Showing papers in "Journal of Teacher Education in 1971"
TL;DR: In this article, the authors found that teachers' belief systems (determined through preliminary testing) affected their behavior and also the performance of students, and that the belief system of teachers affected their behaviour and also students' performance.
Abstract: ness of teachers’ belief systems (determined through preliminary testing) affected their behavior and also the performance of students.
49 citations
TL;DR: This article found that adults in the school are in particularly strategic positions to influence pupils, and that the school may affect pupils in certain crucial ways: teach content and skills; engender attitudes toward the school, the process of learning, and oneself; and create a miniature society for students.
Abstract: too limited as criteria of the potency or effect of the school. For this study, the assumptions and criteria were that the school may affect pupils in certain crucial ways: teach content and skills; engender attitudes toward the school, the process of learning, and oneself; and create a miniature society for students. Adults in the school are in particularly strategic positions to influence pupils. How is that
26 citations
TL;DR: This article argued that the clutching bear hug in which universities hold teacher education has dulled our senses and pointed out that any criticism of teacher education can be strengthened and amplified to include higher education that functions as its parent and protector.
Abstract: Whatever is wrong with teacher education is wrong with higher education. With active student &dquo;help,&dquo; colleges and universities have been exposed as unable to meet a double-barrelled challenge: relevance for individual students and action against societal problems. Most critics of teacher education naively fail to recognize that any criticism of teacher education can be strengthened and amplified to include the higher education that functions as its parent and protector. If this contention seems a bit strong, it merely indicates that the clutching bear hug in which universities hold teacher education has dulled our senses. After a
26 citations
TL;DR: In this article, the authors developed a behavioral model that specifically and systematically coordinate individual differences with environmental factors, based on the Lewin's formula (behavior = function of person and environment).
Abstract: One of the current conceptual problems that confronts both psychology and education is the development of behavioral models formulated on the basis of personenvironment interactions. Although the need has been recognized since the time of Lewin’s formula (behavior = function of person and environment), there has been a rather slow development of models that specifically and systematically coordinate individual differences with environmental factors. Instead of continu-
16 citations
TL;DR: In this paper, the typical quarter spent in this capacity sufficient experience for meeting the responsibilities and demands of today's classroom is examined and little empirical evidence to answer this question is provided.
Abstract: part of preparation for teaching. However, is the typical quarter spent in this capacity sufficient experience for meeting the responsibilities and demands of today’s classroom? There is little empirical evidence to answer this question. A too rapid transition from college classes to classroom responsibility is frequently cited as a cause for inflexible or survival methods of instruction.’ In such
15 citations
13 citations
TL;DR: The typical teacher education program devotes a disproportionate amount of class time to general discussion and lectures that consist of paraphrased materials unrelated to or not considered in connection with classroom reality.
Abstract: year. The typical teacher education program devotes a disproportionate amount of class time to general discussion and lectures that consist of paraphrased materials unrelated to or not considered in connection with classroom reality. A considerable amount of the textual and periodical material pertaining to psychological and social foundations and educational principles and methodology should be contracted out to the student to be read independently. It could then be meaningfully introduced into discussion in terms of actual classroom behavior that the students have experienced or observed eith-
12 citations
11 citations
TL;DR: A survey of the research has revealed that the cooperating teacher is the single most potent figure in affecting the practical experience of the prospective teacher as mentioned in this paper, and the Association of Student Teaching reports that, in a survey of 282 institutions asked to identify the problems encountered in student-teaching programs, the three most frequently checked concerned the identification and preparation of cooperating teachers.
Abstract: Although there is general agreement that there is much wrong with teacher education today, one component of teacher education programs has escaped major criticism : No reputable person or agency denies the need for the student-teaching or intern experience. Of the human components of the student-teaching experience, a survey of the research has revealed that the cooperating teacher is the single most potent figure in affecting the practical experience of the prospective teacher. The Association of Student Teaching reports (i) that, in a survey of 282 institutions asked to identify the problems encountered in student-teaching programs, the three most frequently checked concerned the identification and preparation of cooperating teachers.
10 citations
TL;DR: The major problem underlying the above questions is related to the way teacher-training institutions have neglected human learning experiences for prospective teachers; that is, they have failed to recognize that teaching is primarily concerned with human beings interacting with each other in a very human process as discussed by the authors.
Abstract: If those responsible realistically evaluate themselves in the light of these questions, they should come to the conclusion that there is drastic need for reform in their teacher-training practices. It is our belief that the major problem underlying the above questions is related to the way teacher-training institutions have neglected human learning experiences for prospective teachers; that is, they have failed to recognize that teaching is primarily concerned with human beings interacting with each other in a very human process. The role of teacher as answer giver or cultural transmitter is no longer relevant; this renaissance concept of a teacher must be changed to meet the more human needs of today’s youth. Many teacher-training institutions are producing humanly illiterate teachers who are not able to cope with
9 citations
Abstract: Dr. Hill is assistant professor of education, University of Cincinnati, Ohio. Dr. Martin is associate professor of education, George Mason College of the University of Virginia, Fairfax. a problem as opposed to making simple choices, although increased facility in the latter may also be an outgrowth of training in decision making. Such training has been initiated at Maryland through the inductive teaching of a decision-making model. Unlike the classical model, the one pictured in Figure I accounts for action and reaction from outside contingencies.2 It is the thesis of this article that such a model can become
TL;DR: A modified Delphi technique was used to investigate the views on the future of teacher education that were originated by the chief administrator (or designee) of English-language teacher education institutions in Canada as mentioned in this paper.
Abstract: A modified Delphi technique was used to investigate the views on the future of teacher education that were originated by the chief administrator (or designee) of English-language teacher education institutions in Canada. Very high consensus was found for these forecasts: teacher education in the universities, selection in terms of human relations and English usage, and preparation in the use of the latest educational technology.
TL;DR: In this paper, an analysis of the questions social studies student teachers plan and compose for instruction could be an important first step in helping teacher candidates become more fully aware of what they are doing.
Abstract: studies has been directed repeatedly toward efforts to develop students’ critical thinking abilities and, especially in recent years, toward discovery procedures. As an effective teaching strategy, questions and questioning have been viewed by teachers as one of the most important tools for developing knowledge and thinking skills in students. Studies over the years suggest that to no other teaching procedure has so much time and attention been devoted (3, 4, 23). Both in and out of class, students are consistently faced with oral and written questions that far too often demand little of them beyond the ability to remember (i, 8, 9, 12). Moreover, the main emphasis of questions asked by students is upon recall (10, 14). If questions used by teachers can be significant in developing the cognitive powers of students and if a primary aim of the social studies is to develop critical thinking abilities, an analysis of the questions social studies student teachers plan and compose for instruction could be an important first step in helping teacher candidates become more fully aware of what they are doing. Previous studies have highlighted thinking processes in the
TL;DR: In this article, the authors determine the degree of importance of selected personal qualities and professional competences that administrators in the Louisiana public school system believed contributed most to the success of classroom teachers.
Abstract: are constantly encouraged by the teaching profession and the public to make their instructional programs more effective. It has long been assumed that classroom teachers determine to a large extent the effectiveness of these programs. The purpose of this study, therefore, was to determine the degree of importance of selected personal qualities and professional competences that administrators in the Louisiana public school system believed contributed most to the success of classroom teachers. Such information would provide valuable assistance to professional personnel associated with teacher-training institutions and school systems. According to Douglass, Bent, and Boardman (2::[:[g), the major difficulty in determining teacher effectiveness is the lack of valid criteria. Biddle and Ellena (1:2) state that the problem of teacher effectiveness is so complex that no one knows what the competent teacher is. Many educators who have published articles concerning the topic of teacher effectiveness state that certain personal qualities and professional competences are associated with successful classroom teaching. Hamachek (3) believes that good teachers personalize their teaching, know their subject matter and related areas, and
TL;DR: In this paper, the authors discuss the possible meaning and implications of the findings and discuss the questions that the findings raised in the minds of the researchers, but only rarely is the reader permitted to see some of the questions raised in their minds.
Abstract: is that it contains so little discussion about the possible meaning and implications of the findings; only rarely is the reader permitted to see some of the questions that the findings raised in the minds of the researchers. Other versions of this material, indeed the exact text, have appeared elsewhere in print. It is unfortunate that in this volume the writers were not less cautious in their interpretations. It is al-
TL;DR: Existentialism as discussed by the authors is a theory of individual meaning that asks each man to ponder the reason for his existence, and it is characterized by a reawakening of man's interest in himself.
Abstract: Existentialism had its beginnings in art, psychology, and education. This paper presents existentialism as related to education, with the basic philosophical elements that may also be applied to literature, the reflection of man’s living and thinking. Existentialism is characterized by a reawakening of man’s interest in himself. It is a theory of individual meaning that asks each man to ponder the reason for his existence. There are three main areas of concern: human subjectivity, paradox, and anxiety (8 :n). A basic premise is that existence precedes essence-the fact that an individual’s existing is antecedent to any other understanding he may have of the world. Man first is, and then he asks what he is. The background for human reflection is human subjectivity: all pronouncements about the meaning of life originate from within the individual and all are unique with the individual. Paradox is the holding of two contrary views of the significance of one’s existing: one, that because of one’s unique individuality, he is of absolute value in the world; the other, that one is of no value and can be replaced. Subjectivity tells us the first; empirical reason tells us the second. Man
TL;DR: The role of college teachers in education has been examined in this paper, showing that the preponderance of faculty members in education hold the Ed.D. degree in a shorter period of time than the Ph.D., and the graduate work in education is often so arranged as to permit the stu1.
Abstract: In addition, such an early apprenticeship in lower-level schools is not always compatible with later positions and roles in institutions of higher learning. Examination of college and university catalogues indicates that the preponderance of faculty members in education hold the Ed.D. This degree is generally acquired in a shorter period of time than the Ph.D., and the graduate work in education is often so arranged as to permit the stu1. The research reported here is part of a larger study of the role of college teachers in education. It was supported by funds made available through the Department of History and Philosophy of Education, University of Nebraska.
TL;DR: A recent study at the University of Wisconsin-Milwaukee cast doubt on the assumption that a systematic, logical, reflective approach to decision making is extremely important to effective teaching as discussed by the authors.
Abstract: a recent study at the University of Wisconsin-Milwaukee cast doubt on this assumption.’ The major hypothesis of the study dealt with the observable effects of a research-oriented, student-teaching experience on the improvement of decisionmaking and problem-solving behavior in teaching. Two assumptions of value provided the central focus: the first, that a systematic, logical, reflective approach to decision making is extremely important to effective teaching; the second, that the student-teaching experience represents
TL;DR: In this paper, the authors point out some of the possible reasons why rigidity tends to develop in teachers and discuss the implications of this problem for continuing teacher education, concluding that age was not the deciding factor in producing this difference.
Abstract: The purpose of this paper is to point to some of the possible reasons why rigidity tends to develop in teachers and to discuss the implications of this problem for continuing teacher education. Felker and Smith (4) found that subjects with teaching experience were less flexible in their approach to educational problems than were persons with an equivalent education who were preparing to teach but had not yet had teaching experience, and that age was not the deciding factor in producing this difference. If these conclusions
TL;DR: In this article, a continuum of experiences from entry to full professional status is defined, comprised of an adequately designed, well-conceived progression of experiences, and a more varied set of learning requisites and responsibilities, including a time involvement of ten or twelve years beginning earlier in the teacher career.
Abstract: um comprised of an adequately designed, well-conceived progression of experiences from entry to full professional status. This continuum must place emphasis on inservice experiences at all levels and incorporate a more varied set of learning requisites and responsibilities, graduated returns in salaries or stipends, and a time involvement of ten or twelve years beginning earlier in the teacher’s career. The sophomore with a declared interest in teaching must be involved in participation, observation, and some types of instruction as an integral part of the teaching hierarchy. As experience is gained and competencies demonstrated, new levels of the hierarchy are reached. Achievement of the higher levels must be attained,
TL;DR: In this paper, a closed-circuit television system was used in a campus elementary school in which a number of classrooms were linked to the education department of the college by a closed circuit television system.
Abstract: a failure of the supervisor to perform his crucial function of feeding back to the teacher accurate and comprehensive information about his teaching behavior. The recent rapid developments in closedcircuit television equipment have been hailed by some as promising to solve this problem. If video and audio recordings of a teacher could be made while he teaches and played back to him afterward, the feedback loop would be complete, and the supervisor could devote his entire energy to transmitting to the teacher whatever wisdom he possesse~ that is relevant to the behavior he and the teacher are both observing. The experiment reported here was carried out in a campus elementary school in which a number of classrooms were linked to the education department of the college by a closed-circuit television sys-
TL;DR: The case for clinical training as mentioned in this paper has been used to argue that the clinical approach has to do with a field orientation to teacher education immediately raises two issues: the locus for training and the control over teacher education programming.
Abstract: The Case for Clinical Training One can think of the clinical approach as having to do with a field or practice orientation to the development of teachers. Although imprecise and suggestive of a number of practices such as internships and clinical professorships, this will serve as a suitable point of f de pa rture, To say that the clinical approach has to do with a field orientation to teacher education immediately raises two issues: the locus for training and the control over teacher education programming. At present, teacher educators make use of two loci, or settings, for preservice training : the university or teachers college and the school, the latter usually being quite secondary as judged by training time allocations. In the university, the teacher trainee undertakes studies in his area of academic specialization; in liberal or general education; in the scholarly disciplines related to education, such as history and philosophy of education; and in the curriculum and instruction or methods courses, which are more directly relevant to classroom instruction.
TL;DR: In this article, the authors found that participants did not experience similar agreement on the task they face or the tentative resolutions they propose. But they did experience strong agreement on content mastery and the goals and purposes of content mastery.
Abstract: scant success. Conversely, measurement of aspects of the cognitive domain, though difficult in its own right, has traditionally been characterized by (:L) relatively stronger agreement on the content that should be included in tests of knowledge, and (2) agreement on the goals and purposes of content mastery. Researchers attempting to assess the affective domain have not experienced similar agreement on the task they face or the tentative resolutions they propose.
TL;DR: In this article, it has been suggested that the core personality of the beginning teacher stands in opposition to those characteristics he feels pressured to assume, i.e.the personality and probably less readily altered.
Abstract: the personality and probably less readily altered. Although studies have not clearly distinguished such a personality type, it has been suggested that the core personality of the beginning teacher stands in opposition to those characteristics he feels pressured to assume.4 Brookover describes the neophyte as being introverted;~ others characterize him as being rather marginal in commitment to the profession, more inclined to follow than to lead, with a strong sense of service and a couperative, somewhat resigned, spirit.’ Some of the most basic work on teacher
TL;DR: This paper argued that American students are not evaluated according to their merits and capabilities but rather the biases and prejudices of their teachers, and that the middle class values and prejudices impel them to reward students on the basis of how closely they adhere to middle-class standards, without reference to their true achieve-
Abstract: American students are not evaluated according to their merits and capabilities but rather the biases and prejudices of their teachers. Professors of sociology, such as Patricia Cayo Sexton of New York University and Edgar Z. Friedenburg of the State University of New York at Buffalo, maintain that the middle-class values and prejudices of teachers impel them to reward students on the basis of how closely they adhere to middle-class standards, without reference to their true achieve-
TL;DR: The gap between elementary teachers' courses in science and the realities of the elementary classroom has been substantiated by Brehm as mentioned in this paper, who pointed out that there can be little direct transfer of training between the usual college seminar or lecture course and a classroom of thirty or more active youngsters.
Abstract: directly to the elementary classroom. The neophyte teacher is supposed to internalize, organize, and translate into meaningful activities for children masses of lecture notes, print, and film. There can be little direct transfer of training between the usual college seminar or lecture course and a classroom of thirty or more active youngsters. This gap between elementary teachers’ courses in science and the realities of the elementary classroom has been substantiated by Brehm.’ College classrooms are filled with armchairs for note taking and little else. Little wonder college students question the relevance of many education courses! Is lecturing, the method of higher education, a relevant way to prepare teachers of elementary children? The beginning teacher who tries to follow the model by which he was taught invariably abandons either the technique or the profession. Brandwein thus describes the National