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The purpose of the study was to construct a test, referred to as the Teacher Perception Test, for determining the ability of students to observe with understanding in a classroom situation prior to student teaching. In developing the measurement device, three steps were included: (1) filming the scenes in the test and the design of the accompanying directions; (2) comparing the student teacher responses to the Teacher Perception Test with (a) overall grade point average, (b) previous experiences in teacher-learner activities, (c) a self-concept scale, (d) a classroom teacher's observation rating, and (e) final grades received at the completion of the teaching semester; and (3) comparing two different methods of scoring the students' responses to the Teacher Perception Test--the score of total number of items listed by students as perceived in the filmed scenes and a score derived from the' students' assignment of instructional purpose to each item listed.

The purpose of the study was to determine if administrators with elementary school experience have less opportunity to advance to the position of superintendent than do administrators with secondary school experience. Data were collected from 270 public school superintendents and 174 public school board presidents.The superintendent data collection instrument was designed to collect data to determine the educational background and work experience of superintendents in the state of Indiana. The school board president data collection instrument was designed to collect the perceived ideal career pattern for a superintendent and a ranking of perspective superintendent candidates with a request to list perceived strengths and weaknesses for each candidate. Five null hypotheses were tested for statistical significance using an analysis of variance and chi-square.Data collected supported the following conclusions:1. A significant statistical difference does exist in the number of first time superintendents hired in the past three years as well as in the total number of superintendents employed in the state of Indiana with secondary school experience as compared to the number of superintendents with elementary school experience. Superintendents with secondary school experience are significantly more in number.2. There is no significant statistical difference in the number of years of administrative experience, other than as a superintendent, that a superintendent possesses with secondaryschool experience as compared to experience reported by superintendents with elementary school experience.3. A significant statistical difference does exist in the number of years of teaching experience a superintendent with secondary school experience possesses as compared to amounts of teaching experience reported by superintendents with previous elementary school experience.4. A significant statistical difference does exist in the ranking of prospective superintendent candidates by school presidents based on whether the candidate's experience was secondary school level or the elementary school level.5. Superintendent candidates in the state of Indiana with board at the elementary school experience have had to take extra steps to be considered equal to superintendent candidates with secondary school experience. These steps have included more advanced degrees and experience as an assistant superintendent.6. School board presidents view secondary school experience as more beneficial in the preparation of a candidate for the position of superintendent. / Department of Educational Leadership

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 260-275). / Electronic reproduction. / Also available by subscription via World Wide Web / xii, 275 leaves, bound 29 cm

Thesis (Ph. D.)--Columbia University, 1935.

Thesis (Ph. D.)--Columbia University, 1935.

The problem of this study is concerned with the history, trends, and evaluation of the summer workshop movement for teachers in the United States. In addition, a study was made of the Child Development Workshop conducted on the campus of the North Texas State Teachers College, Denton, Texas, during the summer of 1942.

D.Ed.

M.Ed. (Psychology of Education) / Education is fundamentally an imaginative act of hope” (Purkey and Novak, 1996, p.1) and this hope is dependent on one’s ability to care enough to develop each child to his or her full potential. The intention of this study is to determine the dispositions of fourth year Foundation Phase students at a local higher education institute, and to establish how these dispositions influence their practice during their scheduled teaching practicals. The findings from this study will be used to propose a strategy for Initial Professional Education and Training (IPET) programmes in order to explicitly develop invitational dispositions in Foundation Phase teachers in training. The study is supported by a theoretical framework which investigates the notion of dispositions and the development of these through the lenses of structuration theory, social cognitive theory and attribution-based theory of motivation, and leading to the application of the Invitational Education approach. Self concept theory and perceptual theory are encompassed within this approach, and form an integral part of the study. From this theoretical framework, an invitational dispositional framework is developed to represent the inter-connected nature of the five invitational dispositions of care, intentionality, trust, respect and optimism. The research design and methodology of the study is located in the interpretivist paradigm, using a case study design within a qualitative approach. A survey is used to collect data relating to fourth year Foundation Phase students’ opinions regarding the essential dispositions required by Foundation Phase teachers in order to establish positive teaching and learning environments. Further data is gathered from two nested cases of fourth year Foundation Phase students during both their first and second teaching practicals, through the means of observations, interviews and document analysis. Each data source is analysed through content analysis in an attempt to identify the common patterns that emerge, followed by the coding of the data according to the invitational dispositions of care, intentionality, trust, respect and optimism. The opinions of the students, as determined from the analysis of the survey, are then compared to their actions as demonstrated through their practice, with a final consideration of the developmental trajectory of these dispositions. From this study, it was found that the dispositional ability to care is of paramount importance in Foundation Phase teaching and that this dispositional ability is determined in three inter- iii connected areas. A reduced ability to care in one of the interactional areas of self, others and the profession results in a decreased ability to care in the other areas as well. Upon analysis of the data, it was discovered that low levels of self confidence and limited care for the learning taking place in classrooms results in inconsistent invitational interactions between the student and the children. Lower levels of care further impacts upon the students’ ability to act with intentionality in each of the three interactional areas. Students would greatly benefit from explicit development in their reflective practice and in their self confidence, as “caring is an ethic that guides action” (Purkey and Novak, 1996, p.9). In this way students would be able to be Intentionally Inviting more consistently, and purposefully engage with children in the teaching and learning process.

The purpose of this study was to determine if elementary student teachers applied the training received in a communication course on a thirteen week practicum, and if so, what specifically was applied or transferred. The practicum took place a year after the communication course; this study was undertaken nineteen months after the completion of the communication course. The participants had obtained a bachelor's degree prior to enrolling for a two year teacher training program. The critical incident technique and a structured questioning technique were used respectively in an intensive interviewing process. The findings reveal that the transference occurred in terms of attitude, knowledge, and skills from the experience of the communication course to the practical experience of the thirteen week practicum. These factors were helpful in creating a focussed and motivating presentational style, verbally and nonverbally, and in reducing stress and conflict in interactions with students, parents and collegues. Student teachers were adamant in stating that the success of their learning was due to the positive atmosphere of the communication course, the caring, enthusiastic and motivating nature of the instructors, and the bonding which occurred between the participants as a result of this caring. These factors provided the basic human needs of affection and community. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate