The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

The purpose of this study was to investigate the effect of formal pre-student teaching experiences on the anxiety level and performance of groups of beginning student teachers in the elementary school.Student teaching has been recognized as a crucial period in the life of a prospective teacher. It is considered a time when theory should be constantly tested by practice and practice should be constantly viewed in the light of theory.Critics of teacher education programs find little evidence of a balance between theoretical and practical experiences in the preparation of teachers.Increasing numbers of colleges and universities are providing prospective student teachers with integrated formal programs specifically designed to offer supervised classroom teaching experiences prior to student teaching. These formal pre-student teaching experiences set the stage for deeper understanding of the teaching role and integration of theory with practice.A total of 257 subjects participated in the study. One-hundred fifty-nine subjects had formal pre-student teaching experiences, and 98 subjects did not have formal pre-student teaching experiences. The subjects were selected from three state-supported universities in Indiana.Two instruments were utilized to measure the constructs of anxiety and performance. The Teaching Anxiety Scale was administered to each student teacher prior to the classroom teaching experience. The Performance Opinionaire was completed by each student teacher's classroom supervisor approximately six weeks through the student teaching period.The data collected were subjected to t-tests in order to determine if there were statistically significant differences between mean scores for both groups on both instruments. Pearson product-moment correlation coefficients were computed to determine significant correlation between level of anxiety and performance of the two groups.There was evidence that the groups did not differ significantly with regard to anxiety level or performance. Anxiety level did not correlate with performance as measured by the Teaching Anxiety Scale or the Performance Opinionaire.According to this study, the effects of formal pre-student teaching experiences were not apparent in the constructs of anxiety and performance, as measured by the Teaching Anxiety Scale and the Performance Opinionaire. Based on the findings of the study, it appears that other factors not measured in the study are in operation. Recommendations for further research were made.

Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1999. / Includes bibliography (p. 841-843).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 285-291). Also available via the Internet.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript. Sponsor: F. B. Stratemeyer. Dissertation Committee: D. M. McGeoch, K. W. Bigelow. Type C project. Includes bibliographical references (leaves [286]-289).

Thesis (Ed.D.)--Teachers College, Columbia University, 1968. / Typescript; issued also on microfilm. Sponsor: Bruce Joyce, . Dissertation Committee: Arno Bellack, Alice Miel. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 201-210). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.