The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331057 |
| Date | 12 1900 |
| Creators | Hodge, Charles M. |
| Contributors | DuChemin, Roderic C., Scroggs, Jack B., 1919-, McCallon, Earl L., Dunham, Darrell R. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 129 leaves, Text |
| Rights | Public, Hodge, Charles M., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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