School Student Teachers Research Articles

Dimensions of Elementary School Student Teacher Concerns

The present study used a factor analytic procedure for identifying basic dimensions of elementary school student teacher concerns. A hierarchical factor analysis was applied to the intercorrelations among 122 situationspecific items rated by students completing their teaching practicum in Columbus, Ohio elementary schools. Results indicated the presence of a major factor, which accounted for over one-quarter of the variance. This factor, termed “Concern with Being an Effective Teacher,” reflects the teacher’s concern with generating a classroom environment conducive to effective learning and social growth. Seven other factors, together accounting for an additional 20 percent of the variance, were also identified and characterized. It is suggested that further studies investigate the utility of employing scores on such factors to identify successful teachers.

Praise, Criticism, and Race

Previous articleNext article No AccessPraise, Criticism, and RaceWilliam E. Brown, L. Tyrone Payne, Conard Lankewich, and Lionel L. CornellWilliam E. Brown Search for more articles by this author , L. Tyrone Payne Search for more articles by this author , Conard Lankewich Search for more articles by this author , and Lionel L. Cornell Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 70, Number 7Apr., 1970 Article DOIhttps://doi.org/10.1086/460595 Views: 4Total views on this site Citations: 12Citations are reported from Crossref Copyright 1970 The University of ChicagoPDF download Crossref reports the following articles citing this article:William Strein, Tracy Simonson, Lindsay Vail Convergence of views: Self-perceptions of African American and White kindergartners, Psychology in the Schools 36, no.22 (Mar 1999): 125–134.https://doi.org/10.1002/(SICI)1520-6807(199903)36:2<125::AID-PITS5>3.0.CO;2-9David Harvey Arnold, Jessica R. Griffith, Camilo Ortiz, Rebecca M. Stowe Day Care Interactions and Teacher Perceptions As a Function of Teacher and Child Ethnic Group, Journal of Research in Childhood Education 12, no.22 (Jun 1998): 143–154.https://doi.org/10.1080/02568549809594880Erica Cooper, Mike Allen A meta‐analytic examination of the impact of student race on classroom interaction, Communication Research Reports 15, no.22 (Mar 1998): 151–161.https://doi.org/10.1080/08824099809362109Carolyn B. Murray Estimating Achievement Performance: A Confirmation Bias, Journal of Black Psychology 22, no.11 (Jul 2016): 67–85.https://doi.org/10.1177/00957984960221006Ronald G. Ehrenberg, Dominic J. Brewer Did teachers' verbal ability and race matter in the 1960s? Coleman revisited, Economics of Education Review 14, no.11 (Mar 1995): 1–21.https://doi.org/10.1016/0272-7757(94)00031-ZHerbert Grossman Special Education in a Diverse Society Improving Services for Minority and Working-Class Students, Preventing School Failure: Alternative Education for Children and Youth 36, no.11 (Oct 1991): 19–27.https://doi.org/10.1080/1045988X.1991.9944580 Jacqueline Jordan Irvine An Analysis of the Problem of Disappearing Black Educators, The Elementary School Journal 88, no.55 (Oct 2015): 503–513.https://doi.org/10.1086/461553Jacqueline Jordan Irvine Teacher Communication Patterns as Related to the Race and Sex of the Student, The Journal of Educational Research 78, no.66 (Jan 2015): 338–345.https://doi.org/10.1080/00220671.1985.10885627Adelaide W Simpson, Marilyn T Erickson Teachers’ Verbal and Nonverbal Communication Patterns as a Function of Teacher Race, Student Gender, and Student Race, American Educational Research Journal 20, no.22 (Jun 2016): 183–198.https://doi.org/10.3102/00028312020002183RONALD W. HENDERSON Personal and social causation in the school context, (Jan 1982): 359–407.https://doi.org/10.1016/B978-0-12-764050-1.50014-1John A. Daly, John T. Korinek Instructional Communication Theory and Research: An Overview of Classroom Interaction, Annals of the International Communication Association 4, no.11 (Nov 2017): 515–532.https://doi.org/10.1080/23808985.1980.11923822Jeremy J. Lietz School deportment and student teacher sex and ethnicity, Psychology in the Schools 14, no.11 (Jan 1977): 72–76.https://doi.org/10.1002/1520-6807(197701)14:1<72::AID-PITS2310140115>3.0.CO;2-U

The public school teacher and student teacher evaluation

The public school teacher and student teacher evaluation

Help Needed by High School Student Teachers

Help Needed by High School Student Teachers

Help Needed by High School Student Teachers

Help Needed by High School Student Teachers

The relationship between elementary school student teachers' science abilities and their self appraisals

The relationship between elementary school student teachers' science abilities and their self appraisals

Attitude Change of Elementary School Student Teachers and Anxiety

ATTITUDES of teachers toward children are I closely associated with pupil-4eacher relations found in classrooms. While considerable study has been made of teacher attitudes, correlates of these atti tudes with the anxiety levels of the teachers have not been explored. This study deals with manifest anxiety as a variable in attitude change during stu dent teaching, serving as a preliminary step in the study of the effects of anxiety upon the performance of student teachers.