University Student Teachers Research Articles

Teachers' Inappropriate Conception of the Decimal Number Multiplication and a Trial of Teaching the Meaning of Multiplication to Teachers College Students

Teachers' Inappropriate Conception of the Decimal Number Multiplication and a Trial of Teaching the Meaning of Multiplication to Teachers College Students

Dissonant themes in preservice portfolio development

This study examined the use of portfolio assessment to determine the extent to which student teachers are able to demonstrate INTASC principles in their teaching. More specifically, it looked at the role of perception and assumption by identifying inconsistency between university faculty and student teacher expectations and use of the portfolio. The study found that dissonance was prominent in four main areas: purpose, value, perception, and context. Among the factors contributing to the dissonance were lack of clarity of stated purpose for the portfolio, the student teaching environment, and uncertainty between formative and summative nature of the assessment.

Student Teachers' Views about their Relationships with University Supervisors, Cooperating Teachers and Peer Student Teachers

The purpose of this study was to examine student teachers' views about the influence of contributions from university supervisors, cooperating teachers and student teachers on their professional development. Journals kept by 16 vocational student teachers during their teaching practice showed that cooperating teachers and university supervisors played a meaningful role in their professional development. The most important factor seemed to be the quality of the dialogue that was maintained during the practicum. The more open the dialogue and the more divergent the views allowed, the more satisfied the student teachers were with their practicum. The study also indicated that peer students were felt to have a particularly important supportive role.

Cross-cultural partnerships: acknowledging the “equal other” in The Rural/Urban American Indian Teacher Education Program

This paper presents a description of The Rural/Urban American Indian Teacher Education Program, based on Buber's (1970. I and thou. New York: Scribner) notion of the equal other. It featured cross-cultural partnerships at every possible level – university faculty, mentor teachers, and student teachers. The program's goals were two-fold: the preparation of more American Indian teachers and the culturally enhanced preparation of the “white, female, monolingual” (Zeichner, 1992. Educating teachers for cultural diversity. East lansing, MI: National Center for Research on Teacher Learning) candidates who represent the majority of teacher education candidates. A look at some of the successes and failures of the program, as well as its distinctive features, may aid those seeking to stress context and culture in preservice teaching situations.

高校生の性知識・性意識を高めるためのピア・エデュケーションの研究

正しい性知識を伝授することと性をより肯定的に捉えられるような動機付けを目的として, 大学生8人がピァ・カウンセラーとなり, 高校生42人に対しロールプレイ等を取り入れたピァ・エデュケーションを3回にわたり実施した. ピァ・エデュケーションの具体的な方法と展開内容および留意点を検討し, その実施前後に高校生の性に関する知識及び意識についての変化と男女差を明らかにするための自記式質問紙調査を行った.ピァ・エデュケーション実施後の感想では,「性についてよく考えられた」,「もっと性のことを知りたい」,「カウンセラーの人たちは話しやすくて, 質問をしやすかったので安心できた」,「3回だけではなくもっと計画してほしい」など否定的な感想は無く好評であった.今回の性知識・性意識の調査結果からも, この時期の特徴が反映されており, 性意識は活発化してきているといえるが, 性知識は不十分であった. 特に, 性知識の面では,男女ともに, 避妊法では「コンドーム」, STDでは,「エイズ」と知識に偏りが大きかった. 性意識の面では, 性の責任性において, 男子は実施後に高い得点を示し, 変化がみられた. また,「望まない妊娠を避けるには」において, 男女とも実施後に「男女が性について本音で話し合える」と答えたものが倍増し, 変化がみられた.このことより, ピァ・エデュケーションは, 生徒が性をより建設的, 肯定的に考えることに役立つ教育方法として, 効果があることが示唆された.

Cooperating Teachers' Perspectives on the Student Teaching Triad

Student teaching has been the capstone experience in teacher preparation for more than 75 years. Welborn (1920) noted that by 1920, one third of the normal schools placed student teachers in public schools. With few exceptions, the situation today is similar. Griffin (1989) concluded that student teaching was business as usual and that the triad of university-based supervisor, school-based cooperating teacher, and student teacher has remained stable over many years. Hierarchical decision making in student teaching is a particularly constant characteristic. Cooperating teachers are excluded from many decisions; university personnel typically influence decisions about the choice of cooperating teacher, the duration of student teaching, the requirements of planning and written work, and the final grading (Glickman & Bey, 1990). Smyth (1986) viewed hierarchical relationships in many aspects of public education as problematic Arguably the most serious issues confronting teachers are not matters of teaching technique, but impediments that exist because of power relationships (p. 146). In this article, we explore the student teaching triad from the cooperating teacher's perspective. In our study, the cooperating teachers have views similar to those of the four male cooperating teachers in Barrows's (1979) study. She identified a hierarchical relationship among members of the triad, with the cooperating teacher in the position of most power and influence over the student teacher. The Student Teaching Triad Researchers have studied relationships within the three-person triad (Karmos & Jacko, 1977; Yee, 1968) and focused on the interpersonal dimension within the triad (Bain, 1991; Barrows, 1979; McIntyre & Morris, 1980) primarily from the perspectives of university supervisors and student teachers. Researchers have recently examined the student teaching experience from cooperating teachers' perspective (Koerner, 1992; Rothman, 1981; Tannehill, 1989). Numerous studies of the relationship between student teachers and cooperating teachers (Kremer-Hayon & Wubbels, 1992; Lemma, 1993) exist. Researchers have focused on student teachers' perceptions of cooperating teachers (Kagan, 1987; Karmos & Jacko, 1977; Rikard & Knight, 1997), the influence of cooperating teachers on student teachers (Bunting, 1988; Yee, 1969), and changes in student teachers' perspectives, skills, or attitudes (Ellwein, Graue, & Comfort, 1990; Griffin, 1989). Studies focusing on the relationship between university supervisors and cooperating teachers (Horton & Harvey, 1979; Tannehill & Zakrajsek, 1988) provide examples of how the former can train the latter. Hoy and Woolfolk (1989) concluded from their literature review that little evidence exists of cooperating teachers and university supervisors working together to provide a quality student teaching experience. On the contrary, Glickman and Bey (1990) and McIntyre (1984) substantiated conflict between cooperating teachers and university supervisors in their literature reviews. Koehler (1988) decried the lack of reciprocity in her relationship as university supervisor with cooperating teachers due to her inability to spend the time needed to build trust. Tensions have often existed between university supervisors and cooperating teachers for a number of well documented reasons. Researchers have written little about successful triads. Lack of agreement about the roles triad members should play (Bain, 1991; Grimmit & Ratzlaff, 1986; Kauffman, 1992; Rothman, 1981) and lack of clarity about the goals of student teaching (Gallemore, 1981; Griffin, 1989; Marrou, 1989; McIntyre, 1984) may be reasons for the tensions researchers cite. Communication problems among all three members are also cited as a major source of tension (Bain, 1991; Kauffman, 1992; Koehler, 1988; Ryan, 1982). In one survey of cooperating teachers, the most common problems between cooperating teachers and student teachers were personal and related to communication (Sonthall & King, 1979). …

Whose Learning Is It Anyway? A Case Study Exploring the Impact of an Information Technology Module within a Teacher Tutor/Mentor Training Programme

ABSTRACT In this paper we describe the use of an interactive software package designed to raise issues and questions about the role of information technology within the primary classroom and to highlight the partnership aspects inherent within a teacher tutor/mentor approach to the supervision of school placements. Data were collected from a variety of people concerned in the exercise: teacher tutors, university liaison tutors and student teachers. These data concerned not only the efficacy of the materials themselves, but also the effect or impact of the exercise upon the school placement experience. A number of issues emerged from our exploration into this exercise revealing attitudes towards information technology in education. These concerned ownership of learning and questions of expertise, access to partnership and co‐professionality, staff and student attitudes towards information technology and towards partnership and implications for the future. Our data suggest that learning becomes powerful whe...

Off‐site/reflective conferences: University supervisors and student teachers

Off‐site/reflective conferences: University supervisors and student teachers

The Electronic Academical Village

A network of connected electronic mail (e-mail) systems now links most univer sities in the United States. These sys tems can be used to support the student teaching process by linking university faculty, student teachers, and supervis ing teachers in the schools. They can also be used as a tool for school-univer sity collaborations that benefit the schools as well. Bull and his colleagues explain how e-mail is a part of the edu cational culture of the Curry School at the University of Virginia.

Teachers College Students Who Are Also Parents

Teachers College Students Who Are Also Parents

Varieties of discourse in supervisory conferences

The logic and substance of discourse between university supervisors and student teachers during post-observation supervisory conferences were studied in an elementary student teaching program in the United States. The findings describe these aspects of the discourse in relation to the program's goals and (a) the conceptual levels of supervisors and student teachers, (b) the content area of the lesson under analysis, and (c) the structure of the supervisor's role. Implications of the findings for research, program development, and for the preparation and training of supervisors are discussed.

Teachers College Students Who Are Also Parents

Teachers College Students Who Are Also Parents

A Closer Look at University Student Teacher Supervision

A Closer Look at University Student Teacher Supervision

The Roles of the University Supervisor: Perceived Importance and Practical Implications

ABSTRACT The literature on student teacher supervision has suggested five major supervisory roles, including the Teacher, Counselor, Curriculum Specialist, Coordinator, and Evaluator. In order to determine the relative importance of these roles, a survey was developed and administered to university supervisors, cooperating teachers, and student teachers. In this survey, respondents rated the relative importance of specific behaviors representative of each major role. Overall, the Teacher role was seen as the most important, followed by the Coordinator, Counselor, Curriculum Specialist, and Evaluator roles. However, the three groups of respondents differed somewhat in their perceptions of these supervisory positions, with the university supervisors viewing the Counselor role as the most important, followed by the Coordinator and then the Teacher roles. Implications of these results for supervisory practice are discussed.

POVEZANOST MUZIČKOG OBRAZOVANJA I ISKUSTVA SA PORODIČNOM KULTURNO-PEDAGOŠKOM KLIMOM BUDUĆIH VASPITAČA

Nivo muzičke kulture studenata vaspitačkih škola koji umnogome utiče na njihove kompetencije kao budućih stručnjaka, često je uslovljen postojanjem prethodnog muzičkog obrazovanja, kao i nekim aspektima kulturno-pedagoške klime porodice. U ovom radu prikazani su rezultati istraživanja koje je za cilj imalo da ispita povezanost prethodnog formalnog muzičkog obrazovanja i neformalnog muzičkog iskustva sa nivoom kulturno-pedagoške klime porodice studenata, budućih vaspitača. Pored toga, istraživanje se bavilo i značajem pojedinih sociodemografskih faktora (stručna sprema roditelja i mesto odrastanja studenata) za kulturno-pedagošku klimu porodice i postojanje prethodnog muzičkog obrazovanja i iskustva.
 Uzorak istraživanja činilo je 225 studenata druge i treće godine Visoke škole strukovnih studija za obrazovanje vaspitača u Novom Sadu. Istraživanje je rađeno metodom neeksperimentalnog tipa, tehnikom anketiranja i skaliranja, instrumentom konstruisanim za potrebe ovog istraživanja. Rezultati istraživanja su pokazali da postoji korelacija između prethodnog muzičkog obrazovanja i nivoa kulturno-pedagoške klime porodice porekla, kao i da su i obrazovanje roditelja i mesto odrastanja studenata značajni faktori koji doprinose kulturno-pedagoškoj klimi porodice i razvijenosti muzičkog obrazovanja i/ili ranog muzičkog iskustva studenata.
 Ovaj podatak otvara prostor za osmišljavanje odgovarajućih programa za povećanje muzičkih kompetencija samih vaspitača, kako bi oni mogli pružiti blagovremenu muzičku stimulaciju deci u predškolskim ustanovama. Na taj način vaspitači bi mogli da utičući na kvalitet muzičkih aktivnosti dece, potencijalno posredno kompenzuju i nisku kulturno-pedagošku klimu porodice dece iz porodica sa nižim socijalnim, ekonomskim i obrazovnim statusom roditelja.

Stability of Student Teacher Behaviors and Their Relationship to Personality and Creativity Factors

AbstractThis study considered: (1) Are early behaviors of student teachers related to personality and/or creativity factors? (2) Do student teachers change the proportion of time spent in classroom behaviors during student teaching? The Guilford-Zimmerman Temperament Survey and the Creativity Self-Rating Scale were administered to thirty-four Purdue University student teachers. These students were observed and their classroom behaviors categorized during two visits by university supervisors using the Interaction Analysis Record. By multiple regression four factors, Ascendance, Sociability, Masculinity, and Gross Creativity, were found to be the best predictors of student teachers’ classroom behaviors. When two administrations of the Interaction Analysis Record were compared (during the first and last weeks of student teaching) by analysis of variance, no significant change was found.

The City Limits

The city limits actual observation in the study of natural science. This is true in the consideration of earth science, stars, and plants and animals. The child or science student in an urban area does not have much opportunity to follow nature firsthand. Yet an entire class of Chicago Teachers College students has had the joy and scientific stimulus of communing intimately with nature inside a half circle whose radius extends only 10 to 20 miles from the Loop.* This has been made possible by the joint efforts of Dr. E. C. Colin of the college and Dr. David Thompson, senior naturalist of the Cook County Forest Preserve District. Chicago is in possession of, or has the use of, Lake Michigan, a magnificent park system with gardens, conservatories, museums, and zoos, and finally the extensive forest preserves. These like the other facilities are open to the publie, free, at all seasons, and for any reasonable use which is not contrary to the general interests or welfare. Of all these opportunities the forest preserves are the most usable for the study of natural history. This is true because the various accessible areas encompass all types of local habitats and wide areas are virtually undisturbed. Few exotic or strange biotic influences which might affect the ecological relationships have been deliberately introduced. With the consent of the dean of the college and the department of science an arrangement was made for the forest preserve district bus to convey college students on a series of Saturday field trips. These trips which lasted all day were conducted under the direction of Dr. Thompson accompanied by Dr. Colin. The bus driver was also a forest preserve naturalist. Lunch was carried by members of the party and the noon * The loop is the heart of the Chicago downtown district, libraries, shopping center, amusements, hotels and restaurants.

A STUDY OF NURSES' ATTITUDES TOWARD THE BEHAVIOR PROBLEMS OF CHILDREN UNDER HOSPITAL CARE

care for school-age children in hospitals. The present study was carried out in an attempt to obtain data on this aspect of the question. Previous studies of the attitudes of adults toward children's behavior problems have indicated that persons with little or no knowledge of mental hygiene tend to rank as fairly or very serious those problems that involve actions conflicting with the social code, and that they underrate the significance of withdrawing tendencies, recessive personality, and behavior traits, which mental hygienists regard as most serious. Stogdill (5) compared the ratings given various behavior problems by parents and by mental hygienists. The ratings of his mental hygienists agreed for the most part with those of the Wickman study; while parents, like teachers, were inclined to rate overt behavior problems as the more serious. Bain (2) found that Teachers College students come nearer to the mental hygiene point of view on problem behavior after they had had one or more courses in child study. Preston and Shapler (4) comparing a group of supposedly normal grade school children with a group classed as needing psychiatric treatment found that the control group could not be distinguished from the clinic group on the basis of behavior traits. Temper tantrums, for instance, occurred in an equal percentage of both groups, while daydreaming was more prevalent in the control 'group than in the clinic group. This indicates the wide variance in opinion as to what different people consider as McFie (3) concluded from a study of children referred to a psychiatrist that parents tend to regard active disturbing behavior as much more serious than the personality deviations that give concern to the psychiatrist. Only one recent investigation, that of Arlitt and Lloyd (1), has involved a study of the problem behavior exhibited by children in hospitals. These authors, however, studied preschool children, and their aim was to discover the effect of hospitalization as a factor in producing behavior problems. The object of the present study was to learn the attitudes of nurses toward various types of problem behavior, rather than to search into possible causes of the behavior. Future studies may be able to combine the two points of view and thus add to our knowledge of the cumulative and interactive effects of behavior. Subjects and method.--It was not possible to find a group of nurses comparable in both education and term of service to answer the questions used in this study, under even partially controlled conditions. The subjects used were student nurses who had had some experience in pediatric nursing and graduate nurses actively engaged in nursing children. Some of both groups had had only high school education before their hospital training, while others had had a year or more of college work. Many of the college girls had completed a four-year course. Some

Problems of a Survey Course for Teachers College Students

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Problems of a Survey Course for Teachers College Students

Problems of a Survey Course for Teachers College Students