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The major purpose of this study was to determine the relationships between scores from the "Test of Professional Knowledge" of the NTE Core Battery (NTEPK) and selected variables of the Ball State University secondary education selective retention program.The selective retention criteria included: scores from the "Ball State University Professional Knowledge Test" (BSUPK), College Board Scholastic Aptitude Test (SAT) scores, grade-point averages from courses in the professional education sequence, and overall college grade-point averages. Additional factors considered were sex, high school class rank, non-traditional student status, class, and age.The study was conducted at Teachers College, Ball State University, during the 1984-1985 academic year. A three part testing program conducted by the Office of Secondary Teacher Education produced two sets of test scores which were the major data of the study. The tests producing the scores were the NTEPK and the BSUPK. Participating in the study were 114 secondary, all-grade or junior high/middle school education students.Twelve null hypotheses were tested. Nine of these were tested by Pearson product-moment correlations. Two null hypotheses were tested using a 2 x 2 multivariate analysis of variance and one null hypothesis was tested using multiple regression correlations stepwise and backward.Significant correlations were found between the dependent variable NTEPK and each of the following: BSUPK scores, SAT-Verbal, SAT-Mathematics, SAT-Combined scores, college grade-point averages, professional sequence grade-point averages, and high school class rank. Non-traditional students' scores on the NTEPK did not correlate significantly with their BSUPK scores.The two multiple regression procedures produced ;lie same equation; this equation could be used to predict a score on the NTEPK. The predictor variables were the BSUPK score, the professional sequence grade-point average, and the SAT-Verbal score.Using the two scores available--the SAT-Verbal and the professional sequence grade-point average--and requiring the BSUPK, the Coordinator of Secondary Teaching Programs would have a reasonable basis for advising prospective teachers in remediation or additional study before taking the "Test of Professional Knowledge" of the NTE Core Battery. Differences of sex, class, and age among students were not shown to be predictive indicators and should not be used as predictors.

The purpose of this study was to determine the relationship between the undergraduate music education methods class curriculum and the amount of time music concepts and activities were used each week in the classrooms of in-service elementary teachers. A secondary purpose was to determine the differences among in-service elementary teachers' use of music concepts and activities in their classrooms by selected background factors. Subjects (n=416) were randomly selected elementary classroom teachers from the states of Georgia (n=106), North Carolina (n=101), South Carolina (n=100), and West Virginia (n=109). A researcher-developed questionnaire was mailed to principals who distributed the questionnaire to the teachers and secured their return. The questionnaire explored background factors of the subjects, the degree to which they experienced 17 music activities and concepts in their undergraduate music methods class, and the frequency with which they used these activities and concepts in their own classrooms.A discriminant analysis procedure was utilized to determine whether the variable clusters considered simultaneously were significant predictors of the amount of time elementary classroom teachers' use music in their classroom (n = 297). Of the three variable cluster groupings, two were found to contribute uniquely to the definition of the discriminant function. Over 42% of the subjects were correctly classified into the amount of time they used music in their classrooms by simultaneously considering variable cluster I (participating in folk dances, singing games, or other motor movements; integrating music with other academic subjects; creating songs, rhythms, movements) and in variable cluster 3 (developing call charts for listening lessons; teaching lessons on a specific musical concept; practicing solfege for pitch discrimination; reading music notation and rhythms; playing musical recordings as background music; identifying names of instruments in the orchestra) (see Table 9). Also, significant differences (p <.05) were found between subjects by gender, participation in music ensembles in high school and college, participation in private music instruction in high school and college, and the inclusion of a music specialist; and among subjects by educational background, number of years taught, grade level taught, philosophical positions, and undergraduate music methods course requirements. / School of Music

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The investigation of expertise in teaching has followed the lead of research in domains other than education in that it has focused on the cognitive processes that define expertise. This study has shifted the focus to the actual classroom teaching, comparing expert, novice, and postulant (those without pedagogical training) teachers. Each of six teachers (two experts, two novices, and two postulants) taught the same unfamiliar lesson to the same group of students, in the same classroom. These half hour lessons were videotaped. Two aspects make this study unique. First, the teaching situation was controlled to the extent that each teacher taught the same lesson to the same students. This was done to try to separate expertise from the experience gained from teaching a familiar lesson to students known to the teacher. The second aspect pertains to the method of analysis. Instead of viewing these tapes from just one perspective, four perspectives were used. Observers knowledgeable in the areas of subject matter knowledge and delivery, connoisseurship and criticism, nonverbal communication, and teacher evaluation instrumentation viewed each of the six tapes and analyzed what they saw from their individual perspectives. These analyses were then content analyzed by the author. Results and discussion were first analyzed for each perspective separately, comparing the three groups of teachers for similarities and differences. This was followed by a discussion of similarities and differences among the four perspectives, particularly focusing on the interplay of the four perspectives within the three groups of teachers. A key point made was the diversity of information provided by each perspective and the unique insights provided from the use of all four.

Current research on student teaching indicates a need to go beyond student teacher beliefs and expectations and relationships with supervisors to investigate the contexts and contents of student teacher socialization. This study used an interpretive paradigm to examine the influence of the principal on the knowledge about being a teacher that a student teacher acquired. Interviews with 24 student teachers across their student teaching semester were subjected to content analysis procedures in order to identify what student teachers reported about the professional and organizational facets of teaching which occur outside of classrooms and the influence of the principal on the acquisition of that knowledge. Contrasts were drawn between student teachers working in buildings with principals who had been sensitized to their needs and student teachers working in buildings where no special effort was made to influence the student teaching experience. Data were reordered and reanalyzed on the basis of student teachers' reports of their relationships with the principal. Results indicated that the group of student teachers who reported the greatest amount of knowledge was that group which also reported the most positive involvement with the principal. If the principal was actively involved with the student teachers, the student teachers were more knowledgeable about the professional and organizational facets of teaching and the school as a workplace than those student teachers who were placed in schools in which the principals were not actively involved. Merely providing information about student teachers was not enough to change the behavior of the principals; principals must be actively committed to assisting student teachers make the transition from student to teacher.

This study was an investigation to determine the instructional media competencies that inservice teachers of secondary education teaching disciplines recommend for pre-service teachers in their discipline. A literature review focused on four main questions: 1. What historical events mark the development of the field of instructional media? 2. What are some significant classroom media use studies? 3. What are some significant comparative media studies? 4. What are some significant instructional media course content studies? Secondary education teachers of twelve different teaching disciplines were randomly selected from schools in three states, namely Hawaii, Oregon and Utah. Four hundred and sixteen (416) responded to a mail administered questionnaire. A series of one-way analysis of variance with Duncan Multiple Range Tests, t-Tests, cross tabulations and means tables were computed to determine any significant differences in the recommendations of fifty-six (56) instructional media competencies among teachers in secondary education teaching disciplines. The findings of this study can be summarized with the following conclusions: 1. The teaching discipline influences recommendations by inservice teachers of secondary education for instructional media competencies to be included in a pre-service teacher education program. 2. The teaching discipline influences the perceived value of instructional media use in the classroom of inservice teachers of secondary education. 3. The perceived value of instructional media use in the classroom by secondary education teachers influences their recommendations of instructional media competencies to be included in a pre-service teacher education program. 4. Teachers of secondary education teaching disciplines recommend that instructional media competencies be taught as a part of the methods courses within their disciplines as well as being taught in separate instructional media courses. 5. There are two major factors affecting the non-use of instructional media by teachers of secondary education teaching disciplines are that they perceive: 1. "Arranging to use media is too great a hassle." 2. "Media materials in the school are outdated." 6. There are instructional media con1petencies that are common to all secondary education teaching disciplines as well as instructional media competencies that are unique to each of twelve secondary education teaching disciplines. / Graduation date: 1991

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