No description available.

The purpose of this study was to investigate sources of knowledge acquisition of high school team sport coaches. Six teacher/coaches were interviewed using a semi-structured open-ended interview format. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories: (a) sources of knowledge acquisition, which highlighted the different ways coaches acquired their knowledge, including their physical education teacher training, observations and interactions with other coaches, as well as clinics and books; (b) personal and contextual factors, which included the internal and external factors influencing coaches' motivation and commitment to coach, including the challenges faced when teaching and/or coaching; (c) coaching tasks and duties which highlighted coaches' interactions with athletes, as well as their approach to training and competition. Interestingly, many of the findings in the current study were similar to those highlighted in previous studies pertaining to elite coach development, regardless of their undergraduate physical education teacher education (PETE) program or the fact that this sample was coaching high school athletes. However, results provided evidence to support the relative importance of practical coaching experience and interactions with other coaches as central in the development of these coaches. From a practical perspective, these findings could potentially enhance the quality and standard of formal coach education and PETE programs by incorporating more practical elements into the training of coaches and teacher/coaches.

Curriculum reform emphasizes the importance of inquiry instruction for learners. For inquiry-oriented curriculum to occur, attention must be focused on teacher education. Using a mixed-methods design, I investigated if and how groups of student teachers who receive different types of exposure to inquiry differ in their understanding of inquiry instruction. Preservice teachers' descriptions of inquiry experiences in their teacher-preparation program contextualized the results. Considerable effort was given in the first phase of this study to establish the reliability and validity of the Strategic Demands of Inquiry questionnaire. / Participants were from McGill University, Montreal, and included preservice teachers in the Bachelor of Education program, Continuing Education students enrolled in an inquiry-based course, and Honours Psychology students engaged in research. Data sources included the Strategic Demands of Inquiry questionnaire and an interview schedule. / Groups who had different types of exposure to the inquiry approach varied in how they understand inquiry instruction. Fourth-year Elementary preservice teachers held more sophisticated conceptualizations of the inquiry approach and greater appreciation for the components involved in carrying out an inquiry curriculum compared to first-year Elementary preservice teachers. After the completion of an inquiry-oriented course, Continuing Education students (including experienced teachers) were similar to fourth-year Elementary student teachers in conceptualizing and identifying important components of inquiry instruction. First-year Elementary and Secondary student teachers were different in their views of inquiry instruction. Finally, Honours Psychology students, who were engaged in scholarly research, held sophisticated conceptualizations of the inquiry approach. However, they did not use this knowledge of the inquiry method as extensively as fourth-year preservice teachers to identify important aspects of inquiry instruction. Therefore, although experience with the inquiry method may be necessary for conceptualizing inquiry as a pedagogical approach, it is not sufficient to enable undergraduates to identify important aspects of planning, enacting, and evaluating an inquiry curriculum. / These findings point to the importance of the Bachelor of Education program in advancing knowledge about inquiry instruction. Fourth-year student teachers reported experiences with the inquiry approach that influenced their understanding of this method. This study also provided evidence for the construct validity of the Strategic Demands of Inquiry questionnaire.

Several recent theoretical frameworks describe the process of learning how to teach in higher education in terms of change over time (Shulman, 1986, 1987; Sherman, Arminstead, Flower, Barksdale, & Reif, 1997; Ramsden, 1992; Sprague and Nyquist, 1989). The existing research on changes in teacher thinking, feeling, and practice focuses almost exclusively on teachers at the elementary and secondary levels; research concerning these concepts in higher education is rather scant Researchers have studied a complex array of issues from various perspectives using a variety of methodologies. This study followed a pre-structured case methodology (Miles, 1990) and describes in rich detail the process involved in learning to teach in higher education. The two participants in this study were graduate students in Linguistics in their final year of doctoral studies. They were followed for one semester while each taught an undergraduate course in linguistics. Data sources included-five semi-structured interviews, course documents, field notes, and videotapes of classroom activities. The trustworthiness of data and subsequent interpretations were established through attention to Lincoln and Guba's (1985) elements of trustworthiness. The learning process they incurred while learning how to teach was documented for each using pattern coding techniques (Miles & Huberman, 1984). A change process network was created for each participant to display the findings. Findings were then compared with theoretical frameworks and research approaches in the current literature. The findings of this study demonstrate the complexity of the process of learning to teach and the usefulness of the proposed frameworks and research approaches in describing and explaining the process. Furthermore, by being able to characterize this learning process, faculty developers can be more informed as to how best to intervene to maximally facilitate this process.

The purpose of this study was to analyze the differences in mean scores of two groups of preservice teachers on an achievement test covering the content of three reading methods modules when the mastery level for passing individual modules was different for each group. The three modules included in the study were Word Recognition, Comprehension, and Study Skills. The mastery level required for passing individual modules was 80 percent for one group and 90 percent for the other group.Two instructors taught four classes of a beginning reading methods course at Ball State University (69 subjects). During one quarter, one instructor taught a class where the criterion for passing individual modules was set at 80 percent correct; for the other instructor the criterion was 90 percent. During a second quarter this was reversed.An achievement test covering knowledge of the content of the modules and the Nelson-Denny Reading Test were the pretests. Following completion of the three modules each student.was posttested with the achievement test. Success in the course included passing the three modules and also demonstrating skill teaching, planning and teaching a directed reading lesson, and a final examination. Student grades earned in the course were examined along with mastery level grouping and with pre and post test scores. Number of attempts and scores for each attempt were reported for module tests.Multivariate analysis of covariance tested the hypothesis of no differences between mean scores of each mastery level group on each subtest (50 items for each of the three modules). The differences were not found to be statistically significant. Students who had been required to achieve 90 percent correct on individual module tests did not perform better on an achievement test covering the content of these modules than did students who had been required to achieve 80 percent. This finding might suggest that the lower mastery score (80 percent) for passing individual modules may be sufficient. More attempts to pass modules were needed by the 90 percent group. Time then became a function of required mastery level. The lower mastery level permitted students to move through the first three modules more rapidly without significantly reducing the knowledge of the content.A greater percentage of students in the 80 percent mastery group passed individual modules on the first attempt than in the 90 percent group. More students who earned "A"in the course were found from the mid to upper range on the reading test, pretest, and posttest. However, some "A" students were found in the lower half, and some "B" students were found at almost every point.This study assessed a small sample of preservice teachers at a single midwestern university. Assessment was made in terms of knowledge of the content of three reading modules. No conclusions should be drawn regarding transfer of such knowledge to a real teaching situation. Further study should be done with a larger sample before drawing conclusions regarding the optimum mastery level for knowledge of the content of reading modules. An attempt should be made to test the relationship of knowledge of content to planning and implementing reading instruction for children. A way should be sought to allow all students the time to ensure a high level performance at every point of instruction in a reading methods course.5

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

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.

Education courses leading to the award of degrees with secondary school teaching qualifications were first taught at the University of Stirling in 1968. The overall course structure was one of concurrent academic and professional studies and from the outset it was planned that microteaching would form a component part of individual courses. A five year research project (funded by the Leverhulme Trust) was commenced in 1969 "to evaluate the contribution which microteaching could make to the preservice professional education of secondary school teachers" (McIntyre et al., 1977; p. 11). This study is one of several projects which attempted to respond to this stated objective. Other projects have been reported in McIntyre et al. (1977). Initially developed at Stanford University, microteaching programmes attempted to resolve several issues facing teacher educators. Training programmes constantly searched for an effective balance between theoretical studies and professional practice. This balance reflects a concern for the student's practical competence in the task of classroom teaching and with their ability to demonstrate understanding of the teaching-learning process, and factors which affect it. The introduction of microteaching is described in Chapter I of the present study, together with a review of the available research relating to the general effectiveness of microteaching, and to variables operating within Microteaching programmes. This discussion leads to a statement of the purposes of the present study and the hypotheses to be tested in the Stirling situation. The research focussed primarily upon teacher questioning behaviours practised in microteaching and in school classrooms, and took account of both teacher behaviours and pupil response behaviours associated with the teacher questions. With the development of a minicourse on questioning behaviours at the Far West Laboratory for Educational Development (Gall et al., 1971) an opportunity was provided to compare the effectiveness of these materials with the programme already operating at Stirling. Chapter II describes the development of a lesson analysis instrument to measure the relevant teacher and pupil behaviours and indicates the steps taken to establish the reliability of this instrument prior to its use in the main experimental programme. Given the different formats of the normal Stirling programme and the introduced minicourse programme it was advisable to gauge student and staff reaction to this innovation and questionnaires were designed for this purpose. The three experimental stages of the study are set down in Chapter III including, in each case, details of the methodology employed and the teaching programmes. Chapters IV and V present the results of the experimental programme. Chapter IV provides a full analysis and discussion of the results relevant to the teacher questioning and pupil response behaviours concluding with a testing of the hypotheses nominated for the study. Chapter V reports, and interprets, the results of the questionnaires administered to participant student teachers and staff members. In the final chapter, the findings of the present study are outlined, and a consideration of the implications of these findings is presented against the background of relevant recent research.

Research on academics' conceptions of teaching hopes to enhance understanding of how and why the process of teaching in higher education looks and works the way it does. The following work critically examines this body of literature and identifies problems associated with terminology use, construct definition and methodological procedures. As a way of providing an explanation for the insufficiently elaborated methodologies used in the empirical literature, it uses a data set similar to those used in other studies. Academics' responses to questions eliciting teaching conceptions are examined and categorized via qualitative thematic analysis. The resulting framework identifies statements of belief and knowledge that are embedded in conceptual responses.