No description available.

The purpose of the study was to determine the effects of a competency-based training program on the attitudes of 45 teacher-aide trainees as defined and measured on two separate attitude measurement instruments. Instrument I, the Opinionnaire On Attitudes Toward Education, was designed to measure attitudes toward child-centered policies and practices in education. Instrument II, the Education Scale, was designed to measure attitudes varying from very favorable toward progressive educational practices to very favorable toward traditional educational practices.

The purpose of this study was to develop, initiate, and evaluate a pre-service paraprofessional teaching program for prospective biology and earth science teachers. The program was designed to place the paraprofessional in a secondary school for either full or half days for one quarter of the academic year.The population included all Ball State University sophomores and juniors planning to become science teachers (in biology or earth science) who had not started their education sequence. The Experimental Group was limited to those of the population who volunteered to participate in the program. The scope of the Experimental Group was further limited by the fact that all credit hours granted were elective hours.The measuring instruments used in this study were the Minnesota Teacher Attitude Inventory (MTAI), Tennessee Self Concept Scale (TSCS), and Semantic Differential Test (SDT). Questionnaires were also sent to principals of participating schools, to clinical teachers, and to the paraprofessionals. The three tests (MTAI, TSCS, and SDT) were given before and after the experimental period to the Experimental Group and Control Group P (prospective teachers enrolled in the Human Growth and Development course at Ball State University). National Science Foundation Institute participants at Ball State University (Control Group I) were also given the MTAI and SDT. The norms established by Control Group I were used to determine if the post test means of the Experimental Group and Control Group P were in the direction of Control Group I.The program extended through the academic school year of 1969-1970, and the fall and winter quarter of 1970-1971. The Experimental Group was composed of thirty-four students.To determine relationships existing among the groups of this study, three statistical techniques were utilized. Student's t-test was used to determine if a significant change occurred between the means of two groups. To give a visual effect, the resultant changes in mean scores between groups were shown graphically. Finally, analysis of the questionnaires answered by principals, clinical teachers, and the Experimental Group were tabulated utilizing percentages, and chi square was calculated assuming a 50-50 distribution of yes and no responses of those who answered the questions.The .05 level of significance was used to test the significance of difference between the means and that of chi square values.3Scores of the Minnesota Teachers Attitude Inventory, Tennessee Self Concept Scale, and Semantic Differential Test did not yield conclusive results, but the questionnaires were very revealing. The principals of participating schools, the clinical teachers, and the Experimental Group were all enthusiastically in favor of the program. The principals unanimously agreed that the program was of value to the school and to the paraprofessionals, that the program was not an administrative problem, and that the program should be continued. The clinical teachers agreed overwhelmingly that the program was of value to them, to their students, and to the paraprofessionals. They also agreed that the program should be continued, that planning was not a problem, and that the paraprofessionals were cooperative, helpful and did not create problems with their students. The paraprofessionals unanimously agreed that the program should be continued and that it was of value to them.

The purpose of the study was to compare the role of the special education teacher aide as perceived by special education administrators, special education teachers, and special education teacher aides in classes for trainable and severely/profoundly mentally retarded. The study involved sixty-four special education administrators, sixty-one special education teachers, and one hundred three special education teacher aides. Data were gathered by use of a questionnaire containing one hundred items representative of behavioral tasks usually performed by special education teachers or special education teacher aides. Participants were asked to respond to each of the one hundred items by marking one of five response categories ranging from "exclusively or primarily the teacher-aide's responsibility to exclusively or primarily the teacher's responsibility." Data were analyzed statistically by use of chi-square and the .05 level of significance was chosen.Only school corporations or special education joint cooperatives employing ten or more special education teacher aides in classes for trainable and severely/profoundly mentally retarded were utilized in the study.Fifty-six of the one hundred questionnaire items met the requirements for statistical significance on the basis of a threeway group comparison at the .05 level. Subsequent, two-way chi-square tests were utilized to determine the response disparities for each possible two-way comparison among the three groups.Conclusions from the findings of the study were:1. Perceptions held by special education administrators, special education teachers, and special education teacher aides differed concerning the role of the special education teacher aide.2. Based upon more frequent involvement of statistically significant two-way comparisons, special education teacher aides perceived the role of the special education teacher aide less clearly than special education administrators and special education teachers. 3. Based upon more frequent involvement of statistically significant two-way comparisons, special education administrators perceived the role of the special education teacher aide less clearly than special education teachers.4. Based upon less frequent involvement of statistically significant two-way comparisons, special education teachers perceived the role of the special education teacher aide more clearly than special education administrators or special education teacher aides.5. Pre-service and in-service training programs do not provide the necessary congruent role adaptation and role integration for clear definition of role and role relationships.6. Role responsibilities have not been identified for the special education teacher aide.Data supported similar findings of other researchers that I individual efficiency of the job performance of a special education teacher aide is lessened when role and role relationships are not clear.Data supported similar findings of other researchers that organizational effectiveness is lessened when the special education teacher aide is not efficient in job performance.The emergence of role and role relationships of the special education teacher aide evolved from the interaction between the special education teacher and the special education teacher aide and not through definition.The possibility of conflict or incongruency may occur when individual need-dispositions are not the same as the organizational expectations of the role.The possibility of conflict or incongruency may occur when role incumbents are expected to conform and perform simultaneously to different reference groups.Evaluation and supervision of the role incombents would be spurious due to different reference groups expectations.Instruction questionnaire items had the greatest perceptual response disparity between and among the special education administrators, special education teachers, and the special education teacher aides.Clerical questionnaire items had the next greatest perceptual response disparity between and among the special education administrators, special education teachers, and special education teacher aides.The least differences of perceptual response disparity regarding the role of the special education teacher aide were in the areas of supervisory and custodial duties.3

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 140-144) and appendices.

Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 119-124).

Thesis (Ed.D.)--Teachers College, Columbia University, 1967. / Typescript; issued also on microfilm. Includes tables (part. folded). Sponsor: Walter E. Sindlinger. Dissertation Committee: Kenneth D. Wann. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 249 p. Vita. Includes abstract. Includes bibliographical references (p. 225-236).

In the present study, a practicum was conducted to teach students to design and implement a behavior change project. Procedures similar to the Willis et al. (1975) course and the Zimmerman et al. (1971) workshop were used to teach students how to design acceptable behavior change projects. Since both studies indicated that students can design practical projects, the author chose to solely investigate the students’ performances while implementing behavior change projects in fieldwork settings. Specifically, this study reports the effects of proctor feeding (proctoring in conjunction with the specification of the desired student behaviors) on college students' accuracy of implementation of a behavior change project in a fieldwork setting.

No description available.