o n a l m easu rem en t t o m e e t t h e n e e d s O f e a c h p o s i t i o n , an d a th o r o u g h m a s te r y o f t h e t e a c h i n g p r o c e d u r e s i n t h e t e a c h i n g f i e l d , e m p h a sis u p o n t h e im p o r ta n c e o f s t u d e n t t e a c h i n g , a f o l l o w u p g u id a n c e p ro g ra m , i n d u c t i o n i n t o a r e a s o f e x t r a * c u r r i c u l a r a c t i v i t i e s , and a rm s te ry o f a h e a lth p ro g ra m f o r t h e p u p i l s a n d t h e te a c h e r * T h is s u r v e y h a s h e e n v e r y v a l u a b l e i n h i g h l i g h t i n g o u t s t a n d i n g t r e n d s i n t e a c h e r e d u c a tio n *

In r e l a t i o n to t h i s

p r e s e n t i n v e s t i g a t i o n i t i s i m p o r ta n t t o n o te t h e i n c r e a s i n g e r ^ h a s is upon tr a in in g o f th e t o t a l in d iv id u a l, h i s n eed s a n d p ro b le m s i n a l l a r e a s *

A s y s t e m a tic i d e n t i f i c a t i o n o f

n e e d s i n a l l a r e a s i s n e c e s s a r y f o r t h e r e a l i s a t i o n o f su c h o b je c tiv e s * C om m ission o n T e a c h e r E d u c a tio n * T h is i s t h e s e c o n d , im p o r ta n t o u t s t a n d i n g s tu d y i n t h i s a re a *

T he p u r p o s e , a s

r e p o r t e d i n T e a c h e r s f o r Our Tim eaS a n d The Im provem ent o f T e a c h e r E & u o a tio n r w as n o t s t r i c t l y r e s e a r c h b u t im p le m e n ta ­ t i o n , t o p ro m o te a c t i o n e s p e c i a l l y i n many o f t h e a r e a s r e ­ commended b y t h e N a t i o n a l S u rv ey *

To a c c o m p lis h t h i s p u r p o s e

i t drew h e a v i l y u p o n r e c o g n i s e d a u t h o r i t i e s an d l e a d i n g l n s t i

^C om m ission o n T e a c h e r E d u c a tio n * T e a c h e r s f o r Our T im e s* A m e ric a n C o u n c il o n E d u c a tio n , W a s h in g to n , n#C *, 1944* ^C om m ission on T e a c h e r E d u c a tio n * The Im provem ent o f T e a c h e r E d u c a tio n * A m eric an C o u n c il on E d u c a tio n , W a s h in g to n , B*C>, 194C ,

12 t u tio n s i n th e f i e l d ,

Many o f t h e re c o m m e n d a tio n s p a r a l l e l e d

t o a d e g r e e t h o s e o f t h e n a t i o n a l S u rv e y su c h a s c a l l i n g f o r g r e a t e r re g a rd f o r th e t o t a l in d iv i d u a l, in c re a s e d s t r e s s u p o n s o c i a l i m p l i c a t i o n s an d d e m o c r a tic l i v i n g , a n d r e c o n ­ s t r u c t i o n o f t h e t e a c h e r e d u c a ti o n p ro g ra m a n d p r o c e d u r e s t o r e f l e c t c o n te m p o ra ry u n d e r s t a n d i n g o f t h e b e s t e d u c a t i o n a l p o lic ie s * The Commonwealth T e a c h e r T r a i n i n g S tu d y *^

T h is s tu d y

h a s b e e n i n c l u d e d b e c a u s e i t p io n e e r e d s c i e n t i f i c a t t e m p t s a t c u rric u lu m c o n s tr u c tio n and b e c a u se o f th e c lo s e r e l a t i o n ­ s h i p t o t h e m e th o d s u s e d i n t h e p r e s e n t i n v e s t i g a t i o n # The f i r s t s t e p c o n s i s t e d o f t h e f o r m u l a t i o n o f a m a s te r l i s t o f t h e t y p e s o f a c t i v i t i e s p e r f o rm e d b y t e a c h e r s #

T h e se

a c t i v i t i e s w e re c o l l e c t e d fro m a w id e s a m p lin g o f t e a c h e r s # A f t e r s t a b l i z i n g t h e l i s t i n t o o n e th o u s a n d t y p e s o f a c t i v ­ i t i e s th e y w e re t h e n ' c l a s s i f i e d i n t o a r e a s o f i n s t r u c t i o n , m anagem ent, e x t r a - c l a s s r o o m a c t i v i t i e s , a d m i n i s t r a t i v e r e ­ l a t i o n s h i p s , com m unity r e l a t i o n s h i p s , p r o f e s s i o n a l a n d p e r s ­ o n a l a d v a n c e m e n t, a n d a c t i v i t i e s c o n n e c te d w i t h p l a n t a n d s u p p li e s #

An e v a l u a t i o n o f t h e s e a r e a s w as t h e n made b y oom-

^ C h a t s r s , W*W, a n d D o u g la s W a p le s , The Commonwealth T e a c h e r T r a i n i n g S tu d y , C h ic a g o : U n i v e r s i t y o f C h icag o P r e s s , 1929*

13 p e n t e n t Ju d g e s u s i n g c r i t e r i a o f f r e q u e n c y , d i f f i c u l t y o f l e a r n i n g , im p o r ta n c e , a n d d e s i r a b i l i t y o f p r e s e r v i c e p r e ­ p a ra tio n *

F o llo w in g t h i s , te c h n i q u e s w e re d e v e lo p e d f o r

u s in g e v a lu a te d a c t i v i t i e s a s c r i t e r i a f o r th e d e te rm in a tio n o f o b j e c t i v e s a n d c o n t e n t i n m ak in g o u t l i n e s f o r new c o u r s e s i n e d u c a ti o n o r i n r e v i s i n g e x i s t i n g c o u r s e s . I n som ew hat t h e same way t r a i t s w ere I d e n t i f i e d t h a t c h a r a c te r is e th e h ig h ly s u c c e s s fu l te a c h e r,

2h e c u r r i c u l u m

f o r t e a c h e r e d u c a t i o n w as t h e n d e te r m in e d o n t h e b a s i s o f e x p e r i e n c e s i n p e r f o r m in g t h e s e a c t i v i t i e s a n d a c q u i r i n g t h e s e tra its *

T hey becam e i n a s e n s e t h e o b j e c t i v e s a n d t h e c o n te n t* B e c a u se t h e Commonwealth s tu d y p r o p o s e d a fu n d a m e n ta l

r e v o lu tio n in th in k in g ab o u t th e p u rp o se s o f te a c h e r educa­ t i o n i t h a s b e e n c r i t i c i z e d fro m many s id e s *

I n t h e m a in ,

c r i t i c i s m r e v o lv e s a ro u n d th e p o in ts t h a t th e o b je c ti v e s o f t e a c h e r e d u c a t i o n s h o u ld b e i n te r m s o f e d u c a t i o n i n o u r d em ocracy n o t i n te rm s o f t e a c h e r s a s t h e y a r e *

T h e re fo re ,

p u r p o s e s an d o b j e c t i v e s s h o u ld p r o c e e d fro m c r i t i c a l p h i l ­ o s o p h ic a l and s o c io lo g ic a l a n a ly s is o f o u r c u l t u r e a n d th e f u n c t i o n s o f e d u c a ti o n i n i t a s w e l l a s a c r i t i c a l s c i e n t i f i c s t u d y o f t h e a c t i v i t i e s o f e f f e c t i v e te a c h e r s *

F o r a com­

p l e t e , fu n d a m e n ta l a n a l y s i s o f t h e a s s u m p tio n s u n d e r l y i n g

t h i s m eth o d c o n s u l t P a t t y ’s® c r i t i q u e o f t h e w ork o f F ra n k * l i n B o b b i t t , W* H* C h a r t e r s , a n d C* G* P e t e r s # II#

PROBLEMS OF STTJDEOT*TE4CHERS

I n many o f t h e r e c e n t s t u d i e s i n t h i s a r e a som e o f t h e i n v e s t i g a t o r s h a v e assu m ed a p o s i t i o n i g n o r i n g a l l p r o * b le m s o t h e r t h a n t h o s s o o n f r e n t i n g t h e s t u d e n t i n a c t u a l o te a c h i n g s i t u a t i o n s # T he s t u d i e s o f B e i l i s , a s w e l l a s t h o s e o f G raybeal^*Q a n d Hawkins*^* s e r v e a s t y p i c a l ex am p les* H ow ever, many o t h e r s h a v e g o n e o n t o show t h a t p ro * b le m s s t u d e n t s f a c e o u t s i d e t h e c la s s r o o m h a v e a p r o f o u n d i n *

^ P a t t y , U i l l i a m L* * A S tu d y o f M echanism i n Bdue* a t i o n , T e a c h e r s C o lle g e C o n t r i b u t i o n s o f E d u c a tio n Ho# 7 3 9 , C olum bia U n i v e r s i t y , Hew Y o rk , 1 9 3 8 . % e l l i s , B e r t h a M ary , •’T he P ro b le m s o f B e g in n in g T e a c h e r s - a n d T h e i r I m p l i c a t i o n s f o r T e a c h e r D e v e lo p m e n t," u n p u b lis h e d Hoc t o r ’ s d i s s e r t a t i o n , n o r t h w e s t e r n U n i v e r s i t y , C h ic a g o , 1939* lO G ra y b e a l, Lyman B #, "A P ro p o s e d P la n f o r t h e Ad­ m i n i s t r a t i o n o f S t u d s h t T e a c h in g (o n t h e s e c o n d a r y l e v e l ) i n t h e S c h o o l o f E d u c a tio n H*Y*U#, "New Y o rk U n i v e r s i t y , Hew Y o rk , 1938* ^ H a w k in s , R ic h a r d M e lv in , "T h e O r g a n i z a t i o n a n d Ad­ m i n i s t r a t i o n o f S tu d e n t T e a c h in g i n S t a t e S u p p o rte d C o l le g e s o f t h e S o u th e r n A s s o c i a t i o n o f C o lle g e s e n d S e c o n d a ry S c h o o ls , u n p u b lis h e d D o c to r ’ s d i s s e r t a t i o n , U n i v e r s i t y o f T e x a s , A u s t i n , T e x a s , 19&3*

15 f l u e n c e u p o n t h e i r w ork I n t h e c la s sro o m #

L u c io

12

fo u n d

th a t one t h i r d o f th e c a s e s h e s tu d ie d had p e rs o n a l d i f f i ­ c u l t i e s w h ich i n t e r f e r r e d w i t h t h e w ork o f s t u d e n t - t e a c h i n g # B e n n i s t o n ,i s R ic h a r d s o n ,* ^ a n d B r in to n * 5 a l s o r e p o r t e d s im l i a r f i n d i n g s a n d B e n n ls to n c o n c lu d e d t h a t i t w as t h e r e s ­ p o n s i b i l i t y o f th e c o lle g e to h e lp th e s tu d e n ts a r r i v e a t a s o l u t i o n o f t h e s e , a s w e l l a s , a c a d e m ic p ro b le m s a n d t h a t few c o l l e g e s h a v e a s y e t a w e l l d e v e lo p e d p ro g ra m f o r s o d o in g # III#

STURm^-TEACHER PROBLEMS ABB THE CURRICULUM

Mot many s t u d i e s h a v e b e e n made i n t h i s a r e a *

One o f

* % n o i o , W illia m H ow ard, "T he D ia g n o s is a n d T re a tm e n t o f S e l e c t e d T e a c h in g P ro b le m s o f B e g in n in g S tu d e n t T e a c h e r s ," u n p u b lis h e d D o c t o r 's d i s s e r t a t i o n , U n i v e r s i t y o f C a l i f o r n i a , B e r k e le y , C a l i f o r n i a , 1944# *3 D e n n is to n , A l b e r t B r u c e , "An A p p r a i s a l o f C e r t a i n A s p e c ts o f t h e P ro g ram o f f e r e d b y a P e n n s y lv a n ia S t a t e T e a c h e r s C o l le g e , " u n p u b lis h e d D o c to r #s d i s s e r t a t i o n , U n iv ­ e r s i t y o f P i t t s b u r g h , P i t t s b u r g h , P e n n s y lv a n ia , 1942# I d R ie h a r d s o n , J o h n S * , "A P ro p o s e d C o lle g e C u r r ic u lu m f o r t h e E d u c a tio n o f S c ie n c e T e a c h e r s , " u n p u b lis h e d D o c t o r 's d i s s e r t a t i o n , O hio S t a t e U n i v e r s i t y , C olum bus, O h io , 1942# ^ B r i n t o n , M ary f r a u d s , " O r g a n i s a t i o n a n d A d m in is tr a ­ tio n . o f G u id a n c e F a c i l i t i e s i n T e a c h e r E d u c a t i o n ," u n p u b l i s h ­ e d D o c t o r 's d i s s e r t a t i o n , U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , L os A n g e le s , 1948*

th e few good s t u d i e s r e l a t e d t o t h i s p ro b le m w as done b y ,

i

Nelson*** a t C olum bia*

.U sin g C h a r te r s * te c h n iq u e a m a s te r

l i s t o f s t u d e n t - t e a c h i n g a c t i v i t i e s was c o n s tr u c te d *

A re a s

o f d i f f i c u l t y w e re t h e n d e te r m in e d , a s w e l l a s , u n d e r l y i n g c a u se s o f th e d i f f i c u l t i e s *

T h e se f i n d i n g s w e re u s e d a s t h e

o b j e c t i v e s a n d c o n t e n t o f t h e s t u d e n t t e a c h i n g c u r r ic u lu m * H ow ever, t h e m e th o d u s e d t o d e te r m in e d i f f i c u l t i e s e l i m i n a t e d many o f t h o s e f a c e d b y s t u d e n t - t e a c h e r s o u t s i d e t h e c la s sro o m *

I n v ie w o f th e e m p h a s is qn d e v e lo p m e n t o f t h e

t o t a l i n d i v i d u a l t h i s w o u ld seem t o l i m i t t h e v a l u e o f t h e « f in d in g s * I n a d d i t i o n , t h e o n ly e v a l u a t i o n o f t h e d i f f ­ i c u l t i e s fo u n d w as made on t h e b a s i s o f fre q u e n c y * c r i t e r i o n w quld n o t seem t o b e s u f f i c i e n t b y i t s e l f *

S uch a B ut

t h i s o p e r a t i o n w as o n ly a s m a ll p a r t o f t h e t o t a l s tu d y a n d p e r h a p s , f o r t h e p u r p o s e s o f t h e s tu d y d i d n o t m e r i t I n t e n s e i n v e s t i g a t i o n b y N e ls o n i n t h a t i t s e e k s t o s e c u r e a c l e a r , s y s t e m a t i c , c o m p le te p i c t u r e o f th e p ro b le m s p e c u l i a r t o s t u d e n t - t e a c h i n g a n d i n a d d i t i o n , a n e v a l u a t i o n i n te r m s o f t h e c u r r ic u lu m *

T h is e v a l u a t i o n I s n e c e s s a r y b e c a u s e t h e r e

^ % e l s o n , l a t h e r M a rio n , An A n a l y s i s o f C o n te n t o f S tu d e n t- T e a c h in g C o u rs e s f o r E d u c a tio n o f E le m e n ta ry T each­ e r s i £ S t a te, Te a c h e r s C o l l e g e s . T e a c h e r s C o n t r i b u t i o n s t o E d u c a tio n lto * • O o lu iS la u n i v e r s i t y , New Y o rk , 1 9 5 9 ,

17 a r e th o u s a n d s o f p ro b le m s b u t o b v io u s ly o n ly th e m ore im ­ p o r t a n t a n d m ore d i f f i c u l t ©an b e g iv e n room i n t h e t e a c h e r t r a i n i n g program *

IT. SUMMARY O u ts ta n d in g s t u d i e s su o h a s t h e R a t i o n a l S u rv e y * ^ w ere c i t e d t o c a l l a t t e n t i o n t o t r e n d s i n t h e t e a c h e r e d u c ­ a t io n c u rric u lu m .

O f t h e s e tr e n d s * t h e o n e s c a l l i n g f o r

m ore i n t e n s e t r a i n i n g o f t h e w h o le i n d i v i d u a l an d t h e a p p ­ l i c a t i o n o f u p -to -d a te e d u c a tio n a l p r a c tic e s in c a rry in g o u t t h i s t r a i n i n g a r e c l o s e l y r e l a t e d t o th e p u r p o s e o f t h i s s tu d y .

O th e r s t u d i e s w ere c i t e d t o i l l u s t r a t e a t t e m p t s t o

i d e n t i f y a n d a n a ly z e s t u d e n t t e a c h e r d i f f i c u l t i e s *

The l a c k

o f w e l l d e v i s e d s t u d i e s co m b in in g s t u d e n t - t e a c h e r d i f f i c u l t i e s a n d t h e c u r r i c u l u m o f t e a c h e r t r a i n i n g w as p o i n t e d o u t .

17 c it*

R a t i o n a l S u rv e y o f t h e E d u c a tio n o f T e a c h e rs* o p .

SELECTION OF METHODS AND PRELIMINARY TRIALS T h is s tu d y p ro p o s e d t o a n a l y s e t h e d i f f i c u l t i e s o f s tu d e n t- te a c h in g in r e l a t i o n t o th e c u rric u lu m .

T h e re fo re ,

i t w as n e c e s s a r y t o f i n d a t th e o u t s e t a m ethod s u i t a b l e f o r t h e c o l l e c t i o n o f d i f f i c u l t i e s fro m g ro u p s c o m p e te n t t o re p o rt*

F o llo w in g t h i s c o l l e c t i o n i t w as t h e n n e c e s s a r y t o

s e l e c t some way o f r e l a t i n g t h e d i f f i c u l t i e s t o t h e c u r r i c u l u m s e t up f o r s tu d e n t-te a c h in g *

T h is c h a p t e r w i l l b e m a in ly

c o n c e rn e d w i t h t h e s e l e c t i o n o f m e th o d , a n d d e t a i l e d d e s ­ c r i p t i o n o f i t s u se*

M ethods u s e d t o s t a n d a r d i z e a n d r e l a t e

p ro b le m s t o t h e c u r r ic u lu m w i l l b e d i s c u s s e d i n a l a t e r c h a p te r * I*

SELECTION OF METHOD FOR COLLECTION OF DIFFICULTIES The m ethod u s e d t o c o l l e c t d i f f i c u l t i e s f o r t h i s

s tu d y com es u n d e r t h e b r o a d h e a d in g o f n o r m a tiv e s u r v e y ty p e o f r e s e a r c h a s t h i s te r m i s commonly u s e d i n te x tb o o k s on E d u c a tio n a l r e s e a r c h * ^ l y s i s m ethod*

I t i s o f t e n c a l l e d t h e p ro b le m a n a ­

I t i s c l o s e l y r e l a t e d t o th e jo b a n a l y s i s

^ F o r ex am p le s e e G ood, C a r t e r V. a n d o t h e r s . The M e th o d o lo g y o f E d u c a t i o n a l R e s e a r c h . New Y o rk : D* A p p le t o n C e n tu r y Company, I n c . , 1 9 4 1 , pp* 4 0 9 -4 7 9 *

t e c h n iq u e o f B o b b i t t e n d C h a r t e r s a n d in d e e d many o f t h e u n d e r l y i n g p r i n c i p l e s a r e th e same* O th e r m eth o d s h a v e b e e n u s e d t o g a t h e r d a t a r e l a t i v e t o s t u d e n t p ro b le m s o r d i f f i c u l t l e a , s u c h a s , t h e q u e s t i o n n a i r e an d t h e i n te r v i e w *

An a d a p t a t i o n o f t h e p ro b le m a n a -

l y s i e s t e c h n i q u e w as u s e d b e c a u s e i t f u r n i s h e d a c o n v e n ie n t v e h i c l e f o r t h e c o l l e c t i o n o f d i f f i c u l t i e s fro m g ro u p s r e ­ g a r d l e s s o f s iz e *

A ls o , i t i s a f a s t , e a s y - t o - u s e m ethod*

I t c o u l d b e s ta n d a r d z e d w h ich was a d i s t i n c t a d v a n ta g e s i n c e t h i s s tu d y w a s, f o r t h e m ost p a r t , c o n d u c te d v i a t h e m a il s e rv ic e s *

A g a in , am ount o f e x p e r i e n c e i s n o t a f a c t o r on

th e p a r t o f th o s e r e s p o n d in g , t h e i n v e s t i g a t o r c o u ld n o t e x e r t a n i n v a l i d a t i n g i n f l u e n c e o v e r t h e p ro b le m s g i v e n , i t p r o v id e s b o th e x t e n s i v e a n d i n t e n s i v e c o v e r a g e , a n d t h e r e ~ s u i t s a r e i n a fo rm e a s y t o t a b u l a t e , c l a s s i f y , a n d r e c o r d * B e c a u se o f t h e s e many d i s t i n c t a d v a n ta g e s t h e p r o b le m a n a ­ l y s i s m eth o d w as em p lo y ed f o r t h e c o l l e c t i o n o f d i f f i c u l t i e s * The p ro b le m a n a l y s i s te c h n iq u e u s e d h a d many d i s t i n c t a d v a n ta g e s f o r t h i s s t u d y . w e re a l s o n o t e d .

H ow ever, c e r t a i n d is a d v a n ta g e s

F i r s t , i t w as v e r y d i f f i c u l t t o do b y m a il*

L e n g th y , d e t a i l e d i n s t r u c t i o n s w ere n e c e s s a r y f o r t h o s e p a r t ­ i c i p a t i n g a n d th e i n d i v i d u a l d i r e c t i n g t h e g ro u p w ork h a d t o b e i n d o c t r i n a t e d i n th e u s e o f a s p e c i a l t e c h n i q u e w h ic h w as q u i t e in v o lv e d *

S e c o n d ly , I t w as v e r y d i f f i c u l t f o r t h e

i n v e s t i g a t o r t o know w h e th e r i f , f o r some unknown r e a s o n , t h e g ro u p l e a d e r may h a v e , i n s p i t e o f i n s t r u c t i o n s , h i n d e r e d o r b i a s e d th e r e s p o n s e s o f t h e g ro u p *

T h ir d ly , th e e x c e s s iv e

s t a n d e r i z a t i o a r e q u i r e d f o r u s i n g t h i s m eth o d th r o u g h t h e m a ils c o u ld h a v e w o rk ed t o e l i m i n a t e c e r t a i n t y p e s o f p r o ­ blem s*

L a s t l y , c l a s s i f i c a t i o n made o f t h e d a t a w as s u b ­

j e c t i v e in n a tu re * a r i l y a w ea k n ess*

H ot t h a t t h i s s u b j e c t i v i t y w as n e c e s s ­ R e g a r d le s s o f w h e re t h e y w ere c l a s s i f i e d ,

a l l t h e i n d i v i d u a l p ro b le m s w e re s t i l l p r e s e n t som ew here i n th e o u tlin e * E v e ry e f f o r t w as made t o o v ercom e t h e s e d is a d v a n ta g e s # i l l i n s t r u c t i o n s w e re made a s c l e a r an d c o n c i s e a s p o s s i b l e a n d i n a d d i t i o n th e y w ere g iv e n t o g ro u p s o r i n d i v i d u a l s on a t r i a l b a s i s an d r e v i s e d i n l i g h t o f c r i t i c i s m s r e c e iv e d # A l l i n s t r u c t i o n s w e re p r i n t e d t o r e d u c e t o a minimum t h e opp­ o r t u n i t y o f a g ro u p l e a d e r t o b i a s t h e r e s p o n s e s o f h i s g ro u p *

H ow ever, i t s h o u ld b e rem em bered t h a t a b s o l u t e c e r t ­

a i n t y c o u ld n e v e r b e o b ta in e d on t h i s p o in t*

O p p o r tu n ity

f o r f r e e , u n r e s t r i c t e d r e s p o n s e w as p r o v id e d i n e a s e a n y i n d i v i d u a l f e l t h e h a d a p ro b le m t h a t w o u ld n o t f i t i n t o t h e s t a n d a r d form*

L a s t l y , m a jo r c l a s s i f i c a t i o n s o f t h e d a t a

w ere c h e e k e d a g a i n s t t h e m a tu r e ju d g m en t o f t h r e e o t h e r i n d i v ­ i d u a l s c o m p e te n t t o p a s s judgm ent* w as c o n s id e r e d a m in o r p o in t*

How ever t h i s c l a s s i f i c a t i o n

C l a s s i f i c a t i o n w as s t i l l s u b -

21 j e o t i v e b u t a l l th e p ro b le m s w ere p r e s e n t a n d t h e i r a r r a n g e ­ m ent d e p e n d e d upon th e p u r p o s e o f t h e u s e r #

C la s s ific a tio n s

u s e d f o r t e a c h i n g , f o r ex am p le* may n o t b e d e s i r a b l e i n a h i s t o r i c a l , c h r o n o l o g i c a l tr e a tm e n t #

C la s s if ic a tio n s u sed

i n t h i s s t u d y w ere made w ith t e a c h i n g a s t h e p u rp o s e # II#

DESCRIPTIVE EXPLANATION OF PROBLEM COLLECTION METHOD I n t h e c o l l e c t i o n o f p ro b le m s u n if o r m s l i p s o f p a p e r*

tw o a n d t h r e e q u a r t e r s i n c h e s b y f o u r a n d o n e q u a r t e r in c h e s * w e re u s e d .

O nly o n e p ro b le m w as a llo w e d p e r s l i p #

In th is

way th o u s a n d s o f p ro b le m s c o u ld b e h a n d le d i n a s s e m b ly l i n e fa s h io n .

S u ch a m ethod o f r e c o r d i n g p ro b le m s made c l a s s *

i f i c a t i o n c o m p a r a tiv e ly s im p le *

E ach i n d i v i d u a l w as g iv e n

a pack o f t h i r t y s l i p s h e ld to g e th e r by a p a p e r c lip *

A fte r

b e in g i n s t r u c t e d th e y w e re t h e n g iv e n t h i r t y m in u te s i n w h ich t o w r i t e t h e i r p ro b le m s o r d i f f i c u l t i e s *

A t th e en d

o f t h i s tim e t h e s l i p s w e re r e c l i p p e d a n d c o l l e c t e d *

U s in g

t h i s t e c h n iq u e w i t h a g ro u p o f f o r t y i n d i v i d u a l s w o u ld r e ­ s u l t i n t h e c o l l e c t i o n o f o v e r a th o u s a n d d i f f i c u l t i e s i n a b o u t f o r t y - f i v e m in u te s# I n o r d e r t o o b t a i n maximum c o o p e r a t i o n fro m t h e group* c e r t a i n w e l l d e f i n e d s t e p s w ere fo llo w e d * w as p r o p e r l y m o tiv a te d *

F i r s t , th e g ro u p

T h is m o t i v a t i o n was a c c o m p lis h e d

b y p o i n t i n g o u t t h e a d v a n ta g e s t o them o f t h e o p e r a t io n *

T hey w ere show n i n c l e a r c u t f a s h i o n t h e p r a c t i c a l h e l p t h e o p e r a t i o n w ould be t o th em i f w e l l e x e c u te d #

In a d d itio n to

t h i s m o t i v a t i o n , a d d e d c o o p e r a tio n w as o b t a i n e d b y c o m p li­ m e n tin g c o n t r i b u t o r s h e r e a n d t h e r e d u r in g t h e p r o c e s s « S e c o n d ly , d e t a i l e d i n s t r u c t i o n a s t o fo rm a n d c o n t e n t w ere g iv e n *

T h is s t e p w as n e c e s s a r y so t h a t a l l r e t u r n s w o u ld

b e u n if o r m i n e x e c u tio n * tim e i n h a n d lin g #

T h is u n i f o r m i t y s a v e d c o n s i d e r a b l e

T h e s e i n s t r u c t i o n s w e re p r i n t e d a n d a

copy g iv e n t o e a c h i n d i v i d u a l #

Time t o r e a d th em o v e r c a r e ­

f u l l y w as a l lo w e d a n d q u e s t i o n s a n s w e re d w h ere t h e r e wears a n y d o u b ts a s t o p r o c e d u r e #

Bxang>les o f t h e s t e p s w e re

g iv e n on t h e i n s t r u c t i o n s h e e t w h ere n eed ed # F o llo w in g t h i s I n i t i a l c o l l e c t i o n , t h e d i f f i c u l t i e s w ere c l a s s i f i e d I n t o b r o a d a r e a s o r c a t e g o r i e s #

The r e a s o n ­

a b l e n e s s o f t h e s e c a t e g o r i e s w as th e n c h e e k e d by h a v in g som eone e l s e f a m i l i a r w ith t h e m a t e r i a l make a c l a s s i f i c a t i o n # R e p e a te d c l a s s i f i c a t i o n s a f t e r t h i s f a s h i o n f i n a l l y r e s u l t e d i n a s e t o f c a t e g o r i e s b r o a d enough t o c o v e r a l l i n d i v i d u a l p ro b le m s a n d a r r a n g e d i n a c t i o n p a t t e r n s # When t h e c a t e g o r i e s h a d b e e n s t a b l i a e d th e y w e re pre** s e a t e d t o t h e g ro u p I n p r i n t e d fo rm a n d t h i s t im e , u s i n g s l i p s o f p a p e r a s b e f o r e , t h e y w e re a s k e d t o w r i t e d i f f i c u l t ­ i e s u n d e r e a c h c a te g o r y #

The s t a r t i n g p o i n t f o r e a c h w as

S3 r o t a t e d so t h a t s e v e r a l i n d i v i d u a l s s t a r t e d on a p a r t i c u l a r c a te g o ry in s te a d o f th e e n t i r e g ro u p ,

T h is r o t a t i o n p r e ­

v e n t e d e v e ry o n e fro m s t a r t i n g a t t h e sam e p l a c e a n d p e r h a p s a l i g h t i n g t h o s e c a t e g o r i e s n e a r t h e en d o f t h e l i s t . A f te r c o l l e c t i n g h u n d re d s o f d i f f i c u l t i e s u n d er th e e s t a b l i s h e d c a t e g o r i e s a m ore c o m p le te c l a s s i f i c a t i o n w as made w i t h i n e a c h a r e a # 111, T he p ro b le m a n a l y s i s m eth o d w as s e l e c t e d f o r t h i s s t u d y b e c a u s e o f i t s many d i s t i n c t a d v a n t a g e s , s u c h a s : 1,

I t i s a c o n v e n ie n t m eth o d o f c o l l e c t i n g d a t a fro m g ro u p s r e g a r d l e s s o f s i s e ,

S,

I t c o u ld b e s t a n d a r d i s e d f o r u s e b y o t h e r s ,

3,

I t p r o v i d e s a f a s t , e a s y way o f h a n d l in g v a s t am o u n ts o f d e t a i l e d d a t a ,

4,

I t g i v e s b o th e x t e n s i v e a n d i n t e n s i v e c o v e r a g e , W e a k n e sse s w e re n o te d s u c h a s , d e t a i l e d n a t u r e o f

in s tr u c tio n s n e c e s s a ry , p o s s i b ilit y o f o u ts id e b ia s in f lu ­ e n c in g c o n t r i b u t i o n s , an d t h e s u b j e c t i v e n a t u r e o f t h e c l a s s * i f i c a tio n s , A d e t a i l e d d e s c r i p t i o n was g iv e n o f t h e m eth o d an d how i t w as u s e d i n c o l l e c t i n g p ro b le m s a n d t h e f o l l o w i n g c h a p t e r w i l l e l a b o r a t e on i t s u s e i n t h e p r e l i m i n a r y t r i a l s .

CHAPTER IY ADAPTATION AND STANBARDIZATIOH OF METHOD The p ro b le m a n a l y s i s m e th o d d e s c r i b e d I n t h e pre** c e d i n g c h a p t e r h a d t o h e m o d if ie d t o F i t t h e p u r p o s e s o f t h i s stu d y *

M o re o v e r, s i n c e t h e p r o c e d u r e w as t o b e m a ile d t o

c o o p e ra tin g i n s t i t u t i o n s , i t h ad to he c a r e f u lly s ta n d a r d is e d a n d g iv e n s e v e r a l p r e l i m i n a r y t r i a l s *

T h ese p r e c a u t i o n s w e re

a l l t h e m ore n e c e s s a r y b e c a u s e so f a r a s c o u l d b e d e te r m in e d b y a s e a r c h o f t h e a v a i l a b l e l i t e r a t u r e , t h i s w as t h e f i r s t tim e s u c h a m e th o d h a s b e e n u s e d t o c o l l e c t d a t a w ith o u t t h e p re se n c e o f th e in v e s tig a to r * I*

ESTABLISHMENT OF CATEGORIES

T h i s s t u d y f i r s t to o k o f f i c i a l fo rm i n a p r o j e c t c a r r ie d on by th e in v e s tig a to r #

One h u n d re d s t u d e n t ‘• t e a c h e r s

t r a i n i n g o n t h e e le m e n ta r y l e v e l a t t h e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , L o s A n g e le s , C a l i f o r n i a , to o k p a r t i n t h e s tu d y *

T hey w e re e n r o l l e d i n a m e th o d s c o u r s e t h a t w as

a r e q u i r e d su p p le m e n t t o t h e i r p ro g ra m o f s t u d e n t - t e a c h i n g * A l l l e v e l s o f t h e e le m e n ta r y p ro g ra m w ere r e p r e s e n t e d fro m th e k in d e rg a rte n to th e s i x t h g ra d e in c lu s iv e *

A s m a ll

num ber w e re d o in g d i r e c t e d t e a c h i n g i n t h e u n i v e r s i t y t r a i n ­ in g s c h o o l an d t h e r e s t w e re s c a t t e r e d th r o u g h o u t t h e L os

25 A n g e le s p u b l i c s c h o o ls *

A b o u t 50 pea? c e n t w e re s t a r t i n g

t h e i r f i r s t s e m e s te r o f d i r e c t e d t e a c h i n g a n d 5 0 p e r c e n t c o m p le tin g t h e i r f i n a l sein es t e r * S t u d e n t - t e a c h i n g d i f f i c u l t i e s w e re c o l l e c t e d fro m t h i s g ro u p u s i n g t h e t e c h n i q u e d e s c r i b e d i n t h e p r e c e e d in g c h a p te r *

U n ifo rm s l i p s o f p a p e r w e re h a n d e d o u t a n d in *

s t r u c t i o n s g iv e n a s t o p ro c e d u r e * p rin te d *

T h ese i n s t r u c t i o n s w e re

The s t u d e n t s w e re r e q u e s t e d t o w r i t e a n y a n d a l l

o f t h e p ro b le m s o r d i f f i c u l t i e s t h e y h a d f a c e d , o r w e re f a c i n g i n t h e i r w o rk a s a s t u d e n t - t e a c h e r *

No s i g n a t u r e s

w e re r e q u i r e d t o a l l o w c o m p le te fre e d o m o f e x p r e s s io n *

A fte r

th e i n s t r u c t i o n s w e re c l e a r t h e s t u d e n t s w e re g iv e n t h i r t y m in u te s o f w r i t i n g tim e b e f o r e t h e s l i p s w e re c o l l e c t e d * ^ e s e d a t a w e re t h e n c l a s s i f i e d *

The g ro u p s u b m i tte d e i g h t *

e e n h u n d r e d a n d s i x t y p ro b le m s on s e p a r a t e s l i p s *

O f th e s e *

f o u r h u n d re d w e re fo u n d t o b e d u p l i c a t e o f t h e same p ro b le m w i t h v a r i a t i o n s o f w o rd in g *

T hey w e re o m itte d *

A g ^ in s i x

h u n d r e d a n d t e n w e re o m it te d b e c a u s e t h e y w ere p ro b le m s commonly f a c e d b y t h e t e a c h e r b e f o r e a c l a s s a n d n o t w i t h i n t h e s c o p e o f t h i s s tu d y *

The m a j o r i t y o f t h e s e p ro b le m s

d e a l t w ith d i s c i p l i n e o n a g ro u p o r i n d i v i d u a l b a s i s o r some o t h e r p h a s e o f c la s s r o o m m anagem ent* e i g h t h u n d re d a n d f i f t y

T h ere-^ rem ain ed t h e n

s t a t e m e n t s o f p ro b le m s o r d i f f ­

i c u l t i e s in v o lv e d i n s t u d e n t - t e a c h i n g .

T h e se e i g h t h u n d re d

26 &nd f i f t y s l i p s w ere th e n c l a s s i f i e d i n t o n i n e b r o a d a r e a s o r c a t e g o r i e s b y g r o u p in g t o g e t h e r p ro b le m s c l o s e l y r e l a t e d * T h e se a r e a s w e re a d m itta n c e * a s s ig n m e n ts * tim e b u d g e t* ob­ s e r v a t i o n , c r i t i c te a c h e r * p e r s o n a l a d j u s t m e n t s , c o n f l i c t s , e v a l u a t i o n , a n d em ploym ent* ii*

mmmmxz^xon

of c a lo r ie s

A t t h i s tim e t h e i n v e s t i g a t o r becam e a c q u a i n t e d w ith a p r o j e c t o f t h e same n a t u r e d o n e a t t h e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a i n 1946*

T h is p r o j e c t w as c o n d u c te d b y

Raymond P e r r y , R o n a ld R o an e, a n d 0* e . C raw fo rd #

W ith t h e i r

h in d c o n s e n t a n d a p p r o v a l t h e d a t a c o l l e c t e d w e re i n c o r ­ p o r a t e d i n t o t h i s p r e s e n t s tu d y *

E x act in fo rm a tio n a b o u t

t h e n a t u r e o f t h e g ro u p w as n o t a v a i l a b l e f o r i n c l u s i o n i n t h i s r e p o r t*

H ow ever, t h e f o l l o w i n g i n f o r m a t i o n w as o b t a i n e d

o r a l l y fro m t h e a u t h o r s *

D u rin g 1 9 4 6 , t h e U n i v e r s i t y o r g a n ­

i s e d a g ro u p c o n f e r e n c e p la n f o r d i r e c t i n g a n d c o o r d i n a t i n g th e w ork o f a l l s t u d e n t - t e a c h e r s r e g i s t e r e d *

A p p ro x im a te ly

tw o h u n d re d a n d f i f t y s t u d e n t - t e a c h e r s w e re a p a r t o f t h i s g ro u p p ro g ra m w hich m et o n ce a week*

The s a m p lin g i n c lu d e d

e le m e n ta r y an d s e c o n d a r y t r a i n e e s , a n u n u s u a l l y l a r g e num ber o f o u t - o f - s t a t e s t u d e n t s , a n d i n d i v i d u a l s w i t h v a r y in g d e g re e s o f p ro g re ss in s tu d e n t-te a c h in g I n o t h e r w o rd s t h i s g ro u p may b e s a i d t o h a v e r e p -

r e s e n t e d a c r o s s s e c t i o n o f s t u d e n t - t e a c h e r s so t h a t a v e r y a d e q u a te s a m p lin g o f s t u d e n t - t e a c h i n g d i f f i c u l t i e s c o u l d h e e x p e c te d fro m a g r e a t v a r i e t y o f s i t u a t i o n s a n d v ie w p o in ts * From t h i s r e p r e s e n t a t i v e g ro u p w ere c o l l e c t e d a p p r o x im a te ly tw o th o u s a n d s e v e n h u n d re d s t u d e n t - t e a e h e r p ro b le m s p e c u l i a r t o t h i s ty p e o f a c t iv i t y * th e n th e d i f f i c u l t i e s had been c o lle c te d , each o f th e t h r e e a u t h o r s t o o t h s p a c k o f t h e d i f f i c u l t i e s c o m p r is in g a b o u t a t h i r d o f t h e t o t a l a n d e a c h made a s e p a r a t e c l a s s * i f i c a t l o n o f t h e p ro b le m s i n t o b r o a d a r e a s o r c a t e g o r i e s * T he t h r e e l i s t s w e re t h e n co m b in ed a n d r e v i s e d , r e s u l t i n g in a l i s t o f f i f t e e n c a te g o r ie s , a rra n g e d in a c tio n p a tte rn s * U pon c o m p a r is o n , t h e l i s t made by th e a u t h o r o f t h i s r e p o r t , b a s e d u p o n d i f f i c u l t i e s fo u n d i n t h e f i r s t p i l o t s t u d y , w as fo u n d t o m a tch a lm o s t i d e n t i c a l l y t h e l i s t com­ p o se d b y D o c to r s B e r r y , B o an e, a n d C raw ford*

The o n ly d i -

v e r g e n c e o c c u r r e d t h e r e a r e a s h a d b e e n co m b in ed o r s u b d i v i d e d i n o n e a n d n o t i n t h e o th e r * T a b le I show s t h e e d u c a t i o n a l l e v e l s r e p r e s e n t e d i n t h e s e t h r e e s t u d i e s an d th e num ber o f s t u d e n t - t e a c h i n g p r o ­ b le m s c o l l e c t e d i n e a c h i n s t a n t *

88

TABLE I HUMBER OF PROBLEMS SUBMITTED BY PRELIMINARY GROUPS - , AT THE UNIVERSITY OF SOUTHERN CALIFORNIA

G ro u p s

Number o f s tu d e n t s

Number o f p ro b le m s s u b m itte d

L e v e l f o r w k ieit s t u d e n t s w e re tra in in g

A (1 9 4 9 )

100

1 ,8 6 0

E le m e n ta r y

B (1 9 4 6 )

850(ap p ro x # )

2 ,7 0 0

E le m e n ta ry a n d se c o n d ary

C (1 9 4 9 )

100

2 ,2 0 0

E le m e n ta ry

III.

ADDITIONAL CHECK OH CATEGORIES

III s p i t e o f t h e i h c t t h a t q u i t e a r e p r e s e n t a t i v e s a m p lin g o f d i f f i c u l t i e s h a t b e e n c o l l e c t e d a t t h e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a a n d c a t e g o r i e s e s t a b l i s h e d , i t w as s t i l l f e l t t h a t a d d i t i o n a l s a m p le s a n d c h e e k s w e re n eed ed # t e a c h e r t r a i n i n g i n s t i t u t i o n B w as s e l e c t e d b e c a u s e i t r e ­ p r e s e n t e d a som ew hat d i f f e r e n t ty p e o f t r a i n i n g p ro g ra m a n d w ould o f f e r a g o o d t e s t o f t h e i n c l u s i v e n a t u r e o f t h e f i f t e e n c a te g o rie s e s ta b lis h e d .

In a d d itio n a l a s t check

w as n e e d e d t o show how a d e q u a te t h e s t a n d a r d i s e d i n s t r u c t i o n s w e re i n o r i e n t a t i n g t h e g r o u p s t o c a r r y o u t t h e p r o c e d u r e . The d i r e c t o r o f t e a c h e r t r a i n i n g a t t h i s i n s t i t u t i o n w as v e r y g e n e r o u s i n o f f e r i n g e v e ry p o s s i b l e fo rm o f c o o p e r­ a tio n .

A rra n g e m e n ts w e re made t o s u r v e y a m ix ed g ro u p o f a t

l e a s t t h i r t y e le m e n ta r y a n d s e c o n d a ry s t u d e n t - t e a c h e r s .

T h is

num ber w as s e l e c t e d an d u s e d th r o u g h o u t t h e r e m a in d e r o f t h e s t u d y b e c a u s e , a s G e r l e t t i ^ fo u n d * a g ro u p o f t h i r t y i n d i v ­ id u a ls w ill have c o n trib u te d a t l e a s t n in e ty - s ix p e r c e n t o f a l l t h e i r p ro b le m s a t th e en d o f t h i r t y m in u t e s .

T h is w as

^ G e r l e t t i , Jo h n B . , WA P ro b le m A n a l y s i s o f t h e w ork o f th e J u v e n i l e P o l i c e O f f i c e r ^ f o r t h e P u rp o s e o f D e v e lo p in g M a t e r i a l s f o r a n I n - S e r v i c e T r a i n i n g P ro g ra m , u n p u b lis h e d D o c t o r 's d i s s e r t a t i o n , U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , Los A n g e le s , 1 9 i 9 t p . 7 1 .

c o n s i d e r e d q u i t e a d e q u a t e c o v e ra g e #

A c tu a lly f o r t y - t h r e e

s t u d e n t s p a r t i c i p a t e d i n t h i s o p e r a t io n #

F i f t e e n w e re t r a i n ­

i n g f o r e le m e n ta r y l e v e l a n d tw e n ty e i g h t f o r th e s e c o n d a r y le v e l#

Some w e re j u s t s t a r t i n g , o t h e r s J u s t c o m p le t in g ,

t h e i r s tu d e n t-te a c h in g *

A p r i n t e d s h e e t w as g i v e n e a c h

s t u d e n t e x p l a i n i n g t h e p u r p o s e o f t h e s t u d y an d c o n t a i n i n g a i l needed in s t r u c tio n s .

W r itin g tim e w as t h i r t y m in u te s #

As a r e s u l t o f t h i s s u r v e y n i n e h u n d re d a n d tw e n ty p ro b le m s o r d i f f i c u l t i e s w e re c o l l e c t e d #

Of th e s e t h i r t y

h ad t o b e d i s c a r d e d f o r v a r i o u s r e a s o n s s u c h a s v e r y p o o r w r i t i n g a n d l a c k o f m eaning#

When t h e s e n e a r l y n i n e h u n d ­

r e d d i f f i c u l t i e s w ere c l a s s i f i e d , i t w as fo u n d t h a t th e y a l s o f i t t e d w ith o u t e x c e p t i o n i n t o one o r a n o t h e r o f t h e f i f t e e n c a te g o rie s * t h a t h a d b e e n d e v e lo p e d *

I t w as a l s o

fo u n d t h a t a l l th e p a r t i c i p a n t s h a d b e e n a b l e t o f o l l o w t h e p r i n t e d i n s t r u c t i o n s w i t h o u t b e n e f i t o f o r a l s u p p le m e n ta tio n # A few c r i t i c i s m s w e re made an d t h e i n s t r u c t i o n s r e v is e d * In a d d itio n to th e su rv e y o f th r e e s e p a ra te s tu d e n t g ro u p s, a n o th e r ch e ck w as in te r p o s e d a t t h i s p o i n t .

P erso n s

in a u th o r ity o v er s tu d e n t-te a c h e rs , c a lle d s p e c i a l i s t s in t h i s s t u d y , may b e a w a re o f d i f f i c u l t i e s t h a t s t u d e n t s w o u ld n o t m e n tio n #

T h e r e f o r e , a g ro u p i n c l u d i n g a d i r e c t o r

o f te a c h e r t r a i n i n g , a p r i n c i p a l o f a t r a i n i n g s c h o o l, co o rd ­ i n a t o r s b e tw e e n c o l l e g e a n d t r a i n i n g s c h o o l , a n d c r i t i c

t e a c h e r s c o n n e c te d w i t h i n s t i t u t e B v o l u n t e e r e d t o s u p p ly d i f f i c u l t i e s o f s t u d e n t - t e a c h i n g fro m t h e i r p o i n t o f view # Ten i n d i v i d u a l s to o k p a r t i n t h i s p r o j e c t a n d c o n t r i b u t e d f o u r h u n d re d p ro b le m s# in g t o 0 e r l e t t i * s ®

W r iti n g tim e w as one h o u r#

A cco rd *

f i n d i n g s , a g ro u p o f t h i s s i z e w r i t i n g

f o r one h o u r w i l l c o n t r i b u t e a t l e a s t n i n e t y p e r c e n t o f t h e i r p r o b le m s ; A g a in u p o n c l a s s i f i c a t i o n o f th e p r o b le m s , i t w as fo u n d t h a t a l l c o u ld b e f i t t e d g o rie s #

in to th e e s t a b l i s h e d c a t e -

T h e r e f o r e , u p o n t h e b a s i s o f t h e s e c h e c k s i t w as

f e l t t h a t t h e c a t e g o r i e s w e re d e f i n i t e a n d b r o a d en o u g h t o b e u s e d w i t h o u t f e a r o f e x c l u d i n g im p o r ta n t d i f f i c u l t i e s # nif

m * m m

A t o t a l o f t h r e e h u n d re d a n d n i n e t y - t h r e e s t u d e n t t e a c h e r s a n d t e n s p e c i a l i s t s w e re s t u d i e d i n f o u r g ro u p s# As a r e s u l t o f t h i s o p e r a t i o n f i f t e e n b r o a d a r e a s o r c a t e ­ g o r i e s w ere e s t a b l i s h e d #

F u r th e r m o r e , a c h e c k w as made t o

be s u re o f th e in c lu s iv e n a tu re o f th e s e c a te g o rie s #

I n no

c a s e w as a p r o b le m s u b m i tte d t h a t w ould n o t f i t u n d e r o n e

o f th e f i f t e e n c a te g o rie s *

T h e r e f o r e , i t w as c o n s i d e r e d

s a fe to u s e th e s e c a te g o r ie s in c o l l e c t i n g d i f f i c u l t i e s in o t h e r a r e a s w i t h o u t c a u s in g t h e o m is s io n o f im p o r ta n t p ro b le m s *

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

o f t h e s e m e th o d s t o t h e g a t h e r i n g o f d a t a fro m t h e f i e l d b y m a il*

APPLICATION OF THE METHOD TO COLLECTION OF DATA A f t e r t h e m eth o d t o b e u s e d b a d b e e n m o d if ie d a n d s t a n d a r d i s e d , . a p p l i c a t i o n w as made t o t h e p ro b le m o f c o l l ­ e c t i n g a n d a n a l y s i n g d i f f i c u l t i e s i n t h e s t a t e s commonly c o m p r is in g t h e w e s t e r n a r e a o f t h e U n ite d S t a t e s *

C o lle g e s

a n d u n i v e r s i t i e s t o p a r t i c i p a t e w e re s e l e c t e d a n d m a t e r i a l s made a v a i l a b l e f o r c a r r y i n g o u t t h e e x p e rim e n t* I *

INSTITUTIONS USED IN THE STUDY

S c h o o ls fro m n i n e W e s te rn s t a t e s w ere c h o s e n t o p a r t i c i p a t e i n t h i s s tu d y *

T h e se s t a t e s w e r e , W a s h in g to n ,

O regon* C a l i f o r n i a , M o n ta n a , U ta h , N e v a d a , A r i z o n a , C o lo ra d o , a n d New M exico*

H ow ever, two o f t h e s t a t e s , N evada a n d

A r i z o n a , h a d t o b e o m i t t e d b e c a u s e o f t h e e x t r a h e a v y lo a d t h e i n s t r u c t o r s w e re t h e n c a r r y i n g a n d f o r o t h e r s i m i l a r r e a s o n s * I t w as n o t f e l t t h a t t h e s e o m is s io n s h a d a n y im p o r ta n t e f f e c t upon t h e r e s u l t s # A c c r e d i t e d t e a c h e r t r a i n i n g i n s t i t u t i o n s w e re c o n ­ t a c t e d i n e a c h o f t h e n i n e s ta te s * .

W here p o s s i b l e t h e co o p ­

e r a t i o n o f a p r i v a t e a n d a s t a t e t r a i n i n g I n s t i t u t i o n w as so u g h t*

A l e t t e r w as s e n t t o e a c h i n s t i t u t i o n e x p l a i n i n g

th e p u rp o se o f th e s tu d y a n d th e n a tu r e o f t h e c o o p e ra tio n a e s ire d *

T h is was g i v e n i n some d e t a i l t o a l lo w t h e i n -

s t i t u t i o n s s u f f i c i e n t g ro u n d s f o r a d e c is io n *

A ls o i n c l u d e d

w ee a s ta m p e d , s e l f - a d d r e s s e d c a r d t o b e c h e c k e d a n d r e ­ t u r n e d i n d i c a t i n g w i l l i n g n e s s t o k e lp *

B e c a u se o f t k e c o n ­

s i d e r a b l e am ount o f tim e a n d w o rk r e q u i r e d fro m a n y o n e i n s t i t u t i o n and b ecau se o f tk e need to s h o r te n th e t o t a l tim e s p a n o f t k e e x p e r i m e n t , t k e o p e r a t i o n w as d i v i d e d i n t o tw o p a r t s *

Tke i n s t i t u t i o n s th e n h a d a c h a n c e t o i n d i c a t e

w i l l i n g n e s s t o h e l p w i t h th e e n t i r e s tu d y o r w i t h o n e o f th e p a rts #

T a b le I I show s t h e i n s t i t u t i o n s t h a t a g r e e d t o

p a r t i c i p a t e , l o c a t i o n , th e s e c tio n s o f tk e s tu d y th e y h e lp e d w i t h , a n d w h e th e r i t w as a p r i v a t e o r s t a t e

sc h o o l*

B e c a u se

o f t h e n a t u r e o f some o f t h e d a t a , i t w as f e l t w is e n o t t o c o n n e c t a n y p a r t i c u l a r i n s t i t u t i o n b y name w i t h i t s d a ta * The i n s t i t u t i o n s w ere a s s u r e d o f t h i s p r o t e c t i o n o f t h e i r p r i v a c y when t h e y w ere a s k e d t o c o o p e r a t e •

T h e re fo re each

i n s t i t u t i o n w as g iv e n a c o d e l e t t e r a n d r e f e r e n c e t o i n ­ s t i t u t i o n s i n t h i s r e p o r t u s e d t h i s co d e l e t t e r n o t t h e name o f th e in s titu tio n * II*

COLLECTION OF DIFFICULTIES

D i f f i c u l t i e s w ere t o b e o b t a i n e d fro m t h i r t y s t u d e n t te a c h e r s a n d s i x s p e c i a l i s t s in each o f th e e le v e n i n s t i t u t ­ i o n s , shown i n T a b le I I , c o o p e r a t i n g i n t h i s p a r t o f t h e

35 TABLE I I INSTITUTIONS THAT PARTICIPATED IN THE SfCDT

* >/ R a tin g o f p ro b le m s •••

In s titu tio n s

S ta ts

C o lle c t!o n of p ro b le m s

•P riv e ts ' s c h o o ls

s ta te s c h o o ls '' '

A

C a lifo rn ia

X

3

C a lifo rn ia

X

0

C a lifo rn ia

D

C a lifo rn ia

K

C o lo ra d o

X

X

?

M ontana

X

X

0

Now M exi oo

X

E

O reg o n

X

I

O regon

X

X

J

O reg o n

X

X

X

U ta h

X

I

U ta h

M

W a sh in g to n

X

W a sh in g to n

X

N TOTALS

. ■ r..

14

X

X X

X X

11

X X 0

■ *5

s tu d y *

T h e re fo re t h i r t y - s i x p r in te d s e ts o f in s tr u c tio n s

h a d t o b e m a ile d a lo n g w i t h a n a d e q u a te s u p p ly o f s l i p s t o b e u se d # T he i n s t r u c t i o n s c o v e re d tw o p r i n t e d s h e e t s a n d con-* t a i n e d a s ta te m e n t o f t h e p u r p o s e o f t h e s tu d y * d i r e c t i o n s r e g a r d i n g fo rm a n d c o n t e n t* e x a m p le s t o i l l u s t r a t e

fo rm a n d

c o n te n t* a n d t h e l i s t o f f i f t e e n b a s i c c a t e g o r i e s *

A s ix ­

t e e n t h * m i s c e l l a n e o u s c a t e g o r y w as a d d e d a s a p r e c a u tio n * I n a d d i t i o n * a d e t a i l e d s e t o f i n s t r u c t i o n s w as s e n t t o t h e i n d i v i d u a l who w as t o c o n d u c t t h e g r o u p work*

A ll m a te ria ls

f o r t h e s p e c i a l i s t s w e re s e p a r a t e , t o b e h a n d e d t o th em t o c o m p le te a t t h e i r l e i s u r e *

A s ta m p e d , s e l f - a d d r e s s e d f o l d e r

w as s u p p l i e d f o r t h e r e t u r n o f t h e g ro u p w o rk a s so o n a s i t w as f i n i s h e d a n d e a c h s p e c i a l i s t s w as s u p p l i e d w i t h a sta m p ­ ed* s e l f - a d d r e s s e d e n v e lo p e t o r e t u r n r e s u l t s *

B ach s e t o f

s l i p s t o b e h a n d e d o u t w as n u m b ered fro m o n e t o f i f t e e n t o id e n tif y th e s t a r t i n g p o in t on t h e l i s t o f f i f t e e n c a te g o r­ ie s * IV*

METHOD USED TO EVALUATE DIFFICULTIES

A f t e r a l l r e s u l t s w ere r e t u r n e d t h e d i f f i c u l t i e s w e re c l a s s i f i e d u n d e r t h e m ain c a t e g o r i e s a n d t h e n s u b - c l a s s i f i e d i n t o a r e a s * u n d e r e a c h c a te g o r y *

F o r exam ple* u n d e r C a te g o ry

4 , S c h e d u le * t h e r e w e re f o u r s u b d i v i s i o n s w i t h sam p le p r o b -

le m s u n d e r each #

The e n t i r e l i s t f o r e a c h c a t e g o r y i s c o n ­

t a i n e d i n t h e c h e c k l i s t e v a l u a t i o n s h e e t# I n s t r u c t i o n s w e re t h e n d e v e lo p e d f o r c h e c k in g e a c h p ro b le m a s t o i t s im p o r ta n c e a n d d i f f i c u l t y *

Two b o x e s w ere

p la c e d i n f r o n t o f e a c h p r o b le m a n d a l l t h e p a r t i c i p a n t s h a d t o do w as r e a d t h e p ro b le m a n d ch eck * p a g e s lo n g #

T h is l i s t w as tw e lv e

T he d is a d v a n t a g e o f s u c h a lo n g l i s t w as c o u n t e r ^

b a la n c e d b y t h e e a s e a n d s p e e d o f o p e r a t io n * T en t e a c h e r t r a i n i n g s c h o o ls c o o p e r a te d i n t h i s p h a s e o f t h e s tu d y #

N in e s t u d e n t - t e a c h e r s an d t h r e e s p e c i a l i s t s

f i l l e d o u t t h e c h e c k - l i s t a t e a c h s c h o o l#

Once a g a i n , l e t t e r s

e x p l a i n i n g t h e p u r p o s e a n d p r o c e d u r e w e re s e n t o u t a l o n g w i t h sta m p e d , s e l f - a d d r e s s e d f o l d e r s f o r r e t u r n i n g t h e m a t e r i a l s # I n a d d i t i o n , o n t h e c h e c k - l i s t w as a p l a c e t o i n d i c a t e th e s t a t u s o f th e p a r t i c i p a n t and a ls o a sp a c e l e f t a* th e en d f o r com ments# Upon c o m p le tio n o f a l l t h e s e s t e p s l e t t e r s o f a p p r e ­ c i a t i o n w e re s e n t t o e a c h s c h o o l an d a l s o a p r i n t e d sum m ary o f f i n d i n g s a n d c o n c lu s io n s #

Many i n d i c a t e d t h a t t h e y w ere

q .u ite a n x io u s t o b e s u p p l i e d w i t h a c o p y o f t h e f i n d i n g s f o r u s e w ith t h e s t u d e n t - t e a c h i n g program #

38 IV*

STATISTICAL METHOD USED TO TREAT DATA

The c e n t r a l th e m o f t h i s i n v e s t i g a t i o n r e v o l v e s a r o u n d t h e c o n n e c t i o n s b e tw e e n t h e p ro b le m s o r d i f f i c u l t i e s c o l l e c t e d an d t h e t e a c h e r t r a i n i n g c u r r ic u lu m *

E x te n s iv e

s a m p lin g s o f d i f f i c u l t i e s w ere s e c u r e d a n d c l a s s i f i e d *

How**

e v e r , n o t a l l o f t h e s e c o u l d b e in c l u d e d i n a t e a c h e r t r a i n ­ in g prog ram *

T h e r e f o r e , i t becam e n e c e s s a r y t o r a t e t h e

d i f f i c u l t i e s i n te r m s o f p ro b le m s d i f f i c u l t a n d i m p o r ta n t enough t o i n c l u d e i n a t r a i n i n g program * made b y s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s *

T h e se r a t i n g s w e re C o m p a riso n s o f

t h e e v a l u a t i o n s o f t h e tw o g r o u p s w o u ld t h e n f u r n i s h v a l u a b l e

x

c l u e s a s t o w h a t t o e x c lu d e fro m t h e t e a c h e r t r a i n i n g p ro g ra m a n d w h a t t o in c lu d e * G e n e r a l l y s u c h c o m p a r is o n s a r e made i n te r m s o f p e r c e n t*

H ow ever, i n t h i s c a s e s u c h c o m p a r is o n s c o u ld b e v e r y

m is le a d in g b e c a u se i n d e a lin g w ith p r o b a b i l i t y , s ig n if ic a n c e d e p e n d s u p o n a o t u a l f r e q u e n c y n o t shown i n p e r c e n ta g e * p o i n t may b e i l l u s t r a t e d b y a n exam ple*

T h is

A s t u d e n t may g u e s s

c o r r e c tly on e ig h t o u t o f te n t r u e f a ls e q u e s tio n s , b u t t h i s p e r c e n ta g e i s n o t n e a r l y a s s i g n i f i c a n t a s e i g h t y c o r r e c t g u e s s e s o u t o f a h u n d re d q u e s t i o n s a l t h o u g h t h e p e r c e n ta g e i s t h e same#

C o n s u lt some s t a n d a r d s t a t i s t i c a l w ork s u c h a s

S9 Garrett*** f o r a f u l l e r m ore t e c h n i c a l t r e a t m e n t o f t h i s s u b ­ je c t* B e c a u s e o f t h i s d i f f i c u l t y t h e c h i - s q u a r e t e s t w as u s e d t o d e te r m in e t h e s i g n i f i c a n c e o f t h e a c t u a l d i f f e r e n c e s fo u n d i n t h e tw o r a t i n g s *

In u s in g t h i s s t a t i s t i c a l t o o l i t

w as assum ed* f o llo w in g t h e p a t t e r n o f t h e n u l l h y p o th e s is * t h a t t h e r e w as no d i f f e r e n c e b e tw e e n t h e two p o p u l a t i o n s o f s p e c i a l i s t s a n d s tu d e n ts *

I f c h i-s q u a re i s s i g n i f i c a n t th a n t

t h e d i f f e r e n c e i s n o t due t o c h a n c e s a m p lin g a n d t h e n u l l h y p o th e s is i s r e je c te d *

t h e f i v e p e r c e n t l e v e l o f co n ­

f i d e n c e w as u s e d t o d e te r m in e s i g n i f i c a n c e * T he f o llo w in g p r o b le m t a k e n fro m a c t u a l d a t a fo u n d i n t h i s s tu d y w i l l b e u s e d t o i l l u s t r a t e t h e te c h n iq u e * On a c h e c k - l i s t f i f t y - s e v e n s t u d e n t - t a a e h e r s m ark ed a d i f f i c u l t y im p o r ta n t a n d t h i r t y - s i x m ark ed i t n o t im p o r ta n t* T he same d i f f i c u l t y w as m ark ed im p o r ta n t by tw e n ty - o n e s p e c i l i s t s a n d m arked n o t i m p o r t a n t b y n in e *

Put in to p e r­

c e n ta g e * 60*21 p e r c e n t o f t h e s t u d e n t s m ark ed i t im p o r ta n t w h ile 70 p e r c e n t o f t h e s p e c i a l i s t s m arked i t im p o r ta n t* How s i g n i f i c a n t t h e n i s t h i s d i f f e r e n c e b e tw e e n t h e two g ro u p s* o r i f m ore s a m p le s w ere u s e d w o u ld t h e d i f f e r e n c e d is a p p e a r *

T he n u l l h y p o t h e s i s i s assum ed*

T h e re i s n o

^ G a r r e t t * H en ry S * 9 S t a t i s t i c s i n P s y c h o lo g y a n d E d u c a tio n * Hew Y o rk : L ongm ans, G reen an d Co*194?*C h a p te r T i l l .

40 d i f f e r e n c e b e tw e e n t h e tw o g ro u p s*

T h en t h e c h i - s q u a r e t e s t g i s a p p l i e d u s i n g t h e f o llo w in g fo rm u la t a k e n fro m MhHemar*

X

2" _

H U B - BC>8 U

bJ

i l m nu eji

(I b)

A p p l y in g t h e d a t a g iv e n a b o v e t o t h i s f o rm u la o h i s q u a r e i s e q u a l t o *89*

E n te rin g t h i s r e s u l t i n th e p ro ­

b a b i l i t y t a b l e fo u n d i n G a r r e t t 3 w i t h o n e d e g r e e o f fre e d o m , p r o b a b i l i t y f a l l s b e tw e e n *§0 an d *30 p e r s e n t#

A c h i sq u a re

o f 5*84 i s n e e d e d t o show a d i f f e r e n c e s i g n i f i c a n t a t t h e *05 l e v e l o f c o n f id e n c e *

The r e s u l t s fo u n d do n o t m e e t t h i s c r i ­

t e r i o n an d , t h e r e f o r e , th e n u l l h y p o th e s is i s re ta in e d *

It

may b e c o n c lu d e d , t h e r e f o r e , t h a t t h e r e i s n o 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 r a t i n g s o f s t u d e n t - t e a c h e r s a n d s p e c ­ i a l i s t s a n d a c t u a l d i f f e r e n c e s t h a t d i d a p p e a r may b e r e ­ g a r d e d a s s a m p lin g f l u c t u a t i o n s * U s in g t h i s same p r o c e d u r e c h i s q u a r e an d p r o b a b i l i t y w e re c a l c u l a t e d f o r a l l f i v e h u n d re d a n d e i g h t y r a t i n g s a s w e ll a s f o r th e s i x t y a v e ra g e r a tin g s *

2McHemar, Q u in n , P s y c h o l o g i c a l S t a t i s t i c s * Jo h n W ile y a n d S o n s I n v . , 19r4 9* p*‘ aG4 * ^ G a r r e t t , op* a i t * p* 243*

Hew Y o rk :

41 y i#

mmmm

D i f f i c u l t i e s p e c u l i a r t o s t u d e n t - t e a c h i n g w ar# col** l o o t e d fro m n i n e W e s te rn s t a t e s .

T h irty s tu d e n t-te a e h e rs

a n d s i x s p e c i a l i s t s fro m e l e v e n a c c r e d i t e d t e a c h e r t r a i n i n g I n s titu tio n s c o n trib u te d d if f ic u ltie s *

D i f f i c u l t i e s w e re

c o lle c te d u n d er f i f t e e n b a s ic c a te g o rie s e s ta b lis h e d in th e f i r s t s t a g e s o f t h e s tu d y * T h e s e d i f f i c u l t i e s w e re e v a l u a t e d i n te r m s o f fre«* q u e n a y , im p o r ta n c e , a n d d i f f i c u l t y *

The u s e o f t h e c h i

sq u a re t e s t o f th e n u l l h y p o th e s is to e v a lu a te th e r a t i n g s o f s t u d e n t - t a a e h e r s a n d s p e c i a l i s t s a s t o im p o r ta n c e a n d d i f f i c u l t y w as d e s c r i b e d a n d a sa m p le p ro b le m u s i n g a c t u a l d a t a fo u n d i n t h i s s tu d y w as d e v e lo p e d t o i l l u s t r a t e t h e s t a t i s t i c a l m eth o d u s e d .

ANALYSIS OF DIFFICULTIES BY FREQUENCY COUNT The p r e c e d in g c h a p t e r o f t h i s r e p o r t w as c o n c e r n e d w i t h a s ta te m e n t o f p r o c e d u r e s u s e d t o c o l l e c t d a t a f o r t h e study**

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

t r e a t m e n t o f t h e s e d a ta *

The p r e s e n t c h a p t e r o f f e r s a n

a n a l y s i s o f t h e d i f f i c u l t i e s s u b m itte d h y s t u d e n t - t e a c h e r s an d s p e c i a l i s t s on th e b a s i s o f a f r e q u e n c y c o u n t* I* . FREQUENCY COUNT OF DIFFICULTIES SUBMITTED BY STUDENT-TEACHERS E le v e n t e a c h e r t r a i n i n g i n s t i t u t i o n s i n t h e W e s te rn s t a t e s c o o p e r a te d i n s u p p ly in g d a t a f o r t h i s p a r t o f t h e s tu d y .

H ow ever, tw o s c h o o l s , e a s t e r n O reg o n C o lle g e o f

E d u c a tio n a n d W a lla W a lla C o l le g e , d i d n o t s u b m it d i f f i c u l t ­ i e s b y s t u d e n t t e a c h e r s , b u t d i d s u b m it d i f f i c u l t i e s b y s p e c ia lis ts * No p r e c i s e a t t e m p t w as made t o c o n t r o l t h e sa m p lin g * H ow ever, i t i s w o rth y o f n o te t h a t * l a r g e a n d s m a l l s c h o o l s , p r i v a t e a n d s t a t e s c h o o l s , a r e r e p r e s e n t e d i n t h e s a m p lin g , a s w e l l a s s c h o o l s w ith a v a r i e t y o f t y p e s o f t e a c h e r t r a i n ­ in g p ro g ra m s# A f te r th e c o o p e ra tin g te a c h e r t r a i n i n g i n s t i t u t i o n s h a d b e e n o r g a n i s e d , m a t e r i a l s w ere s e n t t o e a c h s c h o o l t o

c a r r y o u t t h a t p a r t o f th e s tu d y in v o lv in g c o l l e c t i o n o f d i f f i c u l t i e s p e c u lia r to s tu d e n t-te a o h in g •

T h e se d i f f ­

i c u l t i e s w ere c o l l e c t e d fro m g ro u p s o f s t u d e n t - t e a c h e r s a n d s p e o i a l i s t s a t e a c h s c h o o l?

The i n s t i t u t i o n s w ere a s h e d

i n e a c h c a s e t o u s e a g ro u p o f t h i r t y s t u d e u t - t e a c h e r s a n d s ix s p e c ia lis ts # When t h e g ro u p s h a d h e e n o r g a n i z e d , l e t t e r s g i v i n g a f u l l , d e t a i l e d e x p l a n a t i o n © f t h e s t u d y w e re s e n t t o t h e h e a d o f t h e d e p a r tm e n t o f e d u c a ti o n a n d t o t h e i n d i v i d u a l wh© w as t o t a k e c h a r g e o f t h e g ro u p work#

I n a d d i t i o n , com­

p l e t e , d e t a i l e d , s t a n d a r d i z e d i n s t r u c t i o n s w e re e n c lo s e d f o r c o n d u c tin g t h e g ro u p w ork w i t h s t u d e n t - t e a c h e r s # When t h e s t u d e n t - t e a c h e r s m et t h e y a l s o w e re g iv e n c o m p le te , d e t a i l e d , s t a n d a r d i z e d i n s t r u c t i o n s f o r m aking t h e i r c o n t r i b u t i o n s , p l u s a s u f f i c i e n t q u a n t i t y o f u n if o r m p a p e r s l i p s u p o n w h ic h t o w r i t e d i f f i c u l t i e s *

T h e se s l i p s

w e re h e l d t o g e t h e r b y a p a p e r c l i p * Two h u n d re d a n d s e v e n t y s t u d e n t - t e a c h e r s c o o p e r a te d w ith t h i s p a r t o f t h e s t u d y an d t h e y w e re a lm o s t e q u a l l y d i v i d e d b e tw e e n t h o s e t r a i n i n g t o te a c h on *the e le m e n ta r y l e v e l and th o s e t r a i n i n g to te a c h on th e se c o n d a ry le v e l# A s s e e n fro m T a b le I I I , o n e h u n d re d a n d e i g h t e e n w e re p r e ­ p a r i n g t o te a c h on th e e le m e n ta r y l e v e l an d one h u n d r e d a n d t h i r t y f i v e w ere p r e p a r i n g t o t e a c h on t h e s e c o n d a r y l e v e l *

44

TABLE I I I DISTRIBUTION OF STUDENT-TEACHEBS TRAINING FOR ELEMENTARY AND SECONDARY TEACHING WHO. GQNTHIBUTED DIFFICULTIES OF SWDENTrTEACteXNG' 'J

P ro s p e c tiv e te a c h in g l e v e l

Number o f s t u d e n t te a c h e rs

T r a in in g f o r e le m e n ta r y l e v e l

11 0

T ra in in g f o r se c o n d a ry l e v e l

130

B o th

1?

T o ta l

270

S e v e n te e n i n d i c a t e d t h e y w ere t a k i n g p r a c t i c e t e a c h i n g on b o th l e v e l s a n d w ere p r e p a r i n g t o t e a c h i n e i t h e r e l e ­ m e n ta ry o r s e c o n d a r y s c h o o ls *

I n some o f t h e s e c a s e s i t

w as a c o m b in a tio n o f e le m e n ta r y g r a d e s a n d j u n i o r h ig h s c h o o l W ith s u c h a d i s t r i b u t i o n a c c o r d i n g t o e d u c a t i o n a l l e v e l s i t w as f e l t t h a t d i f f i c u l t i e s common t o a l l s t u d e n t ^ t e a c h e r s w o u ld b e i n c l u d e d , a s w e l l a s , a n y s p e c i a l v e r ­ i e s t i o n s t h a t m ig h t a r i s e b e c a u s e o f d i f f e r e n c e s b e tw e e n t h e e le m e n ta r y a n d s e c o n d a r y t r a i n i n g a n d p r a c t i c e te a c h in g * I n w r i t i n g t h e d i f f i c u l t i e s t h e s t u d e n t s w e re g u id e d b y c a r e f u l i n s t r u c t i o n s a n d e x a m p le s a n d w e re r e s t r i c t e d t o th e f i f t e e n b ro ad c a te g o r ie s t h a t had been e s ta b lis h e d * T e s t s h a d b e e n made t o d e te r m in e t h e i n c l u s i v e n a t u r e o f th e s e c a te g o r ie s b u t a s a n added p r e c a u tio n a c a te g o ry c a l le d m is c e l la n e o u s w as ad d ed *

T h is a d d i t i o n le s s e n e d a n y d a n g e r

o f e x c l u d i n g a d i f f i c u l t y b e c a u s e t h e s t u d e n t c o u ld n o t s e e how i t

f i t t e d in to th e s ta n d a rd f i f t e e n a r e a s .

A few d i f f ­

i c u l t i e s w ere s u b m i tte d u n d e r t h e m i s c e l l a n e o u s h e a d in g b u t th e y q u i t e o b v io u s l y b e lo n g e d u n d e r one o f t h e f i f t e e n g r o u p s a n d w e re s o c l a s s i f i e d b y t h e a u th o r # From s u c h a g ro u p o f s t u d e n t - t e a c h e r s w o rk in g u n d e r t h e c o n d i t i o n s d e s c r i b e d n i n e th o u s a n d o n e h u n d re d a n d s i x t y

40 tw o s t a t e m e n t s o f d i f f i c u l t i e s p e c u l i a r t o s t u d e n t - t e a c h i n g w e re c o l l e c t e d * T a b le I f g i v e s t h e f r e q u e n c y o f d i f f i c u l t i e s f o r e a c h o f th e f i f t e e n c a te g o rie s *

T h i s t a b l e o n ly i n c l u d e s d i f f ­

i c u l t i e s re p o rte d by s tu d e n t-te a e h e rs * t h a t o n ly t h e s h o r t t i t l e

I t s h o u ld b e n o te d

i s u s e d f o r e a c h c a te g o r y *

I t i s w o rth y o f n o t e a l s o t h a t w i t h t h e s i n g l e e x ­ c e p t i o n Qf p la c e m e n t, t h o s e c a t e g o r i e s a r e m e n tio n e d m ost f r e q u e n t l y b y s t u d e n t t e a c h e r s w h ich in v o lv e v a r i o u s p e r ­ s o n a l r e l a t i o n s h i p s su c h a s , r e l a t i o n s w i t h s t u d e n t s , a n d r e l a t i o n s w ith y o u r c r i t i c te a c h e r * On t h e o t h e r h a n d th o s e c a t e g o r i e s a r e m e n tio n e d l e a s t by s t u d e n t - t e a c h e r s w h ic h in v o lv e a r o u t i n e a d j u s tm e n t w h ic h i s u s u a l l y o f s h o r t d u r a tio n *

F o r ex am p le t h e c a t ­

e g o r i e s o n a d m is s io n an d t e a c h e r a s s ig n m e n t a r e m e n tio n e d l e a s t by s tu d e n t te a c h e r s .

I n many t e a c h e r t w i n i n g i n ­

s t i t u t i o n s t h e s e a r e r o u t i n e o p e r a t i o n s a n d m o st o f t h e d i f f i c u l t i e s t h a t a r i s e a r e s o lv e d I n a n a u t h o r i t a t i v e m an n er b y t h e s c h o o l*

The s t u d e n t a p p l i e s a n d i s a d m i t t e d

o r i s n o t a d m itte d * T a b le f l i s t s t h e c a t e g o r i e s i n r a n h o r d e r a c c o r d i n g t o f r e q u e n c y o f m e n tio n b y s t u d e n t t e a c h e r s *

47 T&BLE IV

FREQUENCY COUNT OF DIFFICULTIES SUBMITTED BY STUDENT-TEA.CBEBS . :... ,

C a te g o rie s

F re q u e n c y

1.

A d m iss io n a n d e x e m p tio n

525 «>

2.

D u tie s and r e s p o n s i b i l i t i e s

586

3.

T e a c h in g a s s ig n m e n t

560-

4.

S c h e d u le

584

5.

O verw ork

592

6.

O b s e r v in g

599

7.

C a ttin g s ta r te d

598

8.

E o la tio n s w ith s tu d e n ts

755

9.

H a la tio n s w ith y o u r c r i t i c te a c h e r

642 ^

10.

H a la tio n s w ith th e t r a i n i n g sc h o o l

601

11.

D iffe re n c e s o t o p in io n

631

12*

K in d s o f e x p e r i e n c e

598

15.

B e in g o b s e r v e d

626

14.

R esponse to c r iti c is m .

608

18.

P la c e m e n t

685

T e ta l

9 ,1 6 2

48 II*

FREQUENCY COUNT OF DIFFICULTIES SUBMITTED BY SPECIALISTS

S ix s p e c i a l i s t s a t e a c h c o o p e r a t i n g i n s t i t u t i o n a id e d by c o n trib u tin g s tu d e n t-te a c h in g d i f f i c u l t i e s a s seen fro m t h e i r p o i n t o f view *

F i f t y fo u r su ch s p e c i a l i s t s to o k

p a r t i n t h e s tu d y an d r e p r e s e n t e d t h e v i e w p o i n t s o f s u c h g ro u p s a s , d i r e c t o r s o f te a c h e r t r a i n i n g p r o g r a m , c o lle g e i n s t r u c t o r s o f m e th o d s c l a s s e s f o r s t u d e n t t e a c h e r s , c o o r ­ d i n a t o r s w o rk in g w i t h t h e c o l l e g e a n d t h e t r a i n i n g s c h o o l s , s u p e r v i s o r s o f p r a c t i c e t e a c h i n g , a n d c r i t i c te a c h e r s * T h e se i n d i v i d u a l s w ere s u p p l i e d w ith s e p a r a t e packag es c o n ta in in g a l l needed in fo rm a tio n , in s t r u c t i o n s , and m a t e r i a l s .

F o r e x a m p le , th e y w e re g iv e n a l e t t e r e x -

p l a i n i n g f u l l y t h e p u r p o s e o f t h e s tu d y a n d t h e i r p a r t i n it*

W ith t h i s l e t t e r t h e r e w as I n c lu d e d a s h e e t o f d e ­

t a i l e d , s t a n d a r d i z e d i n s t r u c t i o n s a n d e x a m p le s t o f o l l o w p lu s a l i s t o f th e f i f t e e n c a te g o rie s *

T hey w e re a s k e d

to w rite d i f f i c u l t i e s u n d er each o f th e s e c a te g o r ie s .

As

w ith t h e s t u d e n t s a n e x t r a c a t e g o r y , m i s c e l l a n e o u s , w as a d d e d t o i n s u r e c o m p le te c o v e ra g e o f a l l d i f f i c u l t i e s *

49

Tmm v mm

ORDER OF FREQUENCY OF BIFFICULTBSS

as

mmionm .b y , s w ^ w e ^ T B A m m s : .

Rank o r d e r

C a te g o rie s

F re q u e n c y

1.

R e la tio n e w ith s tu d e n ts

735

2«

P laeem e n t

683

3.

R e la tio n s w ith y o u r c r i t i c te a c h e r

642 -

4*

D iffe re n c e s o f o p in io n

631 v

3.

B e in g o b s e r v e d

626 .

3#

R e sp o n se t o c r i t i c i s m

602

7.

R e la tio n s w ith th e t r a i n i n g sc h o o l

601

3*

O b s e rv in g

599

9.

G e ttin g s ta r t e d

598

10,

ICinds o f e x p e r i e n c e

598-

11.

O verw ork

592

12.

D u tie s a n d r e s p o n s i b i l i t i e s

586 -

13.

S c h e d u le

584

14.

T e a c h in g a s s ig n m e n t

560

15.

A d m iss io n a n d e x e m p tio n

525

T efal

9,1615

v

50 A g a in , o n ly a few problem © w ere i n c l u d e d u n d e r t h i s h e a d in g a n d t h e y o b v io u s l y b e lo n g e d u n d e r o n e o r a n o t h e r o f t h e f i f t e e n r e g u l a r c a t e g o r i e s a n d w ere s o c l a s s i f i e d b y t h e a u th o r * A lo n g w i t h t h e l e t t e r o f e x p l a n a t i o n a n d t h e s e t o f i n s t r u c t i o n s t h e r e w as in c l u d e d a s u p p ly o f u n if o r m s l i p s o f p a p e r u p o n w h ic h t o w r i t e d i f f i c u l t i e s #

A s e lf*

a d d r e s s e d , sta m p ed e n v e lo p e w as i n c l u d e d f o r im m e d ia te r e tu r n o f th e r e s u lts # An a t t e m p t w as made t o d i v i d e t h e g ro u p o f s p e e t a l i s t s on t h e b a s i s o f t h e e d u c a t i o n a l l e v e l o n w h ich t h e y w e re m o st i n t e r e s t e d *

H ow ever, s o many o f t h e s p e c ­

i a l i s t s i n d i c a t e d i n t e r e s t an d w o rk o n b o th e le m e n ta r y a n d s e c o n d a r y l e v e l s t h a t no c l e a r c u t d i v i s i o n c o u ld b e made t h a t w o u ld h a v e a n y s i g n i f i c a n c e # A ll th e c o n tr ib u tio n s o f s p e c i a l i s t s c o o p e ra tin g i n t h i s p a r t o f t h e s tu d y w e re made on a n i n d i v i d u a l b a s i s * From s u c h a g ro u p o f s p e c i a l i s t s w o rk in g u n d e r c o n ­ d i t i o n s d e s c r i b e d , one th o u s a n d n i n e h u n d re d a n d e l e v e n s ta te m e n ts o f d i f f i c u l t i e s p e c u lia r to s tu d e n t- te a c h in g w e re c o l l e c t e d * f a b l e V I sh o w s t h e f i f t e e n c a t e g o r i e s a n d t h e num ber

TABLE Y l FREQUENCY COUNT OF DIFFICULTIES SUBMITTED BY SPECIALISTS ..... .::;.

G a te g o r i e s

F re q u e n c y

1.

A d m iss io n an d e x e m p tio n

144

2.

D u tie s a n d r e s p o n s i b i l i t i e s

136

3.

T e a c h in g a s s ig n m e n t

IDE

4.

S c h e d u le

120

5*

O verw ork

120

6*

O b s e r v in g

183

7.

G e ttin g s t a r t e d

189

S.

d e la tio n s w ith s tu d e n ts

150

9.

B e la tio n s w ith y o u r c r i t i c te a c h e r

120

10.

E e la tio n s w ith th e sc h o o l

115

11.

D if fe re n c e s o f o p in io n

110

IE .

Kind© o f e x p e r i e n c e

132

13.

B e in g o b s e r v e d

117

14.

R e sp o n se t o c r i t i c i s m

HE

13.

P la c e m e n t

185

T o ta l

1 ,9 1 1

52 o f d i f f i c u l t i e s s u p p lie d by t h e s p e c i a l i s t s u n d e r each c a te g o r y *

T a b le V I I show s t h e sam e d a t a w i t h t h e c a t e g o r i e s

a r r a n g e d a c c o r d in g t o f r e q u e n c y o f m e n tio n # III# COMPARISON O f THE FREQUENCY COUNT OF . , . ' STUDENT-TmCHERS AND SPECIALISTS E x a m in a tio n o f t a b l e s Y a n d Y I1 r e v e a l s some sign** i f i c a n t d i f f e r e n c e s b e tw e e n c e r t a i n c a t e g o r i e s a n d num ber o f d i f f i c u l t i e s r e p o r te d u n d e r th e s e c a te g o r ie s by s tu d e n tte a c h e rs an d s p e c ia lis ts *

In o rd e r to h ig h lig h t th e s e

d i f f e r e n c e s t h e r e h a s b e e n g iv e n i n T a b le Y I I I t h e t h r e e c a t e g o r i e s m o st o f t e n m e n tio n e d b y e a c h g ro u p a n d i n T a b le IX t h e t h r e e c a t e g o r i e s l a s t i n a f r e q u e n c y m n k o r d e r f o r e a c h g ro u p # B e c a u s e o f t h e s l i g h t d i f f e r e n c e s b e tw e e n f r e q u e n c i e s fo u n d f o r many c a t e g o r i e s no im m e d ia te im p o r ta n c e c a n b e a tta c h e d t o p o s i t i o n i n ra n h o rd e r*

F o r exam ple o n ly tw o

u n i t s s e p a r a te s th e f i r s t an d second p o s it io n f o r s p e c i a l i s t s # H ow ever, i t s h o u ld b e n o te d fro m T a b le Y I I I a n d IX t h a t i n t h e h ig h a n d lo w g r o u p s o n ly c a t e g o r y 8 t w ith s t u d e n t s , h e l d a c o m p a r a b le p o s i t i o n .

R e la tio n s

On t h e o t h e r

h a n d tw o c a t e g o r i e s , 1 a n d 3 , A d m is s io n an d e x e m p tio n an d

TABLE V II BANK ORDER OF THE FREQUENCY OF DIFFICULTIES AS MENTIONED BY SPECIALISTS. . .

Bank o r d e r

G a te g o r i e s

F re q u e n c y

1.

C o a c h in g a s s ig n m e n t

152

2.

R e la tio n s w ith s tu d e n ts

150

3.

A d m iss io n a n d e x e m p tio n

144

4*

B u t i e s an d r e s p o n s i b i l i t i e s

136

5.

K in d s o f e x p e r i e n c e

132

6*

G e ttin g s t a r t e d

129

?.

R e la tio n s w ith y o u r c r i t i c te a c h e r

128

a. 91

P la c e m e n t

125

O b s e r v in g

123

10.

O verw ork

120

11.

S c h e d u le

120

12.

B e in g o b s e r v e d

117

13.

R e la tio n s w ith th e sc h o o l

113

14.

R e sp o n se t o c r i t i c i s m

112

15.

B if f e r e n c e s o f o p in io n

110

T o ta l

1 ,9 1 1

54

TABLE V I I I THE THREE CATEGORIES MENTIONED MOST FREQUENTLY BY STUDENT-TEACHERS AND BY SPECIALISTS .

F re q u e n c y

C a te g o rie s

S tu d e n t- te a e h e rs 8* 15. 9.

B e l a t i o n s w ith, s t u d e n t s F la c e m e n t

688

H a la tio n s w ith y o u r e r i t i e

te a c h e r

040

S p e c ia l i s t s 5.

T e a c h in g a s s ig n m e n t

158

8.

E o la tio n s w ith s tu d e n ts

150

1.

A d m issio n and e x e m p tio n

144

.

55

TABLE IX h i t h r e e c a t e g o r i e s m m i o m v l b a s v w r n q x m n ,y BY STTOENT-* TEACHERS A ® BY SHECIALISTS

S tu d e m t-te a c h e rs 1*

A dm iss io n and exem pt! o n

3*

T e a c h in g a s s ig n m e a t

4*

S c h e d u le

525

S p e c ia l!s ts 11*

D if fe re n c e s o f o p in io n

14*

B e sp o n se t o c r i t i c i s m

10*

R e l a t i o n s w i t h th e t r a i n i n g s c h o o l

110

56 t e a c h i n g a s s ig n m e n t , w are i n o p p o s i t e p o s i t i o n s b e i n g i n t h e g ro u p o f t h r e e m o st f r e q u e n t l y m e n tio n e d b y sp e c ia l* * i s t s a n d i n t h e g ro u p o f t h r e e l e a s t f r e q u e n t l y m e n tio n e d by s tu d e n t- te a c h e r s «

T a b le X show s t h e f r e q u e n c y r a n k

o r d e r f o r b o th s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s u n d e r a l l f i f t e e n c a te g o rie s *

F o r th e p u rp o se s o f s im p lic a tio n th e f u l l

t i t l e s o f c a t e g o r i e s h a v e n o t b e e n g i v e n b u t t h e y may b e fo u n d i n many o t h e r p a r t s o f t h e c h a p t e r su c h a s T a b le IV a n d ¥* The f r e q u e n c y r a n k o r d e r o f t h e c a t e g o r i e s w as i n t u r n a n a ly z e d i n te r m s o f a p o s s i b l e r e l a t i o n s h i p *

The r a n k

o r d e r c o e f f i c i e n t o f c o r r e l a t i o n when co m p u ted fro m d a t a i n T a b le X w as fo u n d t o b e 0*68 w h ich i s s i g n i f i c a n t b ey o n d t h e one p e r c e n t le v e l*

U s in g t h e n u l l h y p o t h e s i s a z e r o r e ­

l a t i o n s h i p w as a ssu m ed b e tw e e n t h e p o p u la tio n s *

On t h e b a s i s

o f a r a n k o r d e r c o e f f i c i e n t o f c o r r e l a t i o n o f Q.6Q t h i s h y p o ­ t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t a r e l a t i o n s h i p e x i s t e d b ey o n d t h e c h a n c e o f s a m p lin g f l u c t u a t i o n s * IV*

IMPLICATIONS OF FREQUENCY COUNT*

F re q u e n c y * b y I t s e l f , i s a v e r y u n s a t i s f a c t o r y c rit* * e r io n , f o r in c lu s io n in th e c u rric u lu m , th e c e n t r a l p ro ­ b le m o f t h i s I n v e s t i g a t i o n *

T h e re may b e a n unknow n num ber

o f v a r ia b le in f lu e n c in g th e r e s u lts *

H ow ever, b a c k e d b y

o t h e r c r i t e r i a i t may f u r n i s h v a l ut a b l e l e a d s a s t o w h a t

57 TABLE 3L O0I5P1BISQH OF FREQUENCY -ODUMS OF DIFFICULTIES MSOTIOKID BY 5TUDE|$f TEAQIPBS AND SPECIAL1 3 T S. .

S tu d e n ts C a te g o r y

S p e c ia l l e t s

F re q u e n c y

C a te g o r y

F re q u e n c y

8 *

735

3

153

la .

683

8

150

9•

643

1

144

11*

631

2

136

13*

626

12

133

14.

602

7

129

!© •

601

9

128

6*

599

15

125

is*

598

6

125

7.

598

5

130

5 .

592

4

130

3 9

586

15

117

4 *

584

10

113

3 *

560

14

112

!•

525

11

110

58 S h o u ld b e I n c l u d e d I n t h e c u r r ic u lu m * I n t h e e a s e o f t h i s s tu d y t h e a c t u a l f r e q u e n c y h a s b e e n g iv e n a n d no a t t e m p t h a s b e e n made t o im p ly t h a t w h ere d i f f e r e n c e s i n f r e q u e n c y o f m e n tio n h a v e b e e n fo u n d t h e y w e re du e t o a l a c k o f k n o w led g e o n t h e p a r t o f t h e s p e c i a l ­ i s t s a s t o t h e c o m m o n a lity o f c e r t a i n d i f f i c u l t i e s o r t h a t c e r t a i n d i f f i c u l t i e s w e re m e n tio n e d s o f r e q u e n t l y b y s t u d e n t s b e c a u s e h e l p b e i n g g iv e n m s i n s u f f i c i e n t o r in a d e q u a te #

In ­

s t e a d t h e c r i t e r i a o f im p o r ta n c e a n d d i f f i c u l t y , i n te r m s o f i n c l u d i n g o r e x c lu d in g fro m t h e c u r r i c u l u m , h a v e b e e n u s e d a s d e s c r i b e d i n t h e f o l l o w i n g tw o c h a p t e r s * SUMM&RY Two h u n d re d a n d s e v e n ty s t u d e n t - t e a c h e r s c o n t r i b u t e d n i n e th o u s a n d o n e h u n d r e d an d s i x t y - t w o d i f f i c u l t i e s u n d e r f i f t e e n m a in c a t e g o r i e s *

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

d i f f i c u l t i e s w e re m o st f r e q u e n t l y m e n tio n e d b y s t u d e n t t e a c h e r s w ere* C a te g o r y

8*

C a te g o r y

15*

C a te g o r y

9*

R e l a t i o n s w ith s tu d e n ts *

735

P la c e m e n t •

683

R e la tio n s w ith y o u r c r i t i c te a c h e rs *

T he t h r e e c a t e g o r i e s u n d e r w h ic h d i f f i c u l t i e s w e re l e a s t f r e q u e n t l y m e n tio n e d b y s t u d e n t t e a c h e r s w ere*

59 C a te g o r y 1 .

A d m is s io n an d e x e m p tio n *

525

C a te g o r y 5*

T e a c h in g a s s ig n m e n t*

560

C a te g o r y 4*

S c h e d u le #

564

F i f t y - f o u r s p e c i a l i s t s c o n t r i b u t e d o n e th o u s a n d n i n e h u n d re d a n d e l e v e n d i f f i c u l t i e s u n d e r f i f t e e n m a in c a t e g o r i e s • The t h r e e c a t e g o r i e s u n d e r w h ic h d i f f i c u l t i e s w e re m o st f r e ­ q u e n tly by s p e c i a l i s t s w e re : C a te g o r y 3 .

T e a c h in g a s s ig n m e n t#

152

C a te g o r y 6#

H a la tio n s w ith s tu d e n ts *

150

C a te g o r y !♦

A d m iss io n an d e x e m p tio n #

144

T he t h r e e c a t e g o r i e s u n d e r w h ich d i f f i c u l t i e s w e re l e a s t f r e q u e n t l y m e n tio n e d b y s p e c i a l i s t s w e r e : C a te g o r y 1 1 .

B i f f e r e n c e s o f o p in io n *

110

C a te g o r y 14#

R e sp o n se t o c r i t i c i s m .

112

C a te g o r y 10#

R e la tio n s w ith th e t r a i n i n g s c h o o l*

113

Ho a t te m p t w as made t o go b ey o n d t h e g i v i n g o f a c t ­ u a l f r e q u e n c i e s i n t h i s c h a p te r #

The f o llo w in g tw o c h a p t e r s

w ill p re s e n t a n a d d itio n a l a n a ly s is o f th e d i f f i c u l t y and im p o r ta n c e o f t h e p ro b le m s c o l l e c t e d t o s u p p le m e n t r e s u l t s o f t h e f r e q u e n c y c o u n t#

CHAPTER V II IMPORTANCE o f d i f f i c u l t i e s PECULIAR TO STUDENT-TEACHING

a n a l y s is o f t h e

As d ^ o r i b e d i n t h e p r e c e d in g c h a p t e r , d i f f i c u l t i e s p e c u l i a r t o s t u d e n t - t e a c h i n g w e re c o l l e c t e d fro m a v a r i e t y r o f t e a c h e r t r a i n i n g i n s t i t u t i o n s I n t h e W e s te rn s t a t e s *

It

i s t h e p u r p o s e o f t h e p r e s e n t c h a p t e r t o d e s c r i b e how t h e s e d i f f i c u l t i e s w e re a n a ly z e d i n te r m s o f t h e i r im p o rta n c e * I.

CLASSIFICATION OF DIFFICULTIES

A fte r th e d i f f i c u l t i e s p e c u lia r to s tu d e n t-te a c h in g w e re c o l l e c t e d , t h e y w e re c l a s s i f i e d u n d e r t h e f i f t e e n m a jo r c a te g o r ie s p re v io u s ly e s ta b lis h e d .

Two h u n d re d a n d n i n e t y -

one d i f f i c u l t i e s w e re s e l e c t e d f o r t h i s o p e r a t i o n *

The r e s t

w ere e x c lu d e d f o r t h e f o l l o w i n g r e a s o n s : 1.

P o o r w o rd in g *

S.

The i d e a p r e s e n t e d w as n o t c l e a r *

3*

D u p lic a ti o n s *

4*

D i f f i c u l t i e s p r e s e n t e d w ere n o t w i t h i n t h e s c o p e o f th i s in v e s tig a tio n * F o llo w in g t h e e s t a b l i s h m e n t o f t h e g ro u p o f tw o

h u n d re d a n d n i n e t y - o n e d i f f i c u l t i e s a c l a s s i f i e d l i s t w as p re p a re d *

D i f f i c u l t i e s o f a s i m i l a r n a t u r e w ere g ro u p e d u n d e r

each o f th e f i f t e e n c a te g o r ie s .

The num ber o f ite m s c l a s s ­

i f i e d h a d a r a n g e fro m e i g h t t o f o r t y - s i s .

T a b le X I g i v e s

61 t h e t o t a l num ber o f ite m s c l a s s i f i e d u n d e r e a c h c a t e g o r y . F o r t h e s a k e o f s p a c e o n ly t h e s h o r t t i t l e

re fe re n c e fo r

e a c h c a t e g o r y i s g iv e n * II*

CHECK-LIST BATING OF DIFFICULTIES

A c h e c k - l i s t w as m a d e ,w ith t h e c l a s s i f i e d d i f f i c u l t i e s in o rd e r to se c u re r a t i n g s by s tu d e n t- te a c h e r s and s p e c ia l­ is ts ,

A c o m p le te c o p y o f t h i s c h e c k - l i s t i s p r e s e n t e d i n t h e

a p p e n d ix . The c r i t e r i a u s e d f o r t h e r a t i n g s w ere d i f f i c u l t y a n d im p o r ta n c e .

T h ey w ere d e f i n e d a t t h e t h e b e g i n n in g o f t h e

c h e c k - l i s t , i n o r d e r t o s e c u r e a u n if o r m i n t e r p r e t a t i o n o f t h e s e two te r m s b y t h e p e r s o n s r a t i n g .

D i f f i c u l t y w as d e ­

f i n e d i n te r m s o f p ro b le m s h a r d t o s o l v e .

Im p o rta n c e w as d e ­

f i n e d i n te r m s o f p ro b le m s so s i g n i f i c a n t t h a t t h e y s h o u ld b e i n c l u d e d i n t h e t r a i n i n g p ro g ra m o f a l l p r o s p e c t i v e te a c h e rs .

I n o t h e r w o rd s , i s t h i s p r o b le m d i f f i c u l t a n d

im p o r ta n t en o u g h t o i n c l u d e i n t h e t e a c h e r e d u c a t i o n c u r r i ­ culum ? The c h e c k - l i s t w as s e n t t o t e n t e a c h e r t r a i n i n g s c h o o ls i n t h e W e s te rn s t a t e s who h a d a g r e e d i n a p r e v io u s c o m m u n ic a tio n t o t a k e p a r t i n t h i s s e c t i o n o f t h e e x p e r im e n t. An e f f o r t w as made t o s e c u r e n in e s t u d e n t - t e a c h e r s a n d t h r e e s p e c i a l i s t s a t each in s titu tio n *

A c tu a lly n in e ty - th r e e

s t u d e n t - t e a c h e r s a n d t h i r t y s p e c i a l i s t s c o m p le te d a n d r e t u r n e d

NUMBER 0 ? ITEMS CLASSIFIED UNDER EACH CATEGORY, -

C a te g o rie s

Number o f ite m s

1*

A d m iss io n a n d e x e m p tio n

15

2.

D u t i e s and r e s p o n s i b i l i t i e s

15

3.

T e a c h in g a s s ig n m e n t

15

4.

S c h e d u le

15

5*

O verw ork

a

6*

O b s e r v in g

la

7.

S e ttin g s t a r t e d

07

0.

D e la tio n s w ith s tu d e n ts

20

9.

D e la tio n s w ith y o u r e r i t i e te a c h e r

46

10.

R e la tio n s w ith th e t r a i n i n g sc h o o l

26

11.

D if fe re n c e s o f o p in io n

16

12.

K in d s o f e x p e r i e n c e

15

13.

B e in g o b s e rv e d

12

14.

Re s p o n s e to e r i t l c l sm

11

15.

P l a c erne n t

19

u s a b le c h e e k - lis t s #

T h is f u r n i s h e d a t o t a l o f one h u n d re d

an d t w e n t y - t h r e e s e t s o f r a tin g s # , One t h i r d o f th e o r i g i n a l g ro u p s c o n t r i b u t i n g d i f f i ­ c u l t i e s was c o n s id e r e d a n a d e q u a te s a m p lin g t o e v a l u a t e t h e d iffic u ltie s *

S in c e two h u n d r e d a n d s e v e n t y s t u d e n t - t e a c h ­

e r s and f i f t y - f o u r s p e c i a l i s t s c o n t r i b u t e d d i f f i c u l t i e s t h i s p r o p o r t i o n w as e x c e e d e d i n t h e c a s e o f b o t h g ro u p s# S e l f - a d d r e s s e d f o l d e r s w e re p r o v id e d s o t h a t t h e c h e c k l i s t c o u ld be r e t u r n e d a s s o o n a s p o s s i b l e # III# When t h e

ANALYSIS Of RATINGS

c h e c k - l i s t s w e re r e t u r n e d , th e r a t i n g s f o r

e a c h ite m w ere a n a l y s e d i n te r a is o f fre q u e n c y *

T h is was

a c c o m p lis h e d b y a d d in g th e num ber o f s t u d e n t s a n d s p e c i a l ­ i s t s who m ark ed an ite m im p o r ta n t o r u n im p o r ta n t# I n o r d e r to d e te r m in e th e s i g n i f i c a n c e o f th e d iffe r* * e n c e b e tw e e n th e r a t i n g s o f s t u d e n t - t e a c h e r s and s p e c i a l i s t s t h e c h i s q u a r e t e s t o f t h e n u l l h y p o t h e s i s w as em p lo y ed #

It

was assu m ed t h a t t h e r e w as n o d i f f e r e n c e b e tw e e n t h e tw o p o p u l a t i o n s c o n t r i b u t i n g and t h a t a n y d i f f e r e n c e t h a t a p p e a r ­ ed i n t h a a c t u a l f r e q u e n c y w as d u e t o

s a m p lin g f l u c t u a t i o n s #

The c h i s q u a r e t e s t w as t h e n a p p l i e d and th e r e s u l t s e n t e r e d

64 i n t h e t a b l e o f p r o b a b i l i t y fo u n d i n G a r r e t t 1 .

In a l l

o a s e s t h e f i v e p e r e e n t l e v e l was u s e d a s t h e l i m i t s t o r e ­ j e c t t h e n u l l h y p o th e s is #

T hen i t was c o n c lu d e d t h a t t h e

d i f f e r e n c e b e tw e e n t h e tw o g ro u p s w as s i g n i f i c a n t a n d n o t due t o s a m p lin g f l u c t u a t i o n s . h y p t h e s t s w as r e j e c t e d #

I n o t h e r w o rd s , t h e n u l l

T he tw o g ro u p s a c t u a l l y w ere u n ­

iq u e a n d d i d n o t b e lo n g t o t h e same p o p u l a t i o n . H ow ever, b ey o n d t h e t e s t i n g o f r e s p o n s e s f o r i n d i v i d ­ u a l ite m s i t w as c o n s i d e r e d d e s i r a b l e t o t e s t a n a r e a a s m u n i t i n o r d e r t o a r r i v e a t a m ore s t a b l e p i c t u r e o f t h e ra tin g s •

C o n s e q u e n tly t h e i n d i v i d u a l s t u d e n t - t e a c h e r

r a t i n g s f o r e a c h c a t e g o r y w ere a v e r a g e d a n d t h e same do ne fo r s p e c ia lis ts .

T h e se tw o f i g u r e s th e n r e p r e s e n t e d t h e

a v e r a g e e v a l u a t i o n o f a w ho£ c a t e g o r y by s b u d e n t - t e a e h e r s and s p e c i a l i s t s

and th e s ig n if ic a n c e o f th e d if f e r e n c e s

b e tw e e n t h e r a t i n g s c o u ld b e c h e c k e d by t h e c h i s q u a r e t e s t u s i n g t h e same p r o c e d u r e a s d e s c r i b e d f o r i n d i v i d u a l ite m s # I t s h o u ld b e n o te d t h a t , when one o f t h e f i g u r e s i s z e r o , r e s u l t s fro m t h e c h i s q u a r e t e s t a r e n o t h i g h l y a c c ­ u r a t e u n l e s s c o r r e c t e d b y a v e r y e l a b o r a t e fo rm u la #

T h is

^ G a r r e t t , H e n ry E . , S t a t i s t i c s I n P s y c h o lo g y a n d E d u c a t i o n . Hew Y o rk : L ongm ans, G re e n a n d Co;~, 194?# p . S 4 S .

gs

w as n o t u s e d b e c a u s e when su c h e a s e s a p p e a r e d s a t i s f a c t o r y i n t e r p r e t a t i o n c o u ld be a r r iv e d a t by in s p e c tio n *

For

ex am p le when a n i t e m w as r a t e d im p o r ta n t b y z e r o num ber o f s p e c i a l i s t s a n d w as r a t e d im p o r ta n t by f o r t y two s t u d e n t s t h e r e w as a n o b v io u s 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 tw o ra tin g s * The c h i s q u a r e t e s t a s d e s c r i b e d a b o v e r e v e a l e d t h e s i g n i f i c a n c e o f d i f f e r e n c e s b e tw e e n r a t i n g s b u t w as o f no h e l p i n p o i n t i n g u p im p o rta n c e *

F o r e x a m p le , t h e tw o r a t ­

in g g ro u p s may h a v e b e e n i n v e r y c l o s e a g r e e m e n t i n t h e i r e v a l u a t i o n b u t w e re th e y a g r e e i n g on t h e im p o r ta n c e o r l a c k o f im p o r ta n c e o f a p a r t i c u l a r ite m ?

In o rd e r to f u r ­

n i s h s u c h a c l e a r c u t d i v i s i o n b e tw e e n im p o r ta n t a n d n o t im p o r ta n t a b r e a k i n g p o i n t w as assum ed*

When f i f t y p e r

c e n t o f t h e r a t e r s c h e c k a n it e m i t w as c o n s i d e r e d im ­ p o rta n t*

T h e re fo re , i f

f o r t y - s i x s t u d e n t s m ark ed a n ite m

i t w as c o n s i d e r e d im p o r ta n t an d when f i f t e e n s p e c i a l i s t s m ark ed a n i te m i t w as c o n s i d e r e d im p o r ta n t*

T h is p o i n t

w as s e l e c t e d b e c a u s e i t w as th o u g h t r e a s o n a b l e t o assu m e t h a t i f f i f t y p e r c e n t o f t h e g r o u p s c o n s i d e r e d a n ite m o r a r e a im p o r ta n t t h a t w as a s u f f i c i e n t l y l a r g e m a j o r i t y t o w a r r a n t some c o n s i d e r a t i o n i n t h e f o r m u l a t i o n o f a c u r r ic u lu m *

66 IV .

RESULTS OF THE ANALYSIS OF THE IMPORTANCE OF MAJOR AREAS- OF - DIFFICULTY

The £i£tee> n m a jo r c a t e g o r i e s ©f s t u d e n t - t e a c h i n g d i f f i c u l t i e s , when a n a ly z e d show t h a t t h e r e w as n o 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 r a t i n g s o f s t u d e n t - t e a c h e r s and s p e c ia lis ts #

I n o t h e r w o rd s , u s i n g t h e n u l l h y p o t h e s i s

i t w as a ssu m ed t h a t t h e r e was no d i f f e r e n c e b e tw e e n t h e tw o g ro u p s a s to t h e i r o p in io n o f th e d i f f i c u l t i e s p r e s e n te d . A v e ra g e r a t i n g s o f t h e tw o g r o u p s w e re th e n ' t e s t e d b y t h e c h i sq u a re te s t#

T a b le X I I show s th e r e s u l t s o f t h i s t e s t #

I n no e a s e w as t h e r e a s i g n i f i c a n t d i f f e r e n c e shown a t t h e f i v e p e r c e n t l e v e l o f c o n f id e n c e #

T h e re fo re , th e n u l l

h y p o t h e s i s w as r e t a i n e d i n a l l c a s e s a n d i t w as c o n c lu d e d t h a t t h e tw o g r o u p s w ere a c t u a l l y draw n fro m t h e same p o p ­ u l a t i o n i n - s o - f a r a s t h e i r e v a l u a t i o n o f t h e im p o r ta n c e o r u n im p o r ta n c e o f g e n e r a l a r e a s o f s t u d e n t - t e a c h i n g d i f f ­ i c u l t i e s w as c o n c e rn e d * T a b le X II a l s o show s t h a t I n t h e c a s e o f s t u d e n t t e a o h e r s , t e n o f t h e f i f t e e n c a t e g o r i e s w ere m ark ed b y f i f t y p e r c e n t o r m ore o f t h e g r o u p .

In f a c t a l l c a te g o rie s

w e re r a t e d i m p o r ta n t b y f o r t y p e r c e n t o r m ore o f t h e g ro u p

W

XII

SIGNIFICANCE OF DIFFERENCES BETWEEN AVERAGE RATINGS OF STODENT-TEACHERS AND SPECIALISTS-AS.TO TEE IMPORTANCE OF PROBLEMS.UNBEH THE MAJOR CATEGORIES ,

C a te g o ry num ber

A v erag e s tu d e n t ra tin g s

A v erag e sp e e d e d 1 s t ra tin g s

P

X "

1.

47

' 18

0 .8 1

♦ 5 0 - .3 0

2.

30

20

0 .3 9

* 7 0 - .5 0

3.

43

17

0 .9 8

♦ 5 0 -* 3 0

4*

44

18

1 .4 5

♦3Q—.2 0

5.

38

14

0 .3 1

♦ 7 0 -.5 0

6.

54

17

0 .0 1

.9 0

7.

56

21

0 .9 2

♦ 5 0 - .3 0

8.

49

11

2 .3 3

.2 0 - .1 0

9*

42

15

0 .2 1

♦ 7 0 -* 5 0

10 .

34

18

0 .0 3

♦90—.8 0

11.

50

18

0 .3 5

• 7 0 - .5 0

12.

55

17

0*05

♦ 9 0 - .8 0

13.

42

12

0 .2 4

* 7 0 -.5 0

14.

50

20

1 .5 4

.3 0 - .2 0

15.

55

18

0 .0 0 6

.9 5 - .9 0

so t h a t a c t u a l l y a l l c a te g o r ie s l i e c lo s e to o r above o u r assu m e d l i n e o f d e m a r c a tio n , f i f t y p e r c e n t#

The f i v e c a t ­

e g o r i e s f a l l i n g s l i g h t l y b e lo w t h e f i f t y p e r c e n t l e v e l w ere C a te g o r y

5:

T e a c h in g a s s ig m e n t*

C a te g o r y

4:

S c h e d u le *

C a te g o r y

5:

O verw ork*

C a te g o r y

9:

R e la tio n s w ith yo u r c r i t i c

C a te g o r y 1 3 :

te a c h e r*

B e in g o b s e rv e d *

I n t h e c a s e o f t h e s p e c i a l i s t s T a b le X I I I show s t h a t f i f t y p e r c e n t o r m ore o f t h e g ro u p r a t e d tw e lv e o u t o f t h e f i f t e e n c a te g o r ie s a s im p o rta n t.

I t w as a l s o t r u e i n t h e

c a s e o f t h e s p e c i a l i s t s t h a t no c a t e g o r y w as r a t e d im p o r ta n t b y l e s s th a n t h i r t y n in e p e r c e n t o f t h e g ro u p *

The t h r e e

c a t e g o r i e s f a l l i n g s l i g h t l y b elo w t h e f i f t y p e r c e n t l e v e l w ere: C a te g o r y

5:

O verw ork*

C a te g o r y

Qt

R e la tio n s w ith s tu d e n ts *

C a te g o r y 1 3 :

B e in g o b s e rv e d *

I t s h o u ld a l s o b e n o te d on T a b le X I I I t h a t tw o o u t o f t h r e e o f t h e c a t e g o r i e s f a l l i n g b e lo w t h e f i f t y p e r c e n t l e v e l m a tc h c a t e g o r i e s r a t e d b y l e s s t h a n f i f t y p e r c e n t oi ‘f th e s tu d e n t- te a e h e r s ♦ T a b le X I I I g i v e s a c o m p le te p i c t u r e o f t h e p e r c e n t a g e o f e a c h g ro u p t h a t r a t e d a c a t e g o r y im p o r ta n t*

A ll c a s e s

69

TABLE X X II PERCENTAGE OF S2TOENT~TEACHER AMD SPECIALISTS WHO RATED CATEGORIES OF STHDEOT*-TEACHING. DIFFICULTIES IMPORTANT

es

P er cen t ra tin g by s tu d e n ts

P er een t ra tin g by s p e c i a l i s t s

70 a b o v e t h e d iv ic lin g l i n e w ere m arked a s 5 0 $ r e g a r d l e s s o f t h e a c t u a l p e r c e n ta g e * N ex t t h e q u e s t i o n w as r a i s e d a s t o t h e p o s s i b i l i t y o f a r e l a t i o n s h i p b e tw e e n t h e two s e t s o f r a t i n g s *

A x ero c o r -

r e l a t i o n w as assu m ed a n d t h e r a n k o r d e r c o e f f i c i e n t o f c o r r e l a t i o n w as com puted#

T h i s w as #718#

S uch a c o e f f i c ­

i e n t o f c o r r e l a t i o n t u r n e d o u t t o b e s i g n i f i c a n t b ey o n d t h e *01 l e v e l o f c o n f id e n c e *

I t w as c o n c lu d e d t h e r e f o r e t h a t

a r e l a t i o n s h i p d id e x i s t b ey o n d t h e c h a n c e o f s a m p lin g flu c tu a tio n s *

A d m itte d ly t h i s i s a r o u g h m e a su re #

H o w ev er,

I t c a n b e s a i d w ith c o n f id e n c e t h a t some r e l a t i o n s h i p d o e s e x is t# V#

RESULTS OF THE ANALYSIS OF THE IMPORTANCE OF INDIVIDUAL DIFFICULTIES

C a te g o r y 1#

A d m is s io n a n d e x e m p tio n s

i n t o p r a c t i c e t e a c h i n g o r b e e x c u s e d fro m i t *

How t o g e t F ifte e n ty ­

p i c a l p ro b le m s w ere i n c l u d e d i n t h e c h e c k - l i s t u n d e r t h i s c a te g o r y # 1#

T hey w ere p r e s e n t e d u n d e r s u c h s u b - t o p i c s a s :

How t o m eet a l l t h e r e q u ir e m e n ts t o q u a l i f y f o r p r a c t i c e te a c h in g #

8#

How t o p r e s e n t y o u r a p p l i c a t i o n b e f o r e a s e l ­ e c t i o n b o a rd # How t o g e t e x c u s e d fr o m p r a c t i c e t e a c h i n g #

A s show n b y t h e a v e r a g e r a t i n g s , m ore t h a n f i f t y p e r

?1 o e n t o f th e s tu d e n t - te a c h e r s an d s p e c i a l i s t s r a te d t h i s c a te g o ry im p o r ta n t•

M o reo v er t h e n u l l h y p o t h e s i s w as r e ­

t a i n e d i n t h i s c a s e a n d i t w as c o n c lu d e d t h a t t h e r e w as no s i g n i f i c a n t d i f f e r e n c e s b e tw e e n t h e e v a l u a t i o n s o f t h e two g ro u p s * C o n s id e r in g th e i n d i v i d u a l ite m s u n d e r t h i s c a t e g o r y a s shown b y T a b le XIV h o w e v e r, i t was fo u n d t h a t e i g h t w e re m a rk e d im p o r ta n t b y f i f t y p e r c e n t o r m ore a n d s e v e n ite m s w e re m ark ed a s im p o r t a n t b y l e s s t h a n f i f t y p e r o e n t o f t h e g ro u p o f s t u d e n t - t e a c h e r s •

On t h e o t h e r h a n d , f i f t y p e r

c e n t o r m ore o f t h e s p e c i a l i s t s m ark ed e l e v e n i t e m s im ­ p o r t a n t l e a v i n g f o u r i t e m s m ark ed b y l e s s t h a n f i f t y p e r t c e n t o f t h e g ro u p * M o re o v e r, o n ly t h e r a t i n g s o f t h r e e o u t o f t h e f i f ­ t e e n i t e m s show a 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 s t u d e n t te s c h a r s and s p e c ia lis ts * a n d f o u r te e n *

T h e se w e re i te m s t e n , e l e v e n ,

I n t h e c a s e o f i t e m t e n , *How t o c o n v in c e

th e s e l e c t i o n b o a rd t h a t you a r e w e ll q u a lif ie d * * d i f f e r e n c e w as s o g r e a t t h a t t h e c h a n c e s o f su c h f i n d i n g s b e i n g due t o s a m p lin g f l u c t u a t i o n s i s one o u t o f m i l l i o n s * The a c t u a l I te m s w i t h a 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 ra tin g s a re : I te m 1 0 i

How t o c o n v in c e t h e s e l e c t i o n b o a r d t h a t y o u a r e w e ll q u a lifie d *

72

TABLE XIV SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS AND .SPECIALISTS AS. TO THEIMPORTANCE OF. PROBLEMS. UNDER. CATEGORY I . . ADMISSION j&SD.EXEMPTION:

P ro b le m num ber

R a te d I m p o r t a n t ( A c tu a l f r e q u e n c y ) S tu d e n ts S p e c ia lis ts

P X

s

24

-- ( 2 .2 6

♦ 2 0 - .1 0

63

21

0 .0 5

.9 0 —.8 0

3.

31

21

2 .1 4

.2 Q -.1 G

4.

48

21

3 .1 1

# 1 0 - .0 5

5.

m

21

0 .7 4

♦ 5 0 -.3 0

e.

48

18

0 .6 4

.5 0 - .3 0

7.

67

21

0 .2 6

.7 0 - .5 O

S.

57

24

3 .5 3

♦ 1 0 - .0 5

9.

36

9

0 .7 4

. 5 0 —.3 0

• o H

33

21

1 0 .9 7

< ^ - .0 1

11*

48

21

5 .6 0

• 0 2 - .0 1

12.

84

6

0 .4 1

.7 0 - .6 0

13.

27

6

0 .9 4

.5 0 - .3 0

14.

33

18

5 .6 1

• 0 2 - .0 1

13.

39

12

0 .0 3

.9 0 - * 8 0

1.

84

2.

73 I te m ! ! ♦

How t o a p p e a l t h e d e c i s i o n i f y o u r a p p l i c a t i o n lia s b e e n t u r n e d down*

I te m 1 4 .

How t o o f f e r s a t i s f a c t o r y p r o o f o f p r e v i o u s e x p e r ie n c e *

I n t b e r a t i n g s o f a l l t h r e e o f t h e s e ite m s a g r e a t e r p e r c e n t a g e o f s p e c i a l i s t s m a rk e d th em i m p o r ta n t t h a n d id s t u d e n t- 1 e a c h e r s • C a te g o r y 2*

D u tie s an d r e s p o n s i b i l i t i e s :

How t o

m eet yo u r o b lig a tio n s to th e v a r io u s p e rso n s o r a u t h o r i t i e s w i t h shorn y o u m u st c o o p e r a t e .

F i f t e e n t y p i o a l p ro b le m s w e re

I n c lu d e d i n t h e c h e o k - I i s t u n d e r t h i s h e a d in g *

T hey w e re

p re s e n te d u n d er su ch s u b - to p ic s a s : 1*

How t o g e t p r o p e r c o u n s e l l i n g a b o u t y o u r d u t i e s *

r ’i

and r e s p o n s i b ilit ie s * a*

How t o u n i f y y o u r p r a c t i c e t e a c h i n g w ith y o u r e n t i r e c o l l e g e e d u c a tio n *

3*

How t o h a n d l e y o u r w r i t t e n a s s ig n m e n ts i n p r a c t i c e te a c h in g *

4*

How t o make a r r a n g e m e n ts i f m u st b e a b s e n t* T h is c a t e g o r y w as r a t e d i m p o r t a n t b y f i f t y p e r c e n t

o r m ore o f b o th s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s *

For th e

c a t e g o r y a s a w h o le* m o reo v e r* t h e n u l l h y p o t h e s i s w as r e ­ ta in e d *

I t w as c o n c lu d e d on t h e b a s i s o f t h e c h i s q u a r e

t e s t t h a t t h e r e w as 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

74 r a t i n g s o f t h e tw o g r o u p s a n d t h a t w i t h i n t h e c o n f i n e s o f t h i s e a s e t h e two p o p u l a t i o n s w e re o n e a n d t h e same# I n s p e c t i o n o f i n d i v i d u a l ite m s u n d e r t h i s c a t e g o r y , a s shown h y lia b le X?* r e v e a l s t h a t e l e v e n w e re v o te d a s im ^ p o r t e n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t - t e a c h e r s a n d f o u r w e re r a t e d i m p o r ta n t by l e s s t h a n f i f t y p e r c e n t* F i f t y p e r o e n t o r m ore o f t h e s p e c i a l i s t s r a t e d t h i r t e e n o f t h e ite m s im p o r t a n t a n d o n ly tw o ite m s w ere m a rk e d b y l e s s t h a n f i f t y p e r c e n t* H o w ev er, o f t h e f i f t e e n ite m s r a t e d ,

f i v e show ed a

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 tw o g r o u p s a n d t h r e e o f t h e f i v e show ed a h i g h l y s i g n i f i c a n t d i f f e r e n c e w i t h a p r o a b i l i t y l e s s t h a n o n e p e r c e n t* I te m

£*

lEhese i t e m s w e r e :

How t o g e t t h e m o st h e l p fro m y o u r c o l l e g e s u p e rv is o rs *

I te m

d*

How t o co m b in e th e b e t t e r f e a t u r e s o f e d ­ u c a tio n a l th e o r ie s p r e s e n te d by c o lle g e p ro ­ f e s s o r s , t r a i n i n g te a c h e r s , and s i m i l a r p e r ­ so n s i n a u th o rity *

I te m 13*

How t o n o t i f y t h e t r a i n i n g s c h o o l i f y o u a r e g o in g t o b e a b s e n t*

I n t h e c a s e o f t h e f i r s t tw o ite m s t h e y w e re r a t e d im p o r t a n t b y a l a r g e r p e r c e n t a g e o f s p e c i a l i s t s th a n s t u d e n t te a c h e rs *

I te m t h i r t e e n , h o w e v e r, w as r a t e d im p o r ta n t b y a

75

‘TABLE 3GT SIGNIFICANGE Of DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS -AND SPECIALISTS AS TO THE. IMPORTANCE OF PROBLEMS UNDER CATEGORY 2 , DUTIES-AND RESPONSIBILITIES .

P ro b le m num ber

B a te d I m p o r t a n t ( A c tu a l f r e q u e n c y ) S tu d e n ts S p e c ia lis ts

P x

e

1*

45

18

1 .2 2

.3 0 - .2 0

2.

50

27

7 .1 1

< - ,o i

3.

51

15

0 .2 1

.7 O - .5 0

4.

48

15

0 .0 2

.9 0 - .8 0

5.

72

21

0 .6 7

. 5 0 - . SO

S.

54

27

1 0 .2 8

< * .0 1

7.

51

21

6 .0 3

♦02—.0 1

8*

66

87

4 .4 5

.0 5 - .0 2

66

24

0 .9 4

•5 0 —.3 0

10.

45

15

0 .0 2

.9 0 - .8 0

11.

63

21

0 .0 5

.9 0 - .8 0

12.

69

24

0 .4 1

♦ 7 0 -.5 0

13.

66

18

9 .3 7

< (- .0 1

14.

45

15

0 .0 2

. 9 0 - . SO

15.

42

12

0 .2 4

.7 0 - .5 0

9*

*

76 g r e a t e r p e rc e n ta g e o f s tu d e n t- te a c h e r s * I n t h i s c o n n e c t i o n i t e m e i g h t , *How t o i n t e g r a t e y o u r m e th o d s t r a i n i n g w ith y o u r a c t u a l t e a c h i n g p r o j e c t , * i s w o rth y o f a t t e n t i o n b e c a u s e i t w as r a t e d i m p o r ta n t b y a h i g h p e r c e n t a g e o f b o th g r o u p s b u t s t i l l r e t a i n e d a 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 r a t i n g s o f s t u d e n t - t e a c h e r s a n d s p e c ­ ia lis ts ,

n i n e t y p e r o e n t o f t h e s p e c i a l i s t s marfced t h i s

i t e m im p o r ta n t* C a te g o r y 3*

T e a c h in g a s s i g n m e n t :

How t o g e t y o u r ­

s e l f a s s ig n e d to th e r i g h t s c h o o l, g r a d e , s u b j e c t , te a c h e r , o r s e c tio n *

F i f t e e n t y p i c a l p r o b le m s w ere i n c l u d e d i n t h e

o h e c k - l i s t u n d e r t h i s h e a d in g .

T hey w e re p r e s e n t e d u n d e r

such s u b -to p ic s a s : 1.

How t o c h o o s e t h e p r o p e r le y © ! a n d s u b j e c t f i e l d i n w h ic h t o p r a c t i c e te a c h *

a*

How t o s e l e c t t h e s c h o o l , g r a d e , o r c l a s s i n w h ic h t o do p r a c t i c e te a c h in g *

3.

How t o g e t a s s i g n e d t o t h e t r a i n i n g t e a c h e r who w i l l b e m o at h e l p f u l *

4.

How t o h a v e y o u r a s s ig n m e n t ch an g ed * T h is e n t i r e c a t e g o r y w as r a t e d i m p o r t a n t b y s l i g h t l y

l e s s th a n f i f t y p e r c e n t o f th e s tu d e n t- te a c h e r s an d by f i f t y p e r o e n t o r m ore o f t h e s p e c i a l i s t s *

77 B aaed upon th e f in d in g s o f th e c h i sq u a re t e s t th e n u l l h y p o t h e s i s w as a l s o r e t a i n e d f o r t h i s c a te g o r y *

It

w as c o n c lu d e d on t h e b a s i s o f t h i s t e s t t h a t t h e r e w as 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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t an y d i f f e r e n c e s t h a t d id a p p e a r w e re d u e t o samp­ lin g flu e tio n s * H o w ev er, a n i n s p e c t i o n o f t h e r a t i n g s * a s show n b y T a b le XVI* g iv e n i n d i v i d u a l ite m s r e v e a l s t h a t o n ly s i x o f t h e it e m s w e re r a t e d I m p o r t a n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t - t e a c h e r s w h i l e f i f t y p e r c e n t o r m ore ©f t h e s p e c i a l i s t s r a t e d t h i r t e e n o f t h e f i f t e e n ite m s im p o r ta n t* A h i g h l y s i g n i f i c a n t d i f f e r e n c e w as n o t e d i n t h e r a t i n g s o f f i v e o u t o f t h e f i f t e e n ite m s p r e s e n t e d *

T h e se

ite m s w e r e : I te m

2* How t o f i n d t h e t e a c h i n g a r e a i n w h ich you seem b e s t s u i t e d *

I te m

d* How t o s e l e c t t h e k in d o f s c h o o l o r p a r t o f to w n i n w h ic h t o g e t y o u r t e a c h i n g e x p e r ie n c e *

Ite m

10*

H$w t o o b t a i n i n f o r m a t i o n a b o u t a v a i l a b l e t r a i n i n g te a c h e r s *

I te m

12* How t o a v o i d t r a i n i n g t e a c h e r s who a r e to o s e t i n t h e i r w ays*

I te m

15* How t o a d d r e s s y o u r s u p e r v i s o r w hen y o u a r e d i s s a t i s f i e d w i t h a n a s s ig n m e n t*

TABLE x u SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS AND SPECIALISTS AS TO . THE . IMPORTANCE OF PROBLEMS UNDER CATEGORY 3 , TEACHING. ASSIGNMENT, .

P ro b le m nu m b er

R a te d i m p o r ta n t . ( A c tu a l T re q u e n e y ) S tu d e n ts S p ec i a l i s t s

X'

1*

73

21

0 .6 7

.5 0 - .3 0

2.

9

34

5 7 .1 4

< ( - .0 1

3*

51

15

0*31

.7 0 - .5 0

4.

57

31

0 .7 4

.5 0 - .2 0

5.

51

18

0 .2 4

.7 0 - .5 0

6.

33

21

1 0 .9 7

< - .0 1

7.

48

12

1 .2 2

. 3 0 - . SO

8*

36

15

1 .1 9

. 3 0 - . SO

9.

24

3

3 .3 0

.

10,

45

21

4 .2 6

.0 5 —. 0 2

11.

45

15

0 .0 2

.9 0 - .8 0

12.

45

21

4 .3 6

♦ 0 5 -.O 8

13.

54

18

0 .0 3

•9 0 -* 8 0

14.

45

15

0 .0 2

.9 0 - .8 0

15.

36

18

4 .1 7

.0 5 - .0 2

1 0 —.0 5

79 I n t h e c a s e o f a l l f i v e o f t h e s e I te m s t h e y w e re r a t e d I m p o r ta n t by a g r e a t e r p e r c e n t a g e o f s p e c i e l i s t s

th a n

s tu d e n t-te a c h e rs ♦ O f t h e s e f i v e ite m s num ber tw o r e p r e s e n t s a n e x tre m e e a s e i n w h ich l e s s th a n t e a p e r c e n t o f t h e s t u d e n t - t e a c h e r s r a t e d i t i m p o r t a n t w h ile e i g h t y p e r c e n t o f t h e s p e c i a l i s t s c o n s i d e r e d i t im p o r ta n t*

T he p r o b a b i l i t y o f su c h a d i f f ­

e r e n c e b e i n g d u e t o s a m p lin g f l u c t u a t i o n w as v e r y f a r b e ­ yo n d t h e one p e r c e n t l e v e l o f c o n f id e n c e * C a te g o r y A i

S c h e c u le *

Row t o a r r a n g e y o u r d a i l y

p ro g ra m o r tim e b u d g e t w h ile d o in g y o u r p r a c t i c e te a c h i n g * F i f t e e n t y p i c a l p ro b le m s w ere i n c l u d e d i n t h e e h e c k - l i s t u n d e r t h i s h e a d in g *

T hey w ere p r e s e n t e d u n d e r s u c h s u b -

to p ic s a s : I*

How t o p l a n t h e s c h e d u le o f c o l l e g e c l a s s e s t o m eet th e n e e d s o f te a c h in g .

3*

How t o p l a n y o u r d a i l y p ro g ra m u n d e r t h e dem ands o f s tu d e n t-te a c h in g .

3*

How t o p l a n y o u r p ro g ra m t o a l l o w tim e f o r co n ­ fe re n c e s*

4*

How t o a r r a n g e f o r t r a n s p o r t a t i o n t o t h e t r a i n ­ i n g s c h o o l an d back* T h i s e n t i r e c a t e g o r y w as r a t e d i m p o r t a n t b y s l i g h t l y

l e s s th a n f i f t y p e r c e n t o f t h e s tu d e n t- te a c h e r s an d r a t e d

80 i m p o r t a n t b y f i f t y p a r c e n t o r m ore o f t h e s p e c i a l i s t s * B aaed u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t t h e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a te g o r y *

I t w as c o n ­

c lu d e d on t h e b a s i s o f t h i s t e s t t h a t t h e r e w as n o 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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d id a p p e a r w e re d u e t o c h a n c e s a m p lin g f l u c u a t i o n 3* An i n s p e c t i o n o f T a b le XVTI sh o w es t h a t f i f t y p e r o e n t o r m ore o f t h e s t u d e n t - t e a c h e r s r a t e d o n ly t h r e e o f t h e i t e m s im p o r ta n t w h i l e f i f t y p e r c e n t o r m ore o f t h e s p e c ­ i a l i s t s r a t e d t h i r t e e n o f t h e ite m s im p o r ta n t* F o u r o f t h e i n d i v i d u a l ite m s show ed a s i g n i f i c a n t d if f e r e n c e i n th e r a t i n g s by s tu d e n t- te a c h e r s an d s p e c i a l ­ is ts *

T h e s e ite m s w e r e :

I te m 1*

How t o c o n c e n t r a t e on o t h e r s u b j e c t s w hen a l l i n t e r e s t s seem t o c e n t e r on p r a c t i c e te a c h in g *

I te m 4 .

How t o b u d g e t y o u r tim e b e tw e e n c o l l e g e c l a s s e s a n d p r a c t i c e te a c h i n g *

I te m 11* How t o f i n d tim e t o t a l k o v e r p r o b le m s w ith y o u r t r a i n i n g te a c h e r * I te m 15* How t o , g e t b a c k a n d f o r t h b e tw e e n cam pus a n d s c h o o l w i t h o u t b e in g i n a r u s h a l l t h e tim e* Once a g a i n i n t h e c a s e o f a l l f o u r o f t h e s e ite m s t h e y w ere r a t e d im p o r ta n t b y a g r e a t e r p e r c e n t a g e o f s p e c -

TABLE XVII SIGNIFIC-fiNCE OF DIFFERENCES BETWEEN EATINGS OF STUDENT-TEACHERS. AND SPECIALISTS AS TO. THE , IMPORTANCE OF PROBLEMS UNDER. CATEGORY 4 , SCHEDULE ■

P ro b le m num ber

B a te d i m p o r ta n t { A c tu a l f r e q u e n c y ) S tu d e n ts S p e c ia lis ts

3P

Xs

1.

45

21

4*26

* 0 5 * .0 2

2*

45

18

1*22

.3 0 * * 20

3.

39

18

2 .9 7

.1 0 - .0 5

4.

45

81

4*26

.0 5 - .0 2

5.

42

18

1*99

♦ 2 0 - .1 0

6.

45

18

1 *22

.3 0 - .2 0

7.

48

18

0 .6 4

.5 0 - .3 0

a.

36

15

1 .1 9

.3 0 - .8 0

9.

45

18

1*22

•3Q -.2Q

10*

54

18

0*03

* 9 0 - .8 0

n*

45

21

4* 26

•0 5 * * 0 2

12*

36

12

0 .0 1

.9 0

13.

60

18

0 .1 9

.7 0 - .5 0

14*

45

12

0 .6 4

.5 0 - .3 0

IS *

36

18

4 *17

. 05** *08

8Z i a l i s t s th a n by s t u d e n t - t e a c h e r s •

H o w ev er, t h e r e w e re no

o u t s t a n d i n g e x tr e m e s i n t h e r a t i n g s o f t h e i te m s u n d e r t h i s c a te g o r y * C a te g o r y 5*

O v erw o rk :

How t o p r o t e c t y o u r s e l f fro m

e x c e s s i v e l o a d s , d u t i e s , o r dem ands on y o u r tim e a n d e n e rg y * l i g h t t y p i c a l p ro b le m s w ere i n c l u d e d i n t h e c h e o k - l i s t u n d e r t h i s h e a d in g *

T hey w ere p r e s e n t e d u n d e r t h e f o l l o w i n g s u b -

to p ic s : 1*

How t o p r o t e c t y o u r s e l f fro m d r u d g e r y o r e x p l o i t a t i o n b y t h e t r a i n i n g te a c h e r *

S*

How t o k e e p p r a c t i c e t e a c h i n g w ork fro m t a k i n g a n u n r e a s o n a b l e am ount o f t i m e . T h i s c a t e g o r y w as r a t e d i m p o r t a n t b y a p p r o x im a te ly

f o r t y p e r c e n t o f t h e s t u d e n t - t e a c h e r s , t h e lo w e s t p e r c e n t ­ age f o r any c a te g o ry .

I t w as r a t e d i m p o r ta n t a l s o b y l e s s

th a n f i f t y p e r c e n t o f t h e s p e c i a l i s t s * B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t a s shown i n T a b le X V III t h e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a te g o ry a s a u n i t .

I t w as c o n c lu d e d on t h e b a s i s o f

t h i s t e s t t h a t t h e r e w as 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 r a t i n g s o f t h e tw o g ro u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w ere d u e t o s a m p lin g f l u c t u a t i o n s * T a b le X V III w h ic h g i v e s t h e a c t u a l f r e q u e n c i e s o f t h e r a tin g s o f s tu d e n t-te a c h e rs and s p e c i a l i s t s , c h i s q u a re , and

3?ABLE Z V III SIGNIFICANCE OF DIFFERENCES EETKEEN RATINGS OF STUDENT-TEACHERS AND SPECIALISTS AS TO. THE " IMPORTANCE OF PROBLEMS .UNDER, CATEGORY ' . OVERWORK . . . ...

P ro b le m num ber

B a te d I m p o r ta n t i A c tu a l f r e q u e n c y J S tu d e n ts S p o o la lia ts

„.p

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48

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p r o b a b i l i t y f o r e a o h i t e m show s t h a t t h r e e o f t h e i te m s w e re r a t e d i m p o r t a n t b y m ore t h a n f i f t y p e r c e n t o f t h e s t u d e n t - t e a c h e r s a n d f o u r o f t h e ite m s w e re r a t e d i m p o r t a n t b y f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s * A s i g n i f i c a n t d i f f e r e n c e w as fo u n d i n t h e r a t i n g s o f t h r e e o f t h e e i g h t ite m s r a t e d * I te m §*

T h e se ite m s w e r e ;

How t o r e f u s e t o do w ork f o r o t h e r t e a c h e r s i n t h e s c h o o l*

I te m 6*

How t o k e e p t h e p a p e r w o rk c o n n e c te d w i t h p r a c t i c e t e a c h i n g t o a minimum*

I te m 8*

How e l i m i n a t e r e p e t i t i o n o r d u p l i c a t i o n i n t h e d a i l y l e s s o n p l a n s r e q u ir e d *

I te m s f i v e a n d e i g h t o f t h i s g ro u p w e re m ark ed im­ p o r ta n t by a g r e a t e r p e r c e n ta g e o f s p e c i a l i s t s th a n s tu d e n t te a c h e rs #

I te m e i g h t te n d e d to w a r d s e x tr e m e s , b e i n g r a t e d

im p o r ta n t b y e i g h t y p e r c e n t o f t h e s p e c i a l i s t s a s c o m p a re d t o a p p r o x im a te ly f o r t y f i v e p e r c e n t b y s t u d e n t t e a c h e r s * F u r th e r m o r e , s u c h a d i v e r g e n c e w as shown t o b e h i g h l y s i g n ­ i f i c a n t w hen s u b j e c t e d t o t h e c h i s q u a r e t e s t * C a te g o r y 6*

O b s e r v in g :

How t o g a i n t h e maximum

b e n e f i t s fro m s e e i n g o t h e r t e a c h e r s a t w ork*

E ig h te e n ty p ­

i c a l s t u d e n t - t e a c h i n g p ro b le m s w e re i n c l u d e d u n d e r t h i s h e a d in g *

T h ey w ere p r e s e n t e d u n d e r t h e f o l l o w i n g s u b - t o p i c s

85 1.

How t o d i s c o v e r t h e e s s e n t i a l f e a t u r e s o f a g o o d d e m o n s t r a t i o n le s s o n *

3*

How t o m anage th e p e r s o n a l r e l a t i o n s i n v o lv e d i n o b s e r v i n g d e m o n s tr a tio n s *

5*

How t o o b s e r v e t h e t e a c h i n g o f o t h e r s s o a s t o g e t t h e m o st h e lp * T h is c a t e g o r y w as r a t e d i m p o r ta n t b y f i f t y p e r c e n t o r

m ore o f th e s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s * B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t , t h e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t * I t w as c o n c lu d e d , on t h e b a s i s o f t h i s t e s t ,

t h a t t h e r e w as

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 r a t i n g s o f th e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w e re d u e t o s a m p lin g f l u c t u a t i o n s * T a b le XIX w h ic h g i v e s t h e a c t u a l r e s u l t s o f t h i s t e s t f o r e a c h i n d i v i d u a l i t e m i n t h e c a t e g o r y show s t h a t tw e lv e o f t h e p ro b le m s w e re r a t e d i m p o r ta n t b y f i f t y p e r o e n t o r m ore o f t h e s t u d e n t - t e a c h e r s a n d e l e v e n w ere r a t e d i m p o r ta n t by f i f t y p e r c e n t o f th e s p e c ia lis ts * A s i g n i f i c a n t d i f f e r e n c e w as f o u n d b e tw e e n t h e tw o s e t s o f r a t i n g s f o r f iv e ite m s a n d in th e s e c a s e s th e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p i n i o n c o n c e r n in g t h e im p o r ta n c e o f o f t h e s e p ro b le m s *

T h e s e ite m s w e r e :

86

TABLE XES SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS AND SPECIALISTS AS TO . THE IMPORTANCE OF PROBLEMS UNDER CATEGOBY 6 , OBSERVING '1 .‘ .

P ro b le m num ber

R a te d i m p o r t a n t { A c tu a l f r e q u e n c y ) S tu d e n ts S p e c ia lis ts

P

X s

1.

78

37

2 .2 8

• 2 0 - .1 0

2.

63

81

0 .0 5

♦ 9 0 -.8 0

3.

60

84

2 .5 1

.2 0 - .1 0

4.

63

84

1 .6 4

.3 0

5.

54

24

4 .7 0

.0 5 —. 0 2

6.

51

13

0 .1 0

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7.

51

18

0 .2 4

.7 0 - .5 0

8.

45

6

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< (- .0 1

9.

39

18

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10.

51

9

5 .6 0

4 0 2 -.0 1

11*

45

13

0 .0 2

♦ 9 0 - .8 0

12.

45

6

7 .5 3

< ( - .0 1

13.

45

9

3 .1 1

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14.

60

12

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.8 0 - .7 0

87 TABUS XIX (con tin u ea} SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEAOHERS AND SPEOIALIST§.AS TO.THE - ; IMPORTANCE OF PROBLEMS UNDER CATEGORY 6 , OBSERVING . . '

P ro b le m num ber

R a te d I m p o r t a n t CA c tu a l f r e q u e u e y } S tu d e n ts S p e c ia lle ts

P

X2

J& W sT

m

m

7*11

< (- .0 1

16 *

60

8i

0 .3 0

.7 0 - .5 0

17*

45

is

1 .8 8

.3 0 - .8 0

• CO H

57

15

1 .1 9

. 3 0 - . SO

88 I te m 5 .

How t o a p p l y d e m o n s tr a ti o n s on a d i f f e r e n t l e v e l th a n y o u r t r a i n i n g c la s s *

I te m 8*

How t o a p p r o a c h t h e t e a c h e r o f a c l a s s b e i n g o b s e rv e d *

I t e m 10# How t o a c t to w a rd s m em bers o f t h e c l a s s b e i n g v is ite d . I te m I S .

How t o tote© g r a c i o u s l e a v e o f t h e demon** s t m t io n t e a c h e r .

I te m 15# How t o c o r r e l a t e d e m o n s tr a ti o n l e s s o n s w i t h c o n c e p ts a n d m e th o d s t a u g h t i n y o u r c o l l e g e . I te m s f i v e a n d f i f t e e n o f t h i s g ro u p w ere r a t e d im ­ p o r ta n t by a g r e a t e r p e rc e n ta g e o f s p e c i a l i s t s th a n s tu d e n tte a c h e rs *

H ow ever, a l a r g e r p e r c e n t a g e o f s t u d e n t - t e a o h e r s

r a t e d i te m s e i g h t , t e n , a n d tw e lv e im p o r ta n t t h a n d i d s p e c ­ ia lis ts *

I n t h e c a s e o f a l l o f t h e s e p ro b le m s t h e n u l l

h y p o t h e s i s h a d t o be r e j e c t e d a n d i t w as c o n c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e tw o g r o u p s a s t o t h e i r o p in io n o f t h e im p o r ta n c e o f t h e s e p a r t i c u l a r p r o b le m s . C a te g o r y 7 .

G e t t i n g s t a r t e d : How t o a r r a n g e f o r y o u r

f i r s t a c t u a l te a c h in g so t h a t th e e x p e rie n c e w i l l be o f maximum v a l u e .

T h irty -s e v e n ty p ic a l s tu d e n t-te a c h in g p ro ­

b le m s w e re i n c l u d e d u n d e r t h i s c a te g o r y * s e n te d u n d er th e fo llo w in g s u b - to p ic s :

T h ey w ere p r e ­

89 1*

How t o make t h e b r e a k fro m b e i n g a c o l l e g e s t u d e n t t o b e i n g a t e a c h e r o f y o u th *

Z*

How t o g e t a c h a n c e t o b e r e a d y f o r y o u r t e a c h i n g so t h a t you w i l l n o t g e t o f f t o a bad s t a r t #

3#

How t o s t r i k e t h e b e s t co m p ro m ise b e tw e e n p lu n g in g in to r e a l te a c h in g an d h o ld in g b ack f o r o b s e rv a tio n and o r ie n ta tio n #

d#

How t o m anage th o s e f i r s t d i f f i c u l t d a y s b e f o r e a c la s s #

Si

How t o make c l o s e a r t i c u l a t i o n w i t h t h e w o rk o f t h e r e g u l a r te a c h e r *

6*

How t o s a lv a g e y o u r c a r e e r when y o u h a v e made a b a d s t a r t a h d seem t o b e f a i l i n g # T h is c a t e g o r y w as r a t e d i m p o r t a n t b y f i f t y p e r o e n t

o r m ore o f b o th s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s # B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t , t h e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t # I t w as c o n c lu d e d , o n t h e b a s i s o f t h i s t e s t , t h a t t h e r e w as 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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w ere d u e t o s a m p lin g f l u c t u a t i o n s # T a b le XX, w h ic h g i v e s t h e a c t u a l r e s u l t s o f t h i s t e s t f o r e a c h i n d i v i d u a l ite m , show s t h a t t h i r t y o f t h e t h i r t y - s e v e n p r o b le m s w ere r a t e d im p o r ta n t b y f i f t y p e r

90 TABLE SIGNIFICANCE OF BIFFEEENCES BETWEEN EATINGS OF STUDENT-TE ACHBBS. AND SPEQIAL3;STS .AS TC IMPQBTANCS OF PROBLEMS ;UNDEIi ^CATEGORli GITTINGSTABTBB

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84

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91 TABLE X X (o o n tin u e d ) SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STODENT-TEAOHERS -AND SPECIALISTS AS TO.TEE . IMPORTANCE OF PROBLEMS UNDER CATEGORY 71 GETTING .STARTED .:

P ro b le m num ber

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Xs

P

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42

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92 TABLE XX (o o a tin u e d ) SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STOTENT-TEACHERS. AND SPECIALISTS.AS TO . THE . IMPORTANCE O f PROBLEMS UNDER, CATEGORT 7 , ’ (SETTING STARTED . , ; ■.

Problem number

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93 o e n t o r m ore o f t h e s t u d e n t - t e a c h e r s a n d t h i r t y - f i v e o f t h e ite m s w ere r a t e d im p o r t a n t b y f i f t y p e r c e n t o r m ore o f t h e s p e c ia lis ts # A s i g n i f i c a n t d i f f e r e n c e w as fo u n d b e tw e e n t h e tw o s e t s o f r a t i n g s f o r e i g h t ite m s a n d i n t h e s e c a s e s t h e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p in io n c o n c e r n in g t h e im p o r ta n c e o f t h e s e p ro b le m s # I te m

1#

f b e s e ite m s w ere*

How t o make t h e m e n ta l s w i t c h fro m s t u d e n t t o t e a c h e r i n t h e same h o u r#

I te m

8#

How t o g e t a c h a n c e t o l e a r n how t o t e a c h w i th o u t d o in g to o much damage t o t h e c h i l d r e n w h ile y o u le a r n #

I te m 31#

How t o g e t s p e c i f i c i n f o r m a t i o n a b o u t t h e lo n g r a n g e p l a n s o f y o u r t r a i n i n g te a c h e r #

I te m 33#

How t o a c t I n c l a s s w hen y o u h a v e made a n o b v io u s m is ta k e #

I te m 35#

How t o l i v e down y o u r m i s t a k e s o r f a i l u r e s i n th e e y e s o f th e c h ild re n #

I te m 36#

How t o a v o i d f e e l i n g f r u s t r a t e d , w o r r i e d , a n d o v e r a n x io u s #

I te m 37*

How t o a v o i d h a v in g u p s e t s i n y o u r d a i l y p r o ­ g ram t h a t c a u s e comment#

B v e ry p r o b le m i n t h i s g ro u p l i s t e d w as r a t e d 1m-

p o r ta n t by a g r e a t e r p e rc e n ta g e o f s p e c i a l i s t a th a n s tu d e n tte a c h e rs *

I n two c a s e s , ite m s e i g h t a n d t h i r t y - t h r e e , t h e y

w e re m ark ed im p o r ta n t b y o n e h u n d re d p e r c e n t o f t h e s p e c ­ ia lis ts *

T h is w as r a r e l y . f o u n d i n t h e r a t i n g s th r o u g h o u t

t h e s tu d y * U s in g t h e r e s u l t s o f t h e c h i s q u a r e t e s t ,

th e n u l l

h y p o t h e s i s w as r e j e c t e d f o r t h e s e e i g h t ite m s a n d i t w as c o n ­ c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e tw o g r o u p s b ey o n d t h e c h a n c e o f s a m p lin g flu c tu a tio n s * C a te g o r y 8 .

Be l a t i o n s wi t h s t u d e n t a : How t o g a i n t h e

b e s t p o s s i b l e s t a t u s a n d w o rk in g r e l a t i o n s h i p s w i t h t h e s t u *> d e n t s whom y o u te a c h * T w e n ty - th r e e t y p i c a l s t u d e n t - t e a c h i n g p ro b le m s w ere i n c l u d e d i n t h e e h e c k - l i s t u n d e r t h i s c a te g o r y * T hey w ere p r e s e n t e d u n d e r t h e f o l l o w i n g s u b - t o p i c s : 1*

How t o g a i n s t a t u s o r p r e s t i g e w i t h t h e c h i l d r e n when y o u a r e o b v io u s l y o n ly a n a p p r e n t i c e *

2*

How

t o g e t th e c h i ld r e n t o a c c e p t you a s a t e a c h e r

r a t h e r t h a n a s a f l u n k y o r m ere a s s i s t a n t . 3*

How

t o d e te r m in e t h e l i m i t s o f y o u r a u t h o r i t y o v e r

th e p u p ils * 4*

How

t o r e g u l a t e p e r s o n a l m a t t e r s b e tw e e n y o u r s e l f

a n d th e p u p ils *

T h i s c a t e g o r y w as r a t e d im p o r ta n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t - t e a c h e r s b u t w as r a t e d i m p o r t a n t by o n ly a p p r o x im a te l y t h i r t y - e i g h t p e r c e n t o f t h e s p e c i a l i s t s # T h is w as t h e lo w e s t p e r c e n t a g e fo u n d f o r a n y o f t h e c a t e g o r i e s a s a u n i t , a s r a te d by s p e c i a l i s t s # B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t , t h e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t #

It

whs c o n c lu d e d , on t h e b a s i s o f t h i s t e s t , t h a t t h e r e w as 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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w e re d u e t o sam p­ lin g flu c tu a tio n s . T a b le XXI, w h ic h g i v e s t h e r e s u l t s o f t h i s t e s t f o r e a c h i n d i v i d u a l i t e m , show s t h a t f o u r t e e n o f t h e tw e n t y t h r e e ite m s w ere r a t e d i m p o r ta n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t - t e a c h e r s a n d t h a t f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s m a rk e d o n ly e i g h t o f t h e ite m s im p o r ta n t* A s i g n i f i c a n t d i f f e r e n c e w as f o u n d b e tw e e n t h e two s e t s o f r a t i n g s f o r f o u r te e n ite m s an d i n th e s e o a s e s th e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p i n i o n c o n c e r n in g t h e im­ p o r t a n c e o f t h e s e tw o p ro b le m s #

F o u r ite m s w e re i n c l u d e d

w i t h i n t h i s g ro u p b y i n s p e c t i o n s i n c e z e r o num ber o f s p e c ­ i a l i s t s r a t e d th em im p o r ta n t* s i g n i f i c a n t d if f e r e n c e w e re :

T h e se f o u r t e e n ite m s w ith a

TABLE T^T SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS.AND SPECIALISTS AS TO. THE IMPORTANCE OF PRO BLEMS. UNDER CATEGORY 8* RELATIONS WITH STUDENTS

P ro b le m num ber

R a te d i m p o r t a n t { A c tu a l f r e q u e n c y 1 S tu d e n t s S p e c ia lis t a

P X

3

1*

d6

15

4 .4 3

• 0 5 - . 08

2•

57

15

1 .1 9

•3 0 -* 20

3.

69

9

1 9 .0 9

< -•0 1

4.

51

15

0 .2 1

• 7 0 - .5 0

5*

66

15

4 .4 3

• 0 5 - .0 8

6.

48

6

9 .2 0

< -•0 1

7.

39

9

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♦ 3 0 -.2 0

8.

45

9

3 .1 1

• 1 0 -.Q 5

9*

60

9

1 0 .9 7

< -•0 1

10*

57

15

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11.

54

0

12.

51

9

5 .6 0

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13.

45

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14.

48

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n

< -.9 1

97 TABLE XXI ( c o n tin u e d ) SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS AND SPECIALISTS AS TO THE . IMPORTANCE OF PROBLEMS ONDER CATESQRY 8 , RELATIONS 113® STUDENTS

P ro b le m num ber

R a te d im p o r ta n t ( A c tu a l f r e q u e n c y ) S tu d e n ts S p e c ia lis ts

X®

P

15 ,

21

e

16.

27

0

17*

45

12

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is .

51

3

I S . 51

< -♦ 0 1

19*

60

15

2 .0 0

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20.

33

3

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< * .0 1

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42

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22 .

33

0

< - .0 1

2a.

57

12

0 .0 8

.8 0 - .7 0 < - .0 1

4 .1 7

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Item

I,

How t o h a v e c h i l d r e n l i k e a n d a c c e p t t h e p r a c t i c e te a c h e r *

Ite m

3*

How t o l e t s t u d e n t s know th e y a r e r e s p o n s i b l e t o you*

I te m

5*

How .0 2

30*

48

12

1* 2 2

.3 0 - .2 0

31.

18

5

1 .4 0

.3 0 - .2 0

32.

33

12

0 .1 9

* 7 0 - .5 0

33.

42

12

0*24

.7 0 - .5 0

34.

33

18

5 .5 1

*02—*01

33.

34

15

0 .5 9

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36.

12

3

0*91

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37.

45

15

0 .0 2

♦ 9 0 -* 8 0

38.

39

18

8*97

• 1 0 - .0 8

39*

36

15

1*19

• 3 0 - . 28

40*

59

18

0 .0 3

♦ 9 0 - .8 0

41.

33

3

2 .5 1

• 2 0 - .1 0

42.

42

15

0*21

• 7 0 - .5 0

TABLE XXII ( c o n tin u e d ) SIGNIFICANCE OF OIFFERENCES BETWEEN RATINGS OF STUDENT-IEACHERS- AND SPECIALISTS.AS TO.THE . IMPORTANCE. OF PROBLEMS.;TERSER, CATEGORY 9 RELATIONS WITH YOUR CRITIG TEACHER

P ro b le m n u m b er

B a te i m p o r t a n t ( A c tu a l f r e q u e n c y ) S tu d e n ts S p e c ia l! s t a

-y Z

P

105 I te m

9*

How t o g e t on b e t t e r te r m s w i t h y o u r t r a i n i n g te a c h e r a f t e r you h av e s t a r t e d o f f on th e w rong f o o t*

I te m 13*

How t o a r r a n g e a m e e tin g tim e t h a t i s e o n v e n i e n t f o r s t u d e n t a n d te a o h e r *

I te m 15*

How t o d i s c u s s y o u r l e s s o n s p r o f i t a b l y w i t h y o u r t r a i n i n g te a c h e r *

I te m 1*?*

How t o g e t t h e t r a i n i n g t e a c h e r t o b e m ore s p e c i f i c i n h e r s u g g e s tio n s *

I te m 89*

How t o g e t a l o n g w i t h a f o r m a l t e a c h e r when y o u r i d e a s a r e in f o r m a l*

I te m 34*

How t o g e t p e r m i s s i o n t o t r y e x p e r i m e n ts i n c la s s *

I te m 45*

How t o r e t r i e v e y o u r s t a t u s o r r e g a r d i n t h e e y e s o f th e t r a i n i n g te a c h e r a f t e r you h av e f a l l e n down i n h e r e s t i m a t i o n *

I te m 46*

How t o k e e p fro m b e i n g s h u n te d o f f t o u n ­ im p o r ta n t a s p e c t s o f c l a s s r o o m a c t i v i t i e s *

I n t h e f i r s t s e v e n o f t h e s e p ro b le m s t h e y w e re r a t e d i m p o r ta n t b y a g r e a t e r p r o p o r t i o n o f s p e c i a l i s t s th e n s t u d e n t t e a c h e r a n d o n ly t h e l a s t i te m w as r a t e d b y a g r e a t s e r p e rc e n ta g e o f s tu d e n t- te a c h e r s * U s in g t h e r e s u l t s o f t h e c h i s q u a r e t e s t show ns i n T a b le X X II, t h e n u l l h y p o t h e s i s w as r e j e c t e d f o r t h o s e e i g h t

106 I te m s e n d i t w as c o n c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e tw o g r o u p s b e y o n d t h e p r o b a b le c h a n c e o f s a m p lin g f l u c t u a t i o n s * .C a te g o r y . 10*

R e l a t i o n s w i t h t h e s c h o o l : How t o a d ­

j u s t y o u r s e lf to th e a d m in is tra tio n * s t a f f , p ro c e d u re s , an d f a c i l i t i e s o f t h e s c h o o l i n w h ich y o u t e a c h .

T w e n ty - s ix

t y p i c a l s t u d e n t - t e a c h i n g p ro b le m s w e re i n c l u d e d i n t h e e h e c k - l i s t u n d e r t h i s c a te g o r y *

T h ey w ere p r e s e n t e d u n d e r

t h e f o llo w in g s u b - t o p i c s : 1*

How t o g e t a n o v e r a l l v ie w o f t h e l o c a l d i s t r i c t a n d s c h o o l i n w h ic h y o u a r e s c h e d u le d t o do y o u r p r a c t ­ i c e te a c h in g *

B*

How t o e n t e r i n t o c o r r e c t r e l a t i o n s w ith t h e s c h o o l a d m in is tra tio n .

3*

How t o e s t a b l i s h t h e p r o p e r r e l a t i o n s h i p w i t h t h e sch o o l fa c u lty .

4*

How t o r e g u l a t e y o u r a c t i o n s i n a c c o r d a n c e w i t h s c h o o l p o l i c i e s a n d c u s to m s .

S.

How t o o b t a i n a n d u s e s c h o o l f a c i l i t i e s a n d s u p ­ p lie s *

6*

How t o k e e p in f o rm e d a b o u t t h e s c h e d u le o f c l a s s e s and e v e n ts a t y o u r s c h o o l.

7*

How t o g e t a d e q u a t e , d e t a i l e d i n f o r m a t i o n a b o u t your p u p ils .

XO? T h is c a t e g o r y w as r a t e d im p o r ta n t b y f i f t y

per cen t

o r m ore o f b o t h s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s # B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t ,

th e

n u l l h y p o th e s is w as r e ta in e d f o r t h i s c a te g o ry a s a u n it* I t w as c o n c lu d e d , on t h e b a s i s o f t h i s t e s t , t h a t t h e r e w as 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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t an y d i f f e r e n c e s t h a t d id a p p e a r w e re d u e t o s a m p lin g f l u c t u a t i o n s * T a b le X X III, w h ic h g i v e r e s u l t s o f t h i s t e s t f o r i n ­ d i v i d u a l i t e m s , show s t h a t tw e n ty - o n e o f t h e t w e n t y - s i r ite m s w ere r a t e d i m p o r t a n t b y f i f t y p e r c e n t o r m ore o f t h e s tu d e n t-te a c h e rs *

£ i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s

r a t e d tw e n ty -tw o o f t h e ite m s a s im p o r ta n t* A s i g n i f i c a n t d i f f e r e n c e w as f o u n d b e tw e e n th e tw o s e t s o f r a t i n g s f o r f i v e ite m s a n d i n t h e s e c a s e s t h e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p i n i o n c o n o e r in g t h e im p o r ta n c e o f t h e s e p a r t i c u l a r p ro b le m s * I te m

8*

T h e s e it e m s w e r e :

How t o becom e b e t t e r a c q u a i n t e d a n d e s t a b l i s h go o d s u p p o r t w ith t h e f a c u l t y *

I te m 10*

How t o e x p e d i t e y o u r a c c e p t a n c e a s a s t u d e n t t e a c h e r b y t h e r e g u l a r m em bers o f t h e f a c u l t y *

I te m 15*

How t o p r e v e n t m i s t a k e s o r b l u n d e r s when y ou do n o t know t h e c o r r e c t p r o c e d u r e s t o fo llo w *

108 TABLE 2XH X SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS -AND SFECIALIS T S .AS TO -THE IMPORTANCE OF PROBLEMS UNDER. CATEGORY 1 0 , RELATIONS WITH THE TRAINING-SCHOOL

Problem number

Rated Im portant (A ctual frequency) S tu d en ts S p e c ia lis ts

y*

P

la

66

18

1 .2 6

♦ 3 0 - .2 0

2a

m

21

2*77

.1 0 - .0 5

3a

66

21

OaOl

.9 0

4a

60

18

8 .1 9

.7 0 - .5 0

3a

45

15

0 .0 2

.9 0 - .8 0

6a

54

21

1 .3 5

.3 0 - .2 0

7a

48

is

0 .6 4

♦ 5 0 -.3 Q

©♦

60

27

7a ll

< - .0 1

9a

40

21

3 a ll

.1 0 - .0 5

10.

57

9

8 . 93

< - .0 1

11a

48

15

0 .0 2

a90** .8 0

12 a

27

6

0 .9 4

a 5 0 r #30

13.

75

21

1 .5 0

a 3Q**.

14 a

51

21

2 .1 4

.2 0 - .1 0

20

109 TABLE XXIII {oon tin n ed ) SIGNIFICANCE Off DIFFERENCES BETWEEN EATINGS Off STODENTrTEAOHEBS. AND•SPECIALISTS, AS TO TEE ' . IMPORTANCE Off PROBLEMS UNDER CATEGORY 1 0 , RELATIONS WITH THE .TRAINING. SCHOOL

P ro b le m numb e r

R a te d i m p o r t a n t ( A c tu a l f r e q u e n c y ) S tu d e n ts S pec i a l i s t s

P X

8

15*

65

15

4 .4 5

• 0 5 - .0 2

15*

57

21

0 .7 4

.5 0 - .3 0

17*

66

18

1 .2 6

.3 0 - .2 0

18*

51

15

0 .2 0

.7 0 - .5 0

19.

65

30

20.

45

9

3 .1 1

.1 0 - .0 5

21.

45

6

7 .5 3

< - .0 1

22.

60

18

0 .1 9

.7 0 - .5 0

23.

57

21

0 .7 4

♦ 5 0 - .3 0

24.

60

18

0 .1 9

.7 0 - .5 0

25.

42

15

0 .2 1

.7 0 - .5 0

26.

57

24

3 .5 3

.1 0 - .0 5

< -0 1

I te m 19*

How t o becom e a c q u a i n t e d w i t h t h e a u d i o - v i s u a l a i d s a v a i l a b l e f o r y o u r u se*

I te m E l ,

How t o o b t a i n s p e c i a l j a n i t o r i a l h e l p w hen n e e d e d i n y o u r c la s s ro o m *

I te m s e i g h t an d n i n e t e e n o f t h i s g ro u p w ere r a t e d im p o r t e n t b y a l a r g e r p e r c e n t a g e o f s p e c i a l i s t s w h ile t h e o t h e r ite m s w e re r a t e d i m p o r t a n t b y a g r e a t e r p r o p o r t i o n o f s t u d e n t te a c h e rs * U s in g t h e r e s u l t s o f t h e c h i s q u a r e t e s t shown i n T a b le X X II I, t h e n u l l h y p o t h e s i s w as r e j e c t e d f o r t h e s e f i v e ite m s a n d i t w as c o n c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e two g r o u p s b ey o n d t h e p r o a b l e c h a n c e o f s a m p lin g f l u c t u a t i o n s * C a te g o r y 11*

D i f f e r e n c e s o f o p i n i o n : How t o p r e ­

v e n t s e t t l e , o r a d j u s t d is a g r e e m e n ts t h a t grow o u t o f y o u r m e th o d s , p o l i c i e s , o r t e a c h i n g e x p e r i e n c e s .

S ix te e n t y p i c a l

s t u d e n t - t e a c h i n g p r o b le m s w ere i n c l u d e d i n t h e c h e c k - l i s t u n d e r t h i s c a te g o r y *

T hey w e re p r e s e n t e d u n d e r t h e f o l l o w i n g

s u b -to p ic s * 1.

How t o h a n d le d i f f e r e n c e s t h a t a r i s e fro m t e a c h i n g m eth o d s*

Et

How t o p r o c e e d when t h e r e i s a d i f f e r e n c e o f o p i n i o n b e tw e e n y o u r s u p e r i o r s *

I ll 3*

How t o p r e v e n t d i f f i c u l t i e s o v e r t h e c o n t r o l o f th e c la s s * T h i s c a t e g o r y w as r a t e d i m p o r t a n t b y f i f t y p e r c e n t

o r m ore o f b o th t h e s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s * B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t *

th©

h u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t * I t w as c o n c lu d e d * o n t h e b a s i s o f t h i s t e s t , t h a t t h e r e w as 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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w ere d u e t o s a m p lin g f l u c t u a t i o n s * T a b le XXIV, w h ic h g i v e s t h e r e s u l t s o f t h i s t e s t f o r i n d i v i d u a l i t e m s , show t h a t e l e v e n o f t h e s i x t e e n ite m s w e re r a t e d im p o r t a n t by f i f t y p e r c e n t o r m ore o f t h e s t u d e n t t e a c h e r s a n d t h a t e l e v e n o f t h e s i x t e e n ite m s w e re r a t e d im ­ p o r t a n t b y f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s *

I te m

t h i r t e e n w as r a t e d im p o r ta n t b y o n e h u n d r e d p e r c e n t o f t h e s p e c ia lis ts * A s i g n i f i c a n t d i f f e r e n c e w as f o u n d b e tw e e n t h e tw o s e t s o f r a t i n g s f o r f i v e ite m s a n d i n t h e s e c a s e s t h e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p in io n c o n c e r n in g t h e im p o r ta n c e o f t h e s e p a r t i c u l a r p ro b le m s*

T h e se i t e m s w e r e :

112

TABLEZXIV SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STUDENT-TEACHERS -AND SPECIALISTS AS TO . THE . IMPORTANCE OF PROBLEMS UNDER CATEGORY 1 1 , DIFFERENCES OF OPINION; '

P ro b la ^ num ber

R a te d im p o r ta n t . ( A c tu a l t r e ^ u e n e y l S tu d e n ts S p e c ia lis ts

X

2

60

18

0 .1 9

.7 0 - .5 0

2.

72

21

0 .6 ?

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3.

60

24

2 .5 1

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4.

66

18

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.3 0 - .8 0

5*

54

24

4 .7 0

.0 5 —.0 2

6*

60

12

5 .6 1

.0 2 - .0 1

7*

31

9

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• 02—.0 1

a.

31

21

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9.

48

15

0 .0 2

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10.

42

12

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11.

30

12

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30

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13.

54

30

17.3©

< -* 0 1

14.

51

24

6 .0 3

Q*I ©•

H

1.

113 TABLE X P V ( c o n ti n u e d ) SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STTOENT-TmGHERS ANO SPECIALISTS AS TO.THE . IMPORTANCE Of PRO BLS^ *ONPEB. CATEGORY XX * DIFFERENCES O f OPINION

P ro b le m num ber

R a t ed i m p o r ta n t ( A c tu a l f r e q u e n c y ) S tu d e n t a S p e c ia lis ts 1

- jLii^ ifL•

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2 /V ——

. L . _ , • ■-L , r*^ jUI■ '■;' ■■'■

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5* How t o a v o i d g o in g b e y o n d t h e l i m i t s o f g o o d s e n s e i n u s i n g o t h e r m eth o d s*

Ite m

d* How t o j u s t i f y y o u r p r a c t i c e s w h ic h a r e d if f - ? e r e n t fro m t h o s e o f t h e te a c h e r *

I te m

7 . How t o a v o i d d i v e r s i t y o f © p in io n b e tw e e n y o u a n d t h e t e a c h e r a s r e g a r d s s u b j e c t m a t t e r in-? f o r m a tio n g iv e n t o t h e c l a s s *

I t e m 13*

How t o im p ro v e t h e d i s c i p l i n e s i t u a t i o n i n a c l a s s t h a t i s b a d ly c o n t r o ll e d w ith o u t c a u s in g d i f f i c u l t i e s when y o u t a k e o v e r o r r e lin g q u is h th e c la s s *

I te m 14*

How t o o b t a i n g o o d d i s c i p l i n e w i t h o u t a lw a y s b a w lin g t h e c h i l d r e n o u t a s t h e t r a i n i n g t e a c h e r a d v o c a te s *

H um bers s i x a n d s e v e n o f t h e s p r o b le m s w e re r a t e d im-* p o r ta n t by a h ig h e r p e rc e n ta g e o f s tu d e n t~ te a c h e r s th a n s p e c i a l i s t s w h i l e t h e r e s t w e re r a t e d I m p o r t a n t b y a g r e a t e r p e rc e n ta g e o f s p e c i a l i s t s * U s in g t h e r e s u l t s o f t h e c h i s q u a r e t e s t show n i n T a b le 23X 7, t h e n u l l h y p o t h e s i s w as r e j e c t e d f o r t h e s e f i v e I te m s a n d i t w as c o n c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e two g r o u p s b e y o n d t h e p r o b a b l e c h a n c e o f s a m p lin g f l u c t u a t i o n s *

115 C a te g o r y 12»

K in d s o f e x p e r i e n c e s How t o g e t s u f f ­

i c i e n t ra n g e , v a r i e t y , r e a l i t y , an d c o n tin u ity o f e x p e rie n c e t o e q u ip y o u i n t h e h i g h e s t d e g r e e f o r a s u c c e s s f u l t e a c h i n g c a re e r*

F i f t e e n t y p i c a l s t u d e n t - t e a c h i n g p r o b le m s w ere i n ­

c lu d e d i n t h e e h e c k - X ie t u n d e r t h i s c a te g o r y *

T hey w e re

p r e s e n te d u n d e r th e fo llo w in g s u b - to p ic s : X*

How t o g e t t h e maximum v a r i e t y o f c l a s s r o o m e x ­ p e r i e n c e s i n many s i t u a t i o n s *

E*

How t o b r o a d e n y o u r e x p e r i e n c e s t o i n c l u d e e x t r a c u rric u la r a c tiv itie s *

3*

How t o a v o i d g e t t i n g a v e r y l i m i t e d o r s p e c i a l i z e d ty p e o f e x p e r ie n c e * T h i s c a t e g o r y w as r a t e d im p o r ta n t b y f i f t y p e r c e n t

o r m ore o f b o t h s t u d e n t - t e a c h e r a a n d s p e c i a l i s t s * B ased upon th e f in d in g s o f th e c h i s q u a re t e s t , th e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t * I t w as c o n c lu d e d , o n t h e b a s i s o f t h i s t e s t ,

t h a t t h e r e w as

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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w e re d u e t o s a m p lin g f l u c t u a t i o n s * T a b le XXF, w h ic h g i v e s t h e r e s u l t s o f t h i s t e s t f o r i n d i v i d u a l i t e m s , show s t h a t t e n o u t o f f i f t e e n o f t h e i t e m s w ere r a t e d im p o r ta n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t t e a c h e r s w h ile f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s

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r a t e d e l e v e n o f t h e ite m s a s im p o r ta n t* A s i g n i f i c a n t d i f f e r e n c e w as fo u n d b e tw e e n th© tw o s e t s o f r a t i n g s f o r f i v e o f t h e ite m s a n d i n t h e s e c a s e s t h e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p i n i o n c o n c e r n in g t h e im * p o r t a n c e o f t h e s e p a r t i c u l a r p ro b le m s * I te m

1*

T h e se i t e m s w e r e :

How i t o l e a r n t o t e a c h o t h e r s u b j e c t s t h a t t h e one c o v e r e d i n p r a c t i c e *

I te m

S*

How t o g e t e x p e r i e n c e i n p u p i l g u id a n c e w h ile p r a c t i c e te a c h i n g *

I te m

6*

How t o a d a p t m a t e r i a l o b s e r v e d on o n e g r a d e l e v e l f o r u s e o n a n o th e r *

I te m

9*

How t o becom e a l e a d e r o r a d v i s o r o f a s c h o o l o rg a n iz a tio n *

I te m 12*

How t o a v o i d d e v e lo p in g b a d p r o c e d u r e s b e c a u s e your tr a in in g s itu a tio n id e a l in s te a d o f ty p ic a l*

I te m s o n e a n d tw e lv e o f t h i s g r o u p w e re r a t e d im­ p o r t a n t b y a l a r g e r p e r c e n t a g e o f s t u d e n t - t e a c h a r s a n d th e o t h e r s w e re r a t e d im p o r ta n t b y a g r e a t e r p e r c e n t a g e o f s p e c ia lis ts *

I te m tw e lv e m a rk s a e x tre m e p o s i t i o n w h e re

a p p r o x im a te l y s i x t y p e r c e n t o f t h e s t u d e n t s m ark ed i t i m p o r t a n t t o t e n p e r c e n t o f th e s p e c i a l i s t s * U s in g t h e r e s u l t s o f t h e c h i s q u a r e t e s t show n i n

118 T a b le O T , t h e a u l l hyp t h e s i s w a s r e j e c t e d f o r t h e s e f i v e ite m s a n d i t w as c o n c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e tw o g r o u p s b e y o n d t h e p r o b a b le c h a n c e o f s a m p lin g f l u c t u a t i o n s * C a te g o ry . 13*

B e in g o b s e r v e d ^

How t o g e t t h e k i n d

a n d am ount o f c r i t i c a l o b s e r v a t i o n , i n s p e c t i o n , o r c h e c k ­ up t h a t w i l l y i e l d m o st p r o f e s s i o n a l a n d p e r s o n a l b e n e f i t s * T w elve t y p i c a l s t u d e n t - t e a c h i n g p ro b le m s w e re i n c l u d e d i n t h e c h e e k - l i s t u n d e r t h i s c a te g o r y *

T hey w ere p r e s e n t e d

u n d e r th e fo llo w in g s u b -to p ic s * 1*

How t o c o n d u c t y o u r s e l f w hen t h e r e a r e o b s e r v e r s i n t h e c la s s ro o m *

3*

How t o g i v e y o u r s u p e r i o r s t h e b e s t c h a n c e t o h e l p y o u w hen th e y v i s i t * T h i s c a t e g o r y i s o n e o f t h e tw o t h a t w as r a t e d im­

p o r ta n t by s l i g h t l y l e s s th a n f i f t y p e r c e n t o f b o th s t u d e n t- te a c h e r s and s p e c i a l i s t s * B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t ,

th e

n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t * I t w as c o n c lu d e d , o n t h e b a s i s o f t h i s t e s t ,

t h a t t h e r e w as

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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w e re due t o s a m p lin g f l u c t u a t i o n s * T a b le 1 0 1 , w h ich g i v e s t h e r e s u l t s o f t h i s t e s t f o r

119

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i n d i v i d u a l i t e m s , show s t h a t o n ly f o u r o f t h e tw e l v e ite m s w ere r a t e d i m p o r ta n t b y f i f t y p e r c e n t o r m ore o f t h e s t u ~ d en t te a c h e rs .

F iv e o f t h e i t e m s w e re r a t e d i m p o r ta n t b y

f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s * A s i g n i f i c a n t d i f f e r e n c e w as fo u n d b e tw e e n t h e tw o s e t s o f r a t i n g s ^ f o r o n ly tw o o f th e ite m s a n d i n t h e s e c a s e s t h e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p i n i o n c o n c e r n in g t h e im p o r ta n c e o f t h e s e two p a r t i c u l a r p ro b le m s *

T h ese ite m s

w ere: I te m 3*

How t o g e t t h e c l a s s t o b e h a v e n a t u r a l l y w hen y o u r s u p e r i o r s a r e i n t h e room*

I te m Q*

How t o e n c o u ra g e y o u r t r a i n i n g t e a c h e r t o g i v e m ore c o n s t r u c t i v e c r i t i c i s m *

I te m t h r e e h a d a h i g h e r p e r c e n t a g e o f s t u d e n t ^ t e a c h e r s ra tin g i t

im p o r ta n t an d i te m e i g h t h a d a h i g h e r p e r c e n t a g e

o f s p e c ia lis ts ra tin g

i t im p o r ta n t*

U s in g t h e r e s u l t s o f t h e c h i s q u a r e t e s t show n i n T a b le XXFX, t h e n u l l h y p o t h e s i s w as r e j e c t e d f o r t h e s e tw o ite m s a n d i t w as c o n c lu d e d t h a t 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 b e tw e e n t h e r a t i n g s o f t h e tw o g r o u p s b e y o n d t h e p r o b a b l e c h a n c e o f s a m p lin g f l u c t u a t i o n s *

121 C a te g o r y 14».

Be& oonse t o c r i t i c i s m s

How t o r e a c t

t o s u c h c r i t i c i s m , c o r r e c t i o n s , o r re c o m m e n d a tio n s a s a r e made t o y o u ah o u t y o u r te a c h i n g #

E le v e n t y p i c a l p ro b le m s

w e re i n c l u d e d i n t h e c h e c k l i s t u n d e r t h i s c a te g o r y #

T hey

w e re p r e s e n t e d u n d e r t h e f o llo w in g s u b - t o p i c s : 1#

How t o g e t s u f f i c i e n t , s p e c i f i c c r i t i c i s m o f y o u r

8#

How t o k e e p y o u r p e r s o n a l f e e l i n g s o u t o f e v a l u a t i o n s g iv e n y o u r w ork#

3#

How t o g o a b o u t c o r r e c t i n g s h o r tc o m in g s p o i n t e d o u t i n y o u r w ork# T h i s c a t e g o r y w as r a t e d im p o r ta n t b y f i f t y p e r c e n t

o r m o re o f b o th s t u d e n t - t e a c h e r s a n d s p e c i a l i s t s # B a se d u p o n t h e f i n d i n g s o f t h e c h i s q u a r e t e s t , t h e n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t * I t w as c o n c lu d e d , o n t h e b a s i s o f t h i s t e s t ,

t h a t t h e r e w as

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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w e re d u e t o s a m p lin g f l u c t u a t i o n s # T a b le 3QHTXI, w h ic h g i v e s t h e r e s u l t s o f t h i s t e s t f o r i n d i v i d u a l i t e m s , show s t h a t o n ly f i v e o u t o f e l e v e n ite m s w e re r a t e d im p o r ta n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t - t e a o h e r s w h i l e a l l e l v e n o u t o f e l e v e n w e re r a t e d im ­ p o r t a n t b y f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s #

T h is

is s m aT3T in r n n T

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123 i s t h e o n ly i n s t a n c e w h e re © very i te m o f a c a t e g o r y w as r a t e d im p o r ta n t by f i f t y p e r c e n t o r m ore o f one o f t h e r a t i n g g ro u p s # A s i g n i f i c a n t d i f f e r e n c e w as f o u n d b e tw e e n t h e tw o s e t s o f r a t i n g s f o r f o u r o f t h e e l e v e n ite m s a n d i n t h e s e e a s e s t h e n u l l h y p o t h e s i s w as r e j e c t e d a n d i t w as c o n c lu d e d t h a t t h e r e w as a r e a l d i f f e r e n c e o f o p i n i o n c o n c e r n in g t h e im p o r ta n c e o f t h e s e p a r t i c u l a r p ro b le m s # I te m

8#

How t o

T h e se ite m s w e r e :

g e t t h o s e who s e e y o u r f a u l t s t o o p en

u p a n d r e v e a l th e m t o you* I te m

6#

How t o

k e e p c r i t i c i s m s o f y o u r s u p e r i o r s fro m

s p o i l i n g y o u r w h o le day* I te m

?♦

How t o

o v erco m e s e n s i t i v i t y i n d i s c u s s i n g y o u r

own d i f f i c u l t i e s * I te m 11*

How t o

keep a p ro g re s s r e p o r t o f y o u r e f f o r t s

t o im p ro v e* A l l f o u r o f t h e s e p ro b le m s w ere r a t e d i m p o r ta n t b y m g r e a t e r p r o p o r tio n o f s p e c i a l i s t s th a n s t u d e n t- t e a c h e r s ♦ U s in g t h e r e s u l t s o f t h e c h i * sq u are t e s t shown i p T a b le X X V III,

t h e n u l l h y p o t h e s i s w as r e j e c t e d f o r t h e s e

f o u r ite m s a n d i t w as c o n c lu d e d t h a t a s i g n i f i c a n t d if f e r - * ©no© e x i s t e d b e tw e e n t h e r a t i n g s o f t h e tw o g r o u p s b e y o n d t h e p r o b a b l e c h a n c e o f s a m p lin g f l u c t u a t i o n s *

C a te g o r y 15*

P la c e m e n t:

How t o g e t i n t o t h e b e a t

p o s s i b le te a c h in g p o s i t i o n a f t e r you f i n i s h y o u r p r a c t i c e te a c h i n g *

n i n e t e e n t y p i c a l s t u d e n t - t e a c h i n g p ro b le m s w e re

i n c l u d e d i n t h e c h e c k l i s t u n d e r t h i s c a te g o r y *

T h ey w e re

p r e s e n t e d u n d e r t h e f o llo w in g s u b - t o p i c s : 1*

How t o k e e p y o u r r e c o r d s c o m p le te a n d u p - t o - d a t e *

2*

How t o make a p p l i c a t i o n f o r a t e a c h i n g jo b *

S*

How t o c o n d u c t y o u r s e l f d u r i n g a n i n t e r v i e w f o r a te a c h in g p o s itio n * T h is c a t e g o r y w as r a t e d im p o r t a n t b y f i f t y p e r c e n t

o r m ore o f b o t h t h e s t u d e n t - t e a c h e r s a n d t h e s p e c i a l i s t s * B ased upon th e f in d in g s o f th e c h i s q u a re t e s t |

th e

n u l l h y p o t h e s i s w as r e t a i n e d f o r t h i s c a t e g o r y a s a u n i t * I t w as c o n c lu d e d , on t h e b a s i s o f t h i s t e s t ,

t h a t t h e r e w as

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 r a t i n g s o f t h e tw o g r o u p s a n d t h a t a n y d i f f e r e n c e s t h a t d i d a p p e a r w e re d u e t o s a m p lin g f l u c t u a t i o n s * T a b le X S V 'III, w h ic h g i v e s t h e r e s u l t s o f t h i s t e s t f o r i n d i v i d u a l i t e m s , show s t h a t s e v e n t e e n o f t h e n i n e t e e n ite m s w e re r a t e d im p o r ta n t b y f i f t y p e r c e n t o r m ore o f t h e s t u d e n t t e a c h e r s a n d t h a t s e v e n t e e n o f t h e n i n e t e e n ite m s w e re m a rk e d im p o r t a n t by f i f t y p e r c e n t o r m ore o f t h e s p e c i a l i s t s

125 TABES X X 7 III

SIGNIFICANCE OF DIFFERENCES BETWEEN RATINGS OF STOTM3NT-TEASHERS. AMD SPECIALISTS AS TO. THE IMPORTANCE OF PROBLEMS.UNDERCATEGORY 1 5 , PLACEMENT ....................

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How t o i n t r o d u c e y o u r s e l f t o a c l a s s w i t h o u t p r e 18. C . - v i o u s i n t r o d u c t i o n by t h e t r a i n i n g t e a c h e r , 1 9 . t ) ( ) How t o b e f r i e n d l y w ith y o u r p u p i l s w i t h o u t b e - - - com ing to o f a m i l i a r o r l o s i n g d i g n i t y . HQ. ( H ) How t o c o n d u c t y o u r s e l f on t h e p la y g r o u n d . 01 ( ) ( i How t o k e e p t h e p r o p e r t e a c h e r - p u p i l r e l a t i o n s h i p . . . . w ith s t u d e n t s o f t h e o p p o s i t e s e x . 2 0 . { }( 3 How t o a v o id h a v in g t h e p u p i l s a s k p e r s o n a l q u e s t - - ~ io n s . 2 3 . ( ){ ) How t o a v o i d sh o w in g f a v o r i t i s m t o t h e more i n . * te re s te d p u p ils

.

CATEGORY 9* , REXATIQNS WITH YOUR CRITIC TEACHER How t o a c h i e v e t h e b e s t p e r s o n a l a n d p r o f e s s i o n a l c o o p e r a t i o n w ith t h e t e a c h e r i n w hose c l a s s y o u t e a c h A*

How t o g e t a lo n g w i t h y o u r t r a i n i n g t e a c h e r .

1* ( ){ ) How t o make a n i n i t i a l g o o d im p r e s s io n on y o u r new t r a i n i n g te a c h e r *

241 3

2* 3. 4* 5* e. 7. 8* 9. IQ*

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) ( . ) Eow t o m e e t t h e t r a i n i n g t e a c h e r f o r t h e f i r s t _ ~ tim e * )C ) How t o g e t c l o s e r a c q u a i n t e d w ith t h e t r a i n i n g t e a c h e r a s you w ork t o g e t h e r . ) ( ) How t o make t h e t r a i n i n g t e a c h e r , s t u d e n t t e a c h e r - r e la tio n s h ip , a p e rso n a l frie n d ly one. K } How t o k e e p t h e r e l a t i o n s h i p b e tw e e n s t u d e n t .- , t e a c h e r a n d t r a i n i n g t e a c h e r s u p e r v i s o r im p e r s o n a l . }{ ) How t o g e t o v e r t h e g u e s t co m p lex o r f e e l i n g t h a t ... y o u a r e n o t a f r e e a g e n t i n a n o t h e r t e a c h e r 's c la s s r o o m . 3( } How t o w in t h e p e r s o n a l i n t e r e s t o f y o u r t r a i n i n g - ~ t e a c h e r i n y o u r p r o g r e s s o r im p ro v e m e n t. ) ( ) How t o p r o p e r l y th a n k y o u r t r a i n i n g t e a c h e r f o r . h e r in te r e s t in you. ) ( 3 How t o g e t o n b e t t e r te r m s w ith y o u r t r a i n i n g . . „ t e a c h e r a f t e r y o u h a v e s t a r t e d o f f on t h e w rong fo o t. )( ) How t o p r e s e n t y o u r own i d e a s t a c t f u l l y t o t h e ,. « t r a i n i n g t e a c h e r .

3. 11*

12 * 13. 14*

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How t o g e t h e l p a n d g u id a n c e fro m y o u r t r a i n i n g te a c h e r• How t o i n d i c a t e t o t h e t r a i n i n g t e a c h e r t h a t y o u d e s ire h e lp . How t o a s k t h e t r a i n i n g t e a c h e r f o r h e l p . How t o a r r a n g e a m e e tin g tim e t h a t i s c o n v e n ie n t f o r s tu d e n t an d te a c h e r . How t o g e t t h e t r a i n i n g t e a c h e r t o h e l p y o u o u t o f d i f f i c u l t s i t u a t i o n s i n s t e a d o f l e t t i n g you s i n k w ith t h e b o a t . How t o d i s c u s s y o u r l e s s o n s p r o f i t a b l y w ith y o u r t r a i n i n g te a c h e r * How t o g e t t h e t r a i n i n g t e a c h e r t o o f f e r c o n * s t r u c t i v e a i d in s u b je c t m a tte r o r g a n iz a tio n . How t o g e t t h e t r a i n i n g t e a c h e r t o b e m ore s p e c i f i c i n h e r s u g g e s tio n s * How t o g e t a i d b y h a v in g t h e t e a c h e r d e m o n s tr a te fo r you. How t o o b t a i n c o n t i n u a l p r o g r e s s r e p o r t s d u r in g th e s e m e s te r,

How t o w ork i n c o o p e r a t i o n w ith t h e t r a i n i n g te a c h e r *

( }( 1 How t o o b t a i n t h e t r a i n i n g t e a c h e r #s c o o p e r a t i o n

- i n a l l o w i n g y o u t o make y o u r own p l a n s a n d c a r r y th e m o u t .

242 D I 2 1 # ( - } ( . ) How t o make t h e d e t a i l e d p l a n s r e q u i r e d by t h e , t r a i n i n g te a c h e r * 2 2 .{ )( ) How t o c o o r d i n a t e r e c o r d k e e p in g b y t h e t r a i n i n g te a c h e r and s tu d e n t. 2 5 .( )( ) How t o g e t t h e t r a i n i n g t e a c h e r t o g iv e y o u m ore - - - r e s p o n s i b i l i t y on a c o o p e ra tiv e b a s i s . 24♦( H ) How t o d i v i d e t h e t e a c h i n g lo a d f o r b e s t r e s u l t s * 2 5 . ( ) ( } How t o b le n d g r a c e f u l l y i n g i v i n g w ay o r t a k i n g ... _ - fro m t h e t r a i n i n g t e a c h e r t h e a t t e n t i o n o f t h e c la s s . 2 6 . ( }( ) How t o a v o id g e t t i n g i n t o t h e s i t u a t i o n w h e re you . . a r e te a c h in g to th e t r a i n i n g te a c h e r in s te a d o f to th e p u p ils . D.

How t o g a i n fre e d o m t o u s e y o u r own m e th o d s a n d te c h n iq u e s .

2 7 .( 28. ( . 2 9 .( 30♦( . 31. ( 32. (

){ } How t o i n t r o d u c e new p r o c e d u r e s w i t h o u t e m b a r a s s in g - . th e t r a i n i n g te a c h e r . )( ) How t o t e a c h i f y o u r m e th o d s d i s a g r e e w i t h tih o se „ o f th e t r a in i n g te a c h e r . )( ) How t o g e t a l o n g w ith a f o rm a l t e a c h e r when y o u r _ . id e a s a r e in fo rm a l. }( } How t o i n a u g e r a t e new i d e a s i n c l a s s w i th o u t f e a r - - - o f r e p r im a n d . ) ( ) How t o c h a n g e t h e m eth o d o f t a k i n g r o l l * ) ( ) How t o k e e p t h e t r a i n i n g t e a c h e r fro m im p o s in g h e r , i d e a s c o n c e r n in g t e a c h i n g . 3 3 . ( )( J How t o p e r s u a d e th e t r a i n i n g t e a c h e r t o a llo w t h e s t u d e n t m ore l a t i t u d e i n h i s a p p r o a c h an d m eth o d s r a t h e r t h a n b e in g h e l d down t o b e in g m e r e ly a n a s s is ta n t te a c h e r. 34 ♦( )( } How t o g e t p e r m i s s i o n to t r y e x p e r i m e n ts i n c l a s s # 3 5 . ( ) ( } How t o b e c r e a t i v e a n d y e t n o t c l a s h w i t h t h e t r a i n _ _ „ in g t e a o h e r f s i d e a s o f how i t s h o u ld b e done o r how i t s h o u ld l o o k . E. 36* ( . 3 7 .(

)() -. , }( ) ... .

How t o k e e p t h e t r a i n i n g t e a c h e r fro m i n t e r r u p t i n g th e s tu d e n t te a c h e r .

How t o k e e p t h e t e a c h e r fro m l o o k i n g a t t e s t p a p e r s d u r i n g y o u r ex am s. How t o k e e p th e t r a i n i n g t e a c h e r fro m i n t e r r u p t i n g and c o r r e c tin g th e s tu d e n t te a c h e r i n f r o n t o f th e c la s s . 2Qf ( ){ } How t o g e t t h e t r a i n i n g t e a c h e r t o r e f r a i n fro m c o u n te rm a n d in g t h e s t u d e n t t e a c h e r ^ s d i r e c t i o n s .

243 0

39*

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( _ ) ( , ) How t o k e e p t h e t r a i n i n g t e a c h e r o r o t h e r s t u d e n t ._ _ t e a c h e r s fro m h e l p i n g o u t w i t h d i s c i p l i n e when y o u a r e te a c h in g * 40* ( H J How t o k e e p t h e t r a i n i n g t e a c h e r fro m a n s w e r in g , - q u e s t i o n s d i r e c t e d t o t h e s t u d e n t te a c h e r * F.

How to , p r o c e e d when you becom e c o n v in c e d t h a t y o u r t r a i n i n g t e a c h e r h a s i t i n f o r you*

How t o g e t r e l i e f fro m a t r a i n i n g t e a c h e r f s m is ­ t r e a t m e n t w ith o u t i n c u r r i n g h e r i l l w i l l a n d p o s s ib le r e ta lia tio n * How t o co p e w ith a t r a i n i n g t e a c h e r who p e r s i s t s X i n t r e a t i n g you a s h e r i n f e r i o r n o t o n ly i n e x ­ p e r i e n c e b u t a l s o i n k n o w le d g e an d common s e n s e # How t o k e e p t h e t r a i n i n g t e a c h e r fro m c r i t i c i z i n g K y o u r w o rk i n f r o n t th e c la s s # How t o p r e v e n t t h e t r a i n i n g t e a c h e r fro m c o n c e iv i n g )( a f a l s e im p r e s s io n o f you* How t o r e t r i e v e y o u r s t a t u s o r r e g a r d i n t h e e y e s H o f t h e t r a i n i n g t e a c h e r a f t e r you h a v e f a l l e n down i n h e r e s t im a tio n * How t o k e e p fro m b e i n g s h u n te d o f f t o u n im p o r ta n t M - a s p e c t s o f c la s s r o o m a c t i v i t i e s *

41* ( ) ( 42 * ( 43* ( 44 * ( 45* ( 46* (

CATEGORY 1 0 . RELATIONS WITH THE SCHOOL How t o a d j u s t y o u r s e l f t o t h e a d m i n i s t r a t i o n , s t a f f , P r o c e d u r e s , a n d f a c i l i t i e s o f th e s c h o o l i n w h ich you te a c h A.

How t o g e t a n o v e r a l l v ie w o f t h e l o c a l d i s t r i c t a n d s c h o o l i n w h ich y o u a r e s c h e d u le d t o do y o u r p r a c t i c e t e a c h in g *

J How t o becom e a c q u a i n t e d w i t h t h e p a r t i c u l a r s c h o o l d i s t r i c t and i t s o rg a n is a tio n * 2 * ( ) ( J How t o becom e f a m i l i a r w i t h t h e o r g a n i z a t i o n o f t h e — , p a r t i c u l a r s c h o o l w h ere you w i l l t e a c h i 3* ( ) ( ) How t o becom e a c q u a i n t e d w i t h t h e p r o f e s s i o n a l s e r v ic e s o f fe re d in th e c e n t r a l o f f i c e s o f th e school d is tr ic t* 1.

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How t o e n t e r i n t o t h e c o r r e c t r e l a t i o n s w i t h th e sc h o o l a d m in is tra tio n *

4* ( .) ( } How t o m eet t h e p r i n c i p a l f o r th e f i r s t tim e# 5* ( )( ) How t o becom e b e t t e r a c q u a i n t e d w i t h t h e p r i n c i p a l #

344 5

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How t o a v o i d b e i n g c a u g h t i n b e tw e e n c o n f l i c t s betw een, p r i n c i p a l a n d t e a c h e r . How t o g e t a c q u a i n t e d w i t h m ain o f f i c e p e r s o n n e l i n th e s c h o o l.

How t o e s t a b l i s h t h e p r o p e r r e l a t i o n s h i p w i t h t h e sc h o o l fa c u lty *

8 , ( H ) How t o becom e b e t t e r a c q u a i n t e d a n d e s t a b l i s h ~ good r a p p o r t w ith t h e f a c u l t y * }{ ) How t o a c t to w a rd s much o l d e r t e a c h e r s i n t h e 9. ( s c h o o l. }( ) How t o e x p e d i t e y o u r a c c e p ta n c e a s a s t u d e n t 10 - - * How t o r e g u l a t e y o u r a c t i o n s i n a c c o r d a n c e w ith s c h o o l p o l i c i e s a n d c u s to m s . 13* ( )( ,1 4 . ( ){ 15* ( ) ( S.

) ~ ) . )

How t o o b t a i n a n d u s e s c h o o l f a c i l i t i e s a n d s u p p l i e s .

1 5 . ( }( ) 1 7 ; ( }( } . ^ 1 8 . ( }( ) 1 9 . ( }( } 30. ( H ) -- 3 1 . ( )( ) ?.

How t o g e t c o r r e c t , d e f i n i t e i n f o r m a t i o n a s t o c u s to m s a n d p o l i c i e s . How t o becom e f a m i l i a r w ith t h e c l e r i c a l d e t a i l s a s t h e y a r e h a n d le d i n y o u r p a r t i c u l a r s c h o o l . How t o p r e v e n t m is ta k e s o r b l u n d e r s w hen y o u do n o t know t h e c o r r e c t p r o c e d u r e s t o f o l l o w .

How t o o b t a i n a l i s t o f m a t e r i a l s a v a i l a b l e , show-^ in g w h ere t h e y a r e l o c a t e d . How t o g e t s u p p l i e s when t h e t r a i n i n g t e a c h e r i s n o t th e re to h e lp . How t o o r d e r s u p p l i e s y o u w i l l n e e d t h r o u g h , t h e t r a i n i n g s c h o o l, How t o becom e a c q u a i n t e d w ith a u d i o - v i s u a l a i d s a v a ila b le to you fo r your u s e . How t o s e c u r e a d e q u a te r e s t r o o m f a c i l t i e s f o r y o u r u se; How t o o b t a i n s p e c i a l J a n i t o r i a l h e l p when n e e d e d f o r y o u r c la s s r o o m .

How t o k e e p in fo rm e d a b o u t t h e s c h e d u le o f c l a s s e s a n d e v e n t s a t y o u r s c h o o l*

2 3 . ( }{ ) How t o g e t c o p i e s o f s c h o o l b u l l e t i n s a n d d i r e c t i v e s .

24 5 0 I 2 3 . ( . ) ( . } How t o k e e p a b r e a s t o f s c h e d u le c h a n g e s so y o u n a y make l e s s o n p l a n s i n ad v a n ce # G>

How t o g e t a d e q u a te * d e t a i l e d i n f o r m a t i o n a b o u t yo u r p u p ils #

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How t o g e t m ore c o m p le te i n f o r m a t i o n th a n t h a t c o n ta in e d i n th e re c o rd s# How t o h a n d l e c o n f i d e n t i a l i n f o r m a t i o n a b o u t t h e p u p ils .

CATEGORY 11# DIFFERENCES Off. OPINION t o p r e v e n t , s e t t l e , o r a d j u s t d is a g r e e m e n ts t h a t grow o u t How o f y o u r m e th o d s , p o l i c i e s , o r t e a c h i n g e x p e r i e n c e s A#

How t o h a n d le d i f f e r e n c e s t h a t a r i s e fro m t e a c h i n g m e th o d s .

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o f y o u r t r a i n i n g t e a c h e r who r e p o r t s on y o u . How t o s t i c k u p f o r y o u r own i d e a s a n d p r i n c i p l e s w ith o u t a n t a g o n i z i n g y o u r t r a i n i n g t e a c h e r o r o t h e r im p o r ta n t p e rs o n a g e s # How t o t e a c h w e l l w hen y o u r t r a i n i n g t e a c h e r ex ­ p e c t s y o u t o f o llo w a v e r y o l d f a s h i o n e x a m p le . How t o k e e p t h e t r a i n i n g t e a c h e r #s good w i l l w i th o u t b e in g a h y p o c r i t e a b o u t p r a c t i c e s on w h ic h you do n o t a g r e e . How t o a v o i d g o in g b ey o n d t h e l i m i t s o f g o o d s e n s e i n u s i n g o t h e r m e th o d s . How t o j u s t i f y y o u r p r a c t i c e s w h ic h a r e d i f f e r e n t fro m t h o s e o f t h e t e a c h e r . How t o a v o i d d i v e r s i t y o f o p in io n b e tw e e n y o u an d th e te a c h e r a s re g a rd s s u b je c t m a tte r in fo rm a tio n g iv e n t o t h e c l a s s .

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