Purpose. The purpose of the study was to determine (a) factors that result in change in preservice teachers' attitudes towards pupil control, (b) if a difference exists between the pupil control attitudes of preservice teachers participating in full time student teaching and education majors, and (c) rationale given by preservice teachers for behaving similarly and differently than their cooperating teachers. In order to fulfill these different but related purposes, three analyses were conducted. / First, a regression model was designed and tested for statistical significance between seven predictor variables and the dependent variable, pupil control ideology of preservice teachers at the conclusion of student teaching. The predictor variables included: (a) pupil control ideology of preservice teachers before student teaching, (b) pupil control ideology of the cooperating teacher, (c) preservice teacher training site, (d) preservice teacher's locus of control, (e) number of pupils in the student teaching classroom, (f) grade level of pupils in the classroom, and (g) economic status of pupils in the school where student teaching took place. / Next, an analysis of covariance was used to determine if there is a difference between the pupil control ideology of preservice teachers and education major participating in a 2-week field experience. / Finally, a qualitative method, the critical incident technique (Flanagan, 1954), was used to determine why preservice teachers behaved similarly and differently from their cooperating teacher in handling pupil control incidents. / Findings. A test of significance on the multiple regression analysis revealed a significant relationship between three different predictor variables and the pupil control ideology of preservice teachers. There was a significant relationship between preservice teachers' pupil control ideology at the beginning and end of student teaching. Preservice teachers' attitudes toward pupil control became more custodial as economic level of pupils in the school decreased. Preservice teachers' trained at the Panama City campus became more humanistic in their views towards pupil control. / There was no significant difference between the pupil control ideologies of preservice teachers participating in full time student teaching and education majors. This was attributed to the fact that the university students participated in a 2-week field experience. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 50-01, Section: A, page: 0119. / Major Professor: Virginia P. Green. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77926 |
| Contributors | Wellhousen-Pugh, Karyn Rhea., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 141 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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