Citation
An experiment in modification of middle school teachers' behavior through using a training module on personal knowledge of students

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Title:
An experiment in modification of middle school teachers' behavior through using a training module on personal knowledge of students
Creator:
Keilocker, Francette, 1936-
Publisher:
University of Florida
Publication Date:
Language:
English
Physical Description:
ix, 154 leaves. : illus. ; 28 cm.

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Subjects / Keywords:
Education ( jstor )
Educational evaluation ( jstor )
Educational research ( jstor )
Learning ( jstor )
Middle schools ( jstor )
Questionnaires ( jstor )
Schools ( jstor )
Students ( jstor )
Teacher education ( jstor )
Teachers ( jstor )
Curriculum and Instruction thesis Ed. D
Dissertations, Academic -- Curriculum and Instruction -- UF
High school teachers ( lcsh )
Teacher-student relationships ( lcsh )
City of Gainesville ( local )

Notes

Thesis:
Thesis (Ed. D.) -- University of Florida.
Bibliography:
Bibliography: leaves 146-152.
General Note:
Typescript.
General Note:
Vita.

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Full Text
AN EXPERIIIENT IN 1OD])IFICAT.ON OF MIDDLE SCHiOOL
TEACHERS' BEHAVIOR THROUGH USING A TRAINING
MODULE ON PERSONAL KNOWLEDGE OF STUDENTS
By
SISTER FRANCETTE KEILOCKER
A Dissertation Presented to the Graduate Council of
The University of Florida
in Partial Fulfillment of the Requirements for the Degree of Doctor of Education
UNIVERSITY OF FLORIDA 1973




ACKNOWLEDGMENTS
The inadequacy of words to express gratitude to many fine people for continued support in the doctoral program and writing of this dissertation is keenly felt by the writer. Hopefully, they will understand the depth of gratitude that is implied in the acknowledgments.
Dr. William Alexander, an outstanding person, educator and model, was responsible for chairing the writer's program. His guidance and encouragement was the moving force that brought this dissertation and program to fruition.
Dr. Vynce Hines and Father Michael Gannon, two committee members, aided significantly by advice, support, and encouragement. Dr. Hines and Dr. Robert Soar offered suggestions regarding research method and instrumentation. Dick De Novellis, a fellow graduate student, offered invaluable assistance in computing and analyzing the data.
Dr. Gordon Lawrence, director of the Middle School Competencies Project, provided the opportunity to participate in the project and gather data in cooperation with the ongoing research of the program. His cooperation and intense interest were motivating forces.
Dr. William Drummond through interest and consultation
provided the writer with incentive to initiate an experimental
ii




study and feedback on ideas concerning content of the dissertation.
The curriculum coordinators, principals, and teachers in the four counties were extremely cooperative.
Special gratitude is expressed to the Sisters of Charity, Greensburg,Pennsylvania, for providing the opportunity for study on the doctoral level and the faculty of Secon Hill College for releasing the writer for study.
To our Father in Heaven is due the deepest gratitude.
iii




TABLE OF CONTENTS
ACKNOWLEDGMENTS ii
LIST OF TABLES vi
ABSTRACT vii
CHAPTER I INTRODUCTION 1 Background Information 1 Statement of Problem 6 Need for the Study 7 Definition of Terms 10 Limitations of the Study 11ii
CHAPTER II A REVIEW OF THE RELATED LITERATURE
AND RESEARCH 13 Introduction 13 Performane-Based Teacher Education 13 Training Materials 22 Modules 26 Summary 30
CHAPTER III PROCEDURES 31 Module Development 31 The Sample 32 'Design 34 Hypotheses and Subhypotheses 36 Instrumentation 38 Collection of Data 40 Analysis of Data 42
CHAPTER IV PRESENTATION AND ANALYSIS OF RESULTS 44 The Statistical Analysis of the Hypotheses 44 Hypothesis I 45 Hypothesis II 47 Subhypotheses 50 Additional Findings 56
CHAPTER V SUMMARY, DISCUSSION, CONCLUSIONS, AND
IMPLICATIONS 58 Summary 58
iv




TABLE OF CONTENTS (continued)
CHAPTER V (continued) Discussion 64 Conclusions 68 Implications and Suggestions for Further Research 69 APPENDICES 72 BIBLIOGRAPHY 146 BIOGRAPHICAL SKETCH 153
V




LIST OF TABLES
TABLE I Class Means from Summated Ratings on Preand Posttest of Pupil Questionnaire 46
TABLE II F and T Ratios of Five Design Subgroups
on Total Even Score of Observation
Instrument 49
TABLE III F and T Ratios of Five Design Subgroups
on Nature of Situation Score of Observation
Instrument 51
TABLE IV F and T Ratios of Five Design Subgroups on
Nature of the Problem Score of Observation
Instrument 52
TABLE V F and T Ratios of Five Design Subgroups on
Use of Subject Matter Score of Observation Instrument 54
TABLE VI F and T Ratios of Five Design Subgroups on
Differentiation Score of Observation
Instrument 55
TABLE VII Item Means on Pre- and Posttest of Pupil
Questionnaire 57
TABLE VIII F and T Ratios of Overall Observation 62
vi




Abstract pf Dissertation Presented to the Graduate Council
of the University of Florida in Partial Fulfillment
of the Requirements for the Degree of Doctor of Education
AN EXPERIMENT IN MODIFICATION OF MIDDLE SCHOOL
TEACHERS' BEHAVIOR THROUGH USING A TRAINING
MODULE ON PERSONAL KNOWLEDGE OF STUDENTS
By
Sister Francette Keilocker August, 1973
Chairman: Dr. William Alexander Major Department: Curriculum and Instruction Purpose of the Study
The purpose of this.study was to determine whether using the module "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect change in middle school teachers' behavior when measured by an observation system and student questionnaire. To determine the effectiveness of the training material, three questions were posed:
1. Do teachers attain skills which the material is designed to teach?
2. Do teachers use skills from the training
material in their classrooms?
3. Does the use of these skills by teachers
have any effect on student learning? Procedures
Four Florida counties--namely, Alachua, Clay, Leon, and Marion--were identified for this study because of their
vii




participation in the Florida Middle School Competency Program. Using Campbell and Stanley's Institutional Cycle Design, sixty teachers who volunteered to use the module were assigned to one of three groups. The second group was then subdivided by random selection to conform to the design.
Two original instruments were designed to obtain high and low inference measures of change in teacher behavior. The Pupil Questionnaire, used to measure change in teacher behavior as perceived by students, was administered by the teachers as a pre- and posttest measure of the module. The Student Interest Observation Instrument, designed to determine change in teachers' behavior following mastery of the skills of the module, was administered by trained observers following the procedures indicated by the Institutional Cycle Design.
Findings
Hypothesis 1, "There is no significant difference between the class means on the pre- and posttest of the Pupil Questionnaire," was tested with the T Test for Related Measures. Twenty-five classes with a total of 504 children showed an increased mean score of 2.1680. This resulted in a t ratio of
3.145 which was significant at the .01 level. The null hypothesis was rejected.
Hypothesis 2, "There is no significant difference between the total even scores of the experimental groups and control groups on the observation instrument," was tested with the T viii




Test for Related Measures and A Stepwise Discriminant Analysis. One of the subgroups observed discriminated significantly between the experimental and control groups. Four subgroups did not discriminate significantly. The null hypothesis was not rejected.
Ten subbypotheses based on subtopics of the observation instrument were tested. While only seven F and t ratios were statistically significant, forty-nine out of fifty were in the same direction. One of these subtopics, nature of the situation, yielded three out of five significant differences for subgroups. This variable, nature of the situation, was concerned with whether the teacher or pupils were the center of attention and whether commercial materials or student materials were displayed in the classroom. One subgroup achieved significant differences in four of the five subtopics of the instrument.
It may be concluded from this study that teachers acquired the skills of the module, "Using Personal Knowledge of Students" and used these skills in their classrooms. This was evidenced through change measured by the observation instrument. Teachers' use of the skills of this module has an effect on the attitudes or learning of students. The student questionnaire resulted in a t ratio that was significant at the .01 level.
Two conclusions drawn from the procedures and design were that using both a low and high inference instrument is an effective way of measuring change in teacher behavior and the Institutional Cycle Design is an effective one for field-testing a module.
ix




CHAPTER I
INTRODUCTION
Background Information
Theory and research of teacher effectiveness has been a
concern of teacher education in the immediate past (5)(26)(47).
(48)(21)(22). However, in the last decade, a movement that has potential for renewing and revitalizing teacher education has been rapidly gaining momentum. Educators, researchers, and the public in general are looking to competency-based teacher education as a means of effecting needed change in our system of education. "Some see competency-based teacher education as the vehicle through which teacher education itself may approximate the model of individualized and personalized instruction that it long has held forth as ideal for education in the schools" (33:viii).
As evidence of the implications of this movement on education, Houston and Hlowsam in 1972 identified seventeen states that either had announced certification changes to be based on competencies or had declared their interest or intentions (33:ix) (36). Another evidence supporting the move was the emphasis placed on it by the ten United States Office of Education Elementary Models Projects.
-1-




-2
The promise of this movement according to the American
Association of Colleges for Teacher Education's Committee
on Performance-Based Teacher Education lies in the following:
1. The fact that its focus on objectives and its
emphasis upon the sharing process by which
those objectives are formulated in advance are
made explicit and used as a basis for evaluating.
2. The fact that a large share of the responsibility for learning is shifted from teacher to
student.
3. The fact that it increases efficiency through
systematic use of feedback, motivating and
guiding learning efforts of prospective teachers.
4. The fact that greater attention is given to
variation among individual abilities, needs,
and interests.
5. The fact that learning is tied more directly
to the objectives to be achieved than to the
learning resources utilized to attain them.
6. The fact that prospective teachers are taught
in the way they are expected to teach.
7. The fact that PBTE is consistent with democratic
principles.
8. The fact that it is consistent with what we
know about the psychology of learning.
9. The fact that it permits effective integration of theory and practice.
10. The fact that it provides better bases for
designing research about teaching performances. (24:14-15).




-3
In a research report for AACTE, Elfenbein in 1972 analyzed seventeen PBTE programs from thirteen institutions of higher education and concluded that PBTE programs offer new ways of educational planning, or organizing and structuring teacher education and therefore, may be regarded as vehicles of change (25:19). By virtue of their emphasis on field activities they can provide a bridge between pre- and inservice teacher education (63)(30). While it is true that the promise of PBTE is great its developmental state has barely begun. It will require several years of research and trial before adequate programs are designed and its effectiveness truly ascertained (34:127).
One means of acquiring competencies is through the use of modules. A module is a set of learning activities (with objectives, prerequisites, pre-assessment, instructional activities, post-assessment, and remediation) intended to facilitate the student's acquisition and demonstration of a particular competency (24:9). Turner stated that the teacher education curriculum should be developed around instructional modules and should incorporate two types of laboratory instruction. One should relate to those families of concepts and skills involved in interpretation of human behavior and the other to engaging in actions which maintain behavior or bring about changes in it (53:203).




Houston stressed that the modular approach differs from traditional approaches in several profound ways:
1. The total program is considered prior to specifying instructional parts.
2. Modules emphasize the learner rather than the
instructor.
3. Modules focus first on objectives, not activities.
4. Modules are individualized and personalized.
5. Modules include a variety of instructional
modes.
6. A module is a process not just a product
(34:74-5).
Each of these six characteristics may also describe other instructional modes but interaction of modular instruction in an active, changing process, focusing on learner and objectives. This makes this approach unique (34:75).
Much attention has been devoted to developing and using modules as training materials but consideration of the process of evaluation is an area needing significant attention. The Committee on National Program Priorities in Teacher Education claimed that nothing was more crucial to the success of competency-based teacher education than the method of assessing the mastery of concepts and skills. "The preparation of instruments to define performance criteria is the sine




-5
ua non of competency-based certification" (53:30). The Committee strongly urged the need for development of measures of teacher performance in the classroom.
The State of Florida has taken significant steps to initiate a program of competency-based education. Activities to encourage movement toward this goal include:
1. Development of broad teacher education guidelines which can be used in designing preservice
and inservice programs for state approval and
which provide alternatives to the course-bycourse certification regulations, and
2. A Plan coordinated at the state level for designing and disseminating individualized teacher
education modules which employ a performancebased approach to training personnel in specific
skills or knowledge identified by professional educators and which can be adapted to ongoing
preservice and inservice programs. (20)
Presently the state is concerned with research that is designed to show the relationship between teaching competencies and pupil achievement.
Especially important for teacher certification is the project for developing assessment and training techniques for middle school teachers. No specific certification requirements are yet in effect in the state of Florida. However, the state department of education has determined that it is moving toward issuing middle school certificates based on competencies (60). Therefore, modules that have




-6
been written as training materials for acquiring competencies will need serious evaluation.
Statement of Problem
In Florida, the initial clarification of competencies for middle school teachers began in 1971 with the development of a catalog of teaching competencies (60:3). Training materials in the form of modules were designed for each of the competencies. This study was conducted to help develop personnel assessment techniques regarding one of these specified competencies, namely, "Constructive Interaction." It is related specifically to the area of using personal knowledge of students.
The purpose of this study was to determine whether using the module, "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect a change in middle school teachers' behavior when measured by an observation system and student questionnaire.
To evaluate the effectiveness of this training material, the study attempted to answer the following questions:
1. Did teachers attain skills which the material
was designed to teach?




-7
2. Did teachers use skills from the training material in their classrooms?
3. Did the use of these skills by teachers have any
effect on student attitudes or learning?
Need for the Study
The Committee on National Program Priorities in Teacher Education claimed that no factor is more crucial to the success of competency-based teacher education than the method of assessing the mastery of concepts and skills (53:30).
For performance-based teacher education to achieve the goals for which it has been designed, much more attention must be concentrated on the evaluation process (27)(46)(54). The Committee on Competency-Based Teacher Education also emphasized the fact by choosing evaluation as one of the areas for study. They reported, "Immediate progress is needed in the identification and specific description of the dimensions of teaching behavior. Progress is needed in gathering data on teaching performance,
both of teacher trainees and of experienced teachers. Pilot assessment systems must be established as quickly as possible" (33:74).
The Florida Program, especially the project for developing assessment and training techniques for middle school teachers, has already identified competencies validated




through research projects. The project is presently at the stage of developing or identifying evaluation techniques which will correspond with the specific objectives included in the catalog. A series of research projects designed to show the relationship between teaching competencies and pupil achievement is needed (28). This study should provide evidence of change in teacher and student behavior for one of the competencies. Since middle school certification in the state of Florida will be based on acquired competencies, research of this nature is vitally needed.
The middle school level was chosen for this research paper because of a number of factors. Alexander emphasized the need for evaluation of curriculum and middle school program (1). Bondi in his guidebook for developing middle schools also stressed the need for evaluation (8). Trauschke, in a summary of research on the middle school,noted that few individuals, schools, or school systems have attempted to evaluate systematically the middle school (61).
From discussion with over a hundred middle school teachers at a three-day inservice workshop, the writer identified the problem of using students' interests as one that vitally concerned teachers. Since exploratory activities and special interest programs are endemic to the middle school




-9
program, it was decided to assess the competency of constructive interaction, especially as it related to using personal interests of students.
Use of this module should enable inservice teachers not trained in the philosophy of the middle school to become acquainted with the special interest component of the middle school curriculum. As Kirby noted, the research and development of "packages" seems to hold the real challenge as well as promise to colleges seeking their role in the staff development programs of public schools. Once appropriate packages start to be used these packages can be helpful for administrators, inservice teachers, preservice teachers and graduate students of teaching (37:433).
From the report by Okey and Ciesla on designs for the evaluation of teacher training materials various needs regarding research design, methodology and instrument use evolve (45). With regard to design, the present study will build on one used in the report, namely, the Posttest-Only Control Group Design. It is hoped that many factors related to internal and external validity will be controlled by using the Institutional Cycle Design (18:56).
The report also suggested that for future studies,
observation instruments or rating scales should be developed to establish the degree to which the teachers




-10
incorporate the strategies in their classroom work (45:15). Rosenshine and Furst recommended that "use of both highinference and low-inference measures in future studies may be most advantageous. One procedure for combining the two observations procedures would be to use student questionnaires to describe the high-inference behaviors and outside
I
observers and recodings to describe the low-inference behaviors" (52:57). Through both instruments designed for this study, as well as, the by-products from the activities of -the module itself, it should be possible to identify the use of material learned in the teacher's classroom practice.
What this study will describe, therefore, is what the sample of teachers was able to do after receiving a specified amount of instruction from a piece of training material that had been revised after a preliminary field test.
Definition of Terms
Middle School. A school providing a program planned for a range of older children, preadolescents, and early adolescents, that builds upon the elementary school program for earlier childhood and in turn is built upon by the high school's program for the adolescent (1:5).




Module. A set of learning activities (with objectives,
prerequisites, pre-assessment, instructional activities, postassessment, and remediation) intended to facilitate the student's acquisition and demonstration of a particular competency (24:9).
Protocol Materials. "Packaged" and thereby sharable or distributable learning experiences that lead to the mastery of a particular concept or set of related concepts by a given class of learners with a known degree of reliability, and with assurance that the concept that is measured has meaning in terms of "real life" referents (53:170).
Training Materials. "Packaged" and thereby sharable or distributable learning experiences that have a known degree of reliability in getting a particular class or learner to execute a particular skill or set of related skills at a particular performance level in a particular instructionlearning context (53:170).
Limitations of the Study
Certain factors pertaining to the use of the module in an inservice situation may cause limitations to teachers. The subjects receiving treatment may not be familiar with the format of a module. Subjects advance at their own rate and




-12
may elect to exit from the module at any stage of operation. Teachers will be using this training material in addition to all regular classroom duties and many even have contracted to use other modules of the same system simultaneously.
Also, a full-scale validation of the training program is not intended in this study. It is intended as a step in the development of such a training program.
Specific limitations relating to the population and instrumentation are treated in Chapter III, the procedures of the study. A review of the related literature and research is presented in Chapter II. Chapters IV and V present an analysis of the data and summary, discussion, conclusions and implications of the study.




CHAPTER II
A REVIEW OF THE RELATED LITERATURE AND RESEARCH Introduction
The literature on modules will be reviewed in the general conceptual framework of the performance-based movement. It should be noted that the terms performance-based and competency-based are used interchangeably throughout the literature. The former focuses on objectives, while the latter is concerned with criteria. Houston explained that, "exploration of them provides a useful process through which the central core and parameters of competency/performance/proficiency-based teacher education are identified and employed to improve education" (34:26).
Performance-Based Teacher Education
Application of the performance concept to teacher education is gaining approval in state departments and education colleges throughout the country (11). Burdin and Reagan claimed that "such applications constitute a significant step in the gradual refinement of certification the refinement over the years of the means of assuring qualified educational personnel for the schools" (15:133).
-13-




-14
In a paper for the American Association of Colleges for
Teacher Education (AACTE), Karl Massanari defined performancebased teacher education (PBTE) as a "program designed specifically to provide the prospective teacher with learning experiences that will prepare him to assume a specified teaching role. Successful completion of the program is accomplished only when the teacher candidate provides evidence that he possesses specified requisite knowledge and can carry out in practice specified teaching functions" (41).
Massanari also outlined the procedures involved in performance-based teacher education:
Specific behavioral objectives are defined
prior to instruction in terms indicating the
kinds of evidence regarding performance that
would be acceptable to show that the objectives had been attained. Both the objectives and the
kinds of evidence are made explicit to the learners at the outset of the program. For each performance objective, the learning of the prospective teacher is guided by periodic assessment
and feedback. The learner attains the objective
whenever he can produce the required evidence
by demonstrating that he has the requisite knowledge and/or he can perform the specified tasks
acceptably. (41:3)
As evidence of the present significance of this movement in education, two major sources concerning competencybased education were published in 1972. Competency-Based Teacher Education: Progress, Problems and Prospects developed




-15
from a conference on PBTE conducted at the University of Houston in May, 1971 (33). The Power of Competency-Based Teacher Education: Report of the Committee on National Progran Priorities in Teacher Education was the result of the findings and suggestions of this committee established by the United States Office of Education. (53)
In the final chapter of the former source, William L. Smith explicated the theory of PBTE:
In theory, performance-based training provides
a way for prospective teachers to build on their individual skills and interests. It implies an
open-ended education with freedom to move, to develop
an individual teaching style and individual competencies.
It suggests that preparation to be a teacher is an
exciting and rewarding experience, one that will lead
to life-long intellectual curiosity and growth; the
effective teacher never stops learning. The
competency-based approach assumes that such advantages in the teacher's own preparation will enable him as a
graduate to enter the classroom and pass on these
advantages to. the next generation of youngsters.
(33:172)
Commenting on the psychological implications of PBTE, Young and Van Mondfrans stated that performance-based education can reduce.negative psychological effects and increase learning (64:17). Klingstedt analyzed the philosophical basis for the movement and concluded that PBTE has its roots in experimentalism, but educators embracing other positions can, and perhaps, should, exert an influence on its direction (39:14). In a study for the AACTE Committee on PBTE, Nash did exert influence for the




-16
humanistic philosophical approach. He concluded that "PBTE can serve humanistic purposes only if it avoids the kind of external demands for 'performances' that the individual finds alienating and enervating because of their lack of relation to
the deepest parts of himself" (44:viii).
Publications since 1967 related to the topic of PBTE
have been prolific. The AACTE and the ERIC Clearinghouse on Teacher Education collaborated to publish an annotated bibliography with 189 citations. The categories under which the entries were arranged included: the nature of performancebased teacher education (21 citations); programs (19 citations); kinds of performance (30 citations); modules (6 citations); the improvement of teacher performance (37 citations); the assessment of teacher performance (44 citations); performancebased teacher certification (20 citations); and attitudes of professional organizations (7 citations). This publication also included a five-item bibliography of bibliographies (3:ix).
Elfenbein in a comparative description of PBTE programs
concluded with a bibliography of 125 sources. These citations, like the AACTE bibliography, are basically concerned with program development and references related to evaluation are sparsely interspersed (25)(2).
Not all of the references to the theory of PBTE are
favorable. Broudy seriously questioned whether the movement




-17
is causing the teacher to become a practitioner to the exclusion of becoming a technologist, i.e., a practitioner informed by knowledge and understanding (13). Edwards questioned practical problems involved in PBTE such as the change of evaluation and grading from a norm referenced model to a criterion referenced model and the difficulty of students to adjust to a self-imposed schedule. He also raised questions concerning the essence of PBTE such as the difficulty of specifying teaching competencies and the means of'appropriately measuring these competencies (23).
Professional organizations are cautiously studying and warning teachers about moving into the movement without considering the effects (19:20). Albert Shanker warned that "if performance-based certification is imposed as a quickie solution without preparation, research and development, it will end up on the junk pile with the many other innovations" (56:3).
Although the literature related to the question of PBTE is profuse, very few research reports are cited. Burdin and Mathieson in a review of research on PBTE for Educational Technology cite fifteen studies. The majority are basically concerned with teacher effectiveness while three sources relate to evaluation of training materials (14).




Three studies were conducted by Sandefur to examine
whether the content of teacher education affects the behavior of teachers in the classroom. The most important result obtained was that teaching behaviors are significantly modified by experience (55).
In the early evaluation studies at the University of
Nebraska, two major findings were reported: teacher education students like PBTE better than traditional instruction and children taught by teachers instructed in PBTE can achieve more. "Cooperating teachers who have had Nebraska Secondary Teacher Education Program students as student teachers report that the new program yields prospective teachers who use a wider range of teaching behaviors and employ more innovative practices than do student teachers who have gone through the traditional course sequence" (59:303).
Nine specialists in educational research were consulted by the Florida Education Research and Development Department to describe the research processes, mechanisms, or strategies which could aid educational decision makers at state, district, and institutional levels as they design PBTE programs. Their recommendations that relate to this study were:
1. Do not use student learning measures for evaluating
individual teachers. However, it is critical to use change in student performance as a criterion




-19
against which the teacher competency is validated so that the measure of teacher behaviors could be
used in the long run as a measure of teacher
competencies.
2. Select competencies on a conceptual base, rather
than by an eclectic approach.
3. When specifying competencies within a conceptual
framework and designing research strategies to validate teacher competencies, it would be more
economical to use training and evaluation systems
already available.
4. Build research into the design for testing training
materials and procedures.
5. Consider state coordinated inservice training.
(49:1,6)
The specialists concluded that research and development
conducted in isolation of operational programs provides little
information of value to decision makers (49:6).
The rationale for PBTE derives from a consideration of
Richard Turner's "Levels of Criteria." These levels clarify
points at which feedback to teacher education programs could
be generated and the points at which performance-based
certification could occur.
Criterion Level 1 is concerned with the long range
effects of teacher behavior on changes in pupil
achievement and well-being. Criterion Level 2 is
concerned with changes in pupil behavior that can be
effected in a relatively short period (one or two
weeks) and under actual classroom conditions.
Criterion Level 3 addresses itself to the effects of training on a teacher's behavior under actual
classroom conditions. Criterion Levels 4 and 5
are concerned with the effects of teacher training




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on improvement in pedagogic skills under
laboratory or simplified training conditions.
Criterion Level 6 is concerned with the effects
of a training program on improvements in
teacher knowledges and understandings. (53:7).
Since Criterion Levels 2 and 3 form the basis for this dissertation,
they will be elaborated further.
Criterion Level 2 consists of two parts by
which teachers may be appraised. The first part is observation of the acts or behaviors in which
the teacher engages in the classroom. The
observations must be conducted with a set of
instruments which permit classification of teacher
behaviors in both the cognitive and affective
domains. The second part is systematic analysis
of the level of outcomes achieved by the teacher with
the pupils he teaches. This criterion level is
identical to Criterion Level 1 except that a shorter
performance period is involved.
Criterion Level 3 differs from Criterion Levels
1 and 2 in that pupil performance data are eliminated
from the criterion. Judgments about competence or
proficiency are thus based on the observable behaviors of the teacher rather than on the pupil outcomes associated with these behaviors. Nonetheless, this
criterion level is still performance-based in the
sense that the teacher actually does engage in
teaching and is gauged on the quality of his professional actions. How good or valid this
criterion level is depends almost wholly on whether empirical relationships between teacher actions and
pupil performance have been established through
research or through data obtained by use of Criterion
Levels 1 and 2. (53:4-5)
Much debate is presently ensuing over the question of
whether teacher education will be held accountable by producing
effective change in pupil behavior or teacher behavior. The
Committee on National Priorities in Teacher Education claim




-21
that training programs should be held accountable for changing teacher behavior (53:8). Therefore, they claim that Criterion Level 3 is the most appropriate for accountability in teacher education. The objectives of teacher education programs can be integrated with the requirements for professional service in the classroom by using Criterion Level 3 to evaluate the effectiveness of teacher education programs and competencies of individual trainees for certification.
Considering the concept of change, Houston identified three assumptions regarding this topic that are relevant to PBTE programs:
Behavior is most likely to be changed when:
1. Individuals sense a problem or feel a need
for some change in themselves or their
environment.
2. Persons who are expected to change behavior are
involved in determining where change is needed
and the processes by which change can occur;
and;
3. Major decisions about the elements of change
are made by the persons expecting to implement
and maintain the new behavior. (34:117)
In order for a PBTE program to maintain relevancy, two areas must be given careful attention according to Houston. "The program must consciously consider and draw on the potentialities of a changing society. Second, the new program philosophy must include the explicit assumption that no program is ever completely developed" (34:118).




-22
Training Materials
An essential requisite of an adequate training program is the development of effective instructional materials to facilitate the mastery of teacher competencies. The Committee on National Program Priorities in Teacher Education defined and identified significant features of training materials:
Training materials are instructional materials
which lead to the efficient mastery of skills. They
provide for the identification of skills, description
of situations in which they are to be practiced,
description of the performance the skills entail, and ways of giving feedback to the student on his
performance. The materials help the student identify
his mistakes and see how to correct them. The
fundamental purpose is the development of skills
through practice and feedback. The features which
appear to distinguish training instructional
materials from other instructional materials are that
they enable the student:
1. to identify the skill in use;
2. to perform the component parts of the skill; and
3. to exercise the skill under laboratory or
simulated conditions.
Elements essential to the training materials include specification of the behavior, performance, feedback,
and modification of performance, in a continual process
until successful performance is attained. (53:225-6)
In an article for Educational Leadership, Kirby praised the development of appropriate "packages" of materials that will either facilitate or provide for a complete inservice workshop. He claimed that the role of colleges is to research and develop these packages, thereby aiding the schools in staff development (37).




-23
Purnes advocated that the presentation of content in a training material must be intellectually sound according to the best thinking of the discipline that treats it as subject matter. He believes that subject matter specialists should help conceive and review the training materials (53:233).
The Florida Research and Development Council, realizing the necessity of carefully designing and validating training materials, recommended the following types of activities:
1. Develop a system for conducting reviews and
operational field tests of teacher training
materials.
2. Collect and classify available materials and
submit them to the established review process.
3. Identify potential procedures of training
materials and protocol materials.
4. Contract for the production of training materials
and protocol materials.
5. Plan for dissemination. (28:7)
In 1969 in a report of the Task Force of the NDEA National Institute for Advanced Study in Teaching Disadvantaged Youth, B. 0. Smith claimed that there were all kinds of pretentious models for teacher education but there were no materials for actually training the teacher (58:77). Since that time, institutions have begun to develop these materials (6)(7)(12)
(16)(35).
Research related to training materials is extremely limited. In a study undertaken for the National Center for the Development




-24
of Training Materials in Teacher Education, Okey and Ciesla reported methods to assess the impact on students of a teacher using skills learned in a training program (45). They illustrated three designs that answered the question, whether the use of certain skills by teachers has a payoff in altered student achievement. Their reason for focusing on the question was that little attention had been given to the relationship between teaching skills and student achievement, and to the means of obtaining evidence of these relationships (45).
Okey and Ciesla's study reported the results of three out
of twenty-one teachers who studied a self-instructional training package designed to teach them to use Bloom's mastery learning strategy. The three designs that proved successful for demonstrating student achievement were Campbell and Stanley's Time Series Design, Equivalent Time-Samples Design and PosttestOnly Control Group Design (18). The concern of the experimenter was to examine cause and effect relationships between teaching skills and student achievement. Most of the studies reported previously had been correlational.
Statistically significant results were obtained by teachers using each of the three designs with an average N of twenty-seven elementary students, although outcomes varied. Some teachers were able to cause highly significant changes in student performance and others were not. Most of the twenty-one teachers in the study, however, were able to effect some degree of improved performance (45).




-25
Two instructional programs related to training materials were reported in the research literature. Borg tested the effectiveness of the minicourse (an instructional microteaching package) in changing specific teacher behaviors (10). Twentyminute pre- and postminicourse video-taped recordings of each of forty-eight participating teachers' classroom lessons were made and were scored by trained raters. Results of the analysis of pre- and postminicourse scores showed that teachers made significant gains after the minicourse on ten of twelve behavior scores and demonstrated a reduction to half the precourse level of teacher talk.
Henderson reported a project to test protocol materials
(31). The project consisted of designing, developing, evaluating and field testing ten single concept black and white films (five minutes each) with accompanying guides that taught specific teaching strategies. A Pretest-Posttest Control Design with a variation in treatment was used. Results of the evaluation strongly indicated that students gain both cognitively and affectively through instructional encounters with the protocol materials.
The University of Colorado also evaluated five protocol materials units. "For all five protocol products, it can be said that both the ideas dealt with and the activities used to deal with them were considered worthwhile and significant by both students and instructors" (62:20).




-26
Modules
Although research has demonstrated that no one method of learning has been identified as having clear superiority over any other method for all students, three elements that seem to have a positive effect on all learners have emerged from the studies. Burns identified these as individual pacing, feedback and reinforcement (17).
An instructional module is a structured sequence of learning events designed to accommodate the attainment, on the part of the learner, of a wide range of objectives (17:28). Instructional modules are one type of package for implementing individualized instruction. According to Burns, they should do the following:
1. Consider the learner's interests.
2. Consider the learner's readiness.
3. Consider the learner's rate of learning.
4. Consider the learner's repertoire of habits that he
applies to learning.
5. Provide the learner with success.
6. Provide the learner with corrective feedback.
7. Provide the learner with knowledge of cognitive and
psychomotor goals. (17:28)
Fraley and Vargas see modularization as a breakthrough to custom tailored curriculums with much flexibility in crossing disciplinary lines (29:2).




-27
Much of the literature related to modules has concentrated
on development and format. These references include: Houston
(32), Lawrence (40), Klingstedt (38), May (42), and Arends (4).
The Houston and Howsam Report lists the major components
of a module as follows:
(1) The Rationale is a clear statement explaining
the importance and relevance of the objectives to be
achieved. (2) The Objectives of the module are stated
in criterion-referenced terms, specifying the considerations for successful completion. (3) A Pre-assessment
tests the learner's competence in selected prerequisites
and evaluates his present competence in meeting the objectives of the module. On the basis of this preassessment, the learner may opt out of the module,
receive credit without further activities, or focus
his efforts on areas of greatest need. (4) The
Enabling activities specify several procedures for
attaining the competence specified by the module
objectives. (5) The Post-assessment, like the preassessment, measures competency in meeting the module objectives. Modules also include feedback mechanisms
by which students are kept informed of their performance
and progress. (33:10)
Of the six citations on modules in the AACTE bibliography
only one is a research study. Ricker conducted research to
determine the feasibility of using proficiency modules to
instruct students in an elementary science education class.
Seventeen senior students used a proficiency module entitled,
"Magnetism, Electricity, Heat, and Microscopic Viewing in
Science Instruction." Subjects evaluated the program by
answering six specific questions regarding the number of




-28
activities completed, the amount of reading, the number of small group sessions attended and the size of learning stations. Organization of the data led to these conclusions:
1. All students in the trial group reacted positively
toward the program.
2. Interest was generated in the laboratory practicum.
3. The proficiency module permitted students to work
individually, with indication that individual
differences were met as students worked at a rate
according to their abilities and desires. (50)
Ricker tested the module a second time to determine statistically whether significant learning occurs through use of the proficiency module and to further investigate student reactions including types of learning activities each selected. Pretests were administered to the sample, twenty students enrolled in Elementary Science Methods. Posttests were conducted after the three weeks time allotted for the module. Test results, analyzed using the test for correlated data, revealed significant change in student performance. Other conclusions reported were:
1. Most students reacted positively to the mode of
instruction.
2. The laboratory practicum was selected as the
primary learning activity.
3. When given the opportunity students will select
different combinations of learning activities to
achieve the same objectives. (51)




-29
The Utah State University Protocol Project developed and evaluated six protocol modules, each dealing with one important concept related to teacher language. The criterion for success for the project called for 80 percent of the field test participants to attain at least 80 percent mastery on the three criteria measures included as part of each Protocol Module. The results on the final field test with eighty-eight students indicated that more than 80 percent of the learners had reached the criterion level of mastery on all eighteen of the criterion measures. A student questionnaire was also administered yielding the following results:
1. Student perceptions of the protocol modules were
generally favorable.
2. Students regarded the audio and visual quality of
the protocol films to be satisfactory for the
most part.
3. They rated the various elements of the protocol
materials as satisfactory.
4. They regarded the protocol materials to be superior
to conventional education courses they had taken
in terms of quality of the educational content,
relevance, and interest level. (9)




-30
Summary
The basic concepts of competency-based education are widely accepted today and educators are expressing interest in the changes needed to make teacher education programs focus on the acquisition of teaching skill (33:74). However, much progress needed in the assessment of teaching performance as can be evidenced from the dearth of research evidence in that area. Since PBTE may succeed or fail on the outcomes of the assessment question, evaluation is currently a critical topic.




CHAPTER III
PROCEDURES
Module Development
Twenty-four generic competencies for middle school teachers were identified in the first two years of the middle school competency project at the University of Florida. Based on the Houston model, modules were developed the following year to provide teachers with the means of achieving these competencies. The modules were written for in-service teachers primarily, but they could also be used by pre-service students preparing to become middle school teachers.
For the competency area "Constructive Interaction" a module was developed to enable teachers to identify personal knowledge and interests of students and incorporate these interests in the school curriculum. This module was field-tested with in-service teachers throughout the state of Florida. Feedback on the module indicated that some of the objectives and enabling activities were weak.
The module was reconstructed and evaluated by three experts in the areas of middle school curriculum, competency-based teacher education and module development. The revised version was
-31-




-32
also read and evaluated by other module writers and middle school teachers. After suggestions from the evaluators were incorporated, the module was analyzed for proper form according to the checklist in the Houston model (32). It was then disseminated to in-service teachers who were interested in improving their ability in the competency "Constructive Interaction."
The Sample
Four Florida counties-namely, Alachua, Clay, Leon and Marion-were identified for this study because of their participation in the Florida Middle School Competency Project. Following the recommendation from the state department that counties design an in-service program that would provide certification for middle school teachers based on competencies, these counties devised such a plan. Teachers, then, who wished to be certified in middle school volunteered to demonstrate proficiency of a competency by using a module designed for a generic competency.




-33
The breakdown by counties, schools, classification of schools and number of teachers is shown below: County School Classification Number of of School Teachers
Alachua Mebane Middle School 18 Clay S. Bryan Jennings Elementary School 8
Orange Park Middle School 16 Leon Nims Middle School 2
Cobb Middle School 4 Marion Belleview-Santos Middle School 3
Dunnellon Middle School 4 Howard Middle School 2 Osceola Middle School 3
Grade levels of teachers in the middle school ranged from sixth to eighth while teachers in the elementary school used the module with children in grades four to six. The teachers in the elementary school were preparing for middle school certification because they will be teaching in a new middle school in the county next year.
Organizational plans differed in each classroom with such varied patterns as multiage grouping, special interest clubs, remedial groups, accelerated classes, team teaching situations and self-contained academic classes.




-34
Design
The design chosen for this study was The Recurrent Institutional Cycle Design described by Campbell and Stanley (18:56). The advantage of the design stems from two important considerations:
1. It is effective for use in a situation where a
training material is continually being presented
to a new group of teachers.
2. It allows for experimental and control groups
while not limiting treatment to any of the participants.
The design may be graphically represented as follows:
INSTITUTIONAL CYCLE DESIGN
Group A X 01
Group B1 R 02 X 03 Group B2 R X 04
Group C 05 X
Symbols X treatment (module)
0 observation instrument R random assignment Teachers who volunteered to use the module were assigned to three groups, A,B, or C. Group B was then further subdivided by using a table of random numbers.




-35
The following comparisons were studied:
02<01 02<03 05<01
05<04 02<04
Group 02 served as a control group for Group 01. Group 05 served as a control group for Group 04. Group 05 served as a control group for Group 01. Group 02-03 was a pretest-posttest design. Group 04 was a posttest only group. This last group, 04, provided a comparison on carefully equated samples of an initial measure coming before and after, was more precise than 01-02 as far as selection was concerned and was superior to 02-03 comparison in avoiding test-retest effects.
This design controlled for the following sources of internal and external invalidity:
1. 02<01 and 05<04 -- history, testing, instrumentation,
interaction of testing and X, reactive arrangements.
2. 02<03 -- selection, mortality and reactive arrangements.
3. 02<04 -- testing, selection, interaction of testing and
X.
4. 05 provided a needed redundancy because 02 was involved in three comparisons that might appear to be confirmatory if 02 had an eccentric performance.




-36
5. Because of the two month time period, maturation was
not expected to be a source of invalidity.
6. Because the selection was not based on scores, regression was not considered a source of invalidity.
For a more detailed discussion of invalidity sources related to this design, refer to Campbell and Stanley (18:56).
Hypotheses and Subhypotheses
In this study two major hypotheses were tested:
H1: There is no significant difference between the class
means on the pre- and posttest of the Pupil Questionnaire.
H2: There is no significant difference between the total
even scores of the experimental groups and control
groups on the observation instrument.
H2: 02<01 05<04 02<03 02<04
05<01
Ten subhypotheses under Hypothesis 2 were tested in this study:
hl: There are no significant differences in the individual comparisons between the experimental and control
groups for the variable, nature of the situation.
hl: 02<01 05<04 02<04 05<01
h2: There is no significant difference in the pre- and
posttest comparison for the variable, nature of the
situation.
h2: 02<03




-37
h3: There are no significant differences in the individual comparisons between the experimental and control
groups for the variable, nature of the problem.
h3: 02<01 05<04 02<04 05<01
h4: There is no significant difference in the pre- and
posttest comparison for the variable, nature of the
problem.
h4: 02<03
h5: There are no significant differences in the individual comparisons between the experimental and control
groups for the variable, use of subject matter.
h5: 02<01 05<04 02<04 05<01
h6: There is no significant difference in the pre- and
posttest comparison for the variable, use of subject matter.
h6: 02<03
h7: There are no significant differences in the individual comparisons between the experimental and control
groups for the variable, evaluation.
h7: 02<01 05<04 02<04 05<01
h8: There is no significant difference in the pre- and
posttest comparison for the variable, evaluation.
h8: 02<03
h9: There are no significant differences in the individual comparisons between the experimental and control
groups for the variable, differentiation.
h9: 02<01 05<04 02<04 05<01
hl0: There is no significant difference in the pre- and
posttest comparison for the variable, differentiation.
h 10: 02<03




-38
The hypotheses tested in this study evolved from a consideration of many ideas presented in the literature review. One of these that was particularly significant was the use of one high inference and one low inference instrument to test effectiveness of a module. Another important consideration was Turner's Criteria Level 2.
Instrumentation
As recommended by Rosenshine and Furst, a student questionnaire was designed as a high-inference measure and an observation instrument was used as a low inference measure to record change in teacher and student behavior (52:58). Low inference measures focus upon specific, denotable, relatively objective behaviors. High inference measures contain items which require that an observer infer these constructs from a series of events (52:42).
With the advice of a specialist in interaction analysis an observation system was constructed that would measure the objectives of the module. The Student Interest Observation Instrument was designed to determine teachers' change in behavior following mastery of the skills incorporated in the module. The instrument was adapted from Bob Burton Brown's Teacher Practices Observation Record (57).




-39
The instrument was divided into five subtopics. (Refer to Appendix A.) An explanation of each subtopic follows:
1. Nature of the situation Described whether teacher
or pupils are center of attention and whether commercial materials or student projects are in evidence in the classroom.
2. Nature of the problem Described whether learning,
ideas and activities are teacher centered or student centered. Are students involved in discovery
of new interests?
3. Use of subject matter Described whether teacher
used a single source of information and ignored student interests in subject matter or used many
sources and student ideas.
4. Evaluation Described whether teacher allowed student to put his ideas to a test or inhibited him.
5. Differentiation Described whether students were
expected to learn certain material and work on the
same tasks or work at different tasks that concerned the student.
The even numbered responses on the instrument indicated
change in teacher behavior related to the skills of the module. The odd numbered responses indicated the opposite position.
Observers were trained in the use of the instrument by an experienced trainer using video-tape segments of classroom situations. Reliability was established through observer agreement.
The Pupil Questionnaire was used to measure change in pupil behavior following teachers' mastery of the skills of the module. This instrument (See Appendix B, p. 91) was




-40
administered as a pretest for the module and enabled the teacher to determine whether he had mastered all of the objectives of the module and may exit; had mastered some of the objectives and may complete those not mastered; or could benefit from completing all of the objectives of the module.
The Pupil Questionnaire was piloted with 144 middle school students, using three teachers and two classes of students per teacher. (see Appendix C) The pilot test provided the following information; the instrument distinguished between teachers possessing the skills taught in the module, the scale related to the conceptual understanding of middle school children, and the instrument tested for mastery of the objectives of the module. The alpha coefficient on the Pupil Questionnaire was .8044. This statistic indicated the degree of reliability among the items of the questionnaire, in terms of overlapping variance.
Collection of Data
Of the sixty teachers who were initially involved in the study, forty-nine participated to completion. They were grouped as follows:
Group A X 0 11 teachers
1
Group BR 02 X 03 13 teachers
1 2 03
Group B2R X 0 13 teachers
Group C 0 X 12 teachers
Group C 0 5 X 12 teachers




-41
Group A received the module on March 12th, 1973 and was instructed to try to complete it in three weeks. This time schedule was unrealistic so the time allotment was changed to four weeks. The observation instrument was administered as a posttest to this group on April 9th. During that week it was also administered as a pretest for Group Bl. Group B1 served as a control for Group A since Group A had completed use of the module and Group B1 had not begun. Group B2 received the module on the week of April 9th but did not receive a pretest since this was part of the design.
Groups B1 and B2 received a posttest observation on the week of May 10th. Group C was pretested also to serve as a control for Group B2.
All of the teachers using the module administered the
Pupil Questionnaire as the preassessment of the module. They then used this instrument to determine whether they had already mastered the objectives, had mastered some of the objectives or would benefit from using the entire module. After completing the module the teachers again administered the Pupil Questionnaire to determine whether the objectives of the module had been mastered.




-42
Analysis of Data
Data for each subject included the following: Teacher
School
Score on Pupil Questionnaire pretest Score on Pupil Questionnaire posttest Score on Student Interest Observation Instrument pretest Groups B1 and C
Score on Student Interest Observation Instrument posttest Groups A, B1 and B2
The T Test for Related Measures was used to compare results on the Pupil Questionnaire pre- and posttests. Mean scores, differences between means, standard deviations and t scores were calculated for intact classes. Class means were computed rather than student means to allow students to answer the questionnaire anonymously.
Two statistical analyses were used for the Student Interest Observation Instrument; A Univariate F Test from a Discriminant Function and a T Test for Related Measures. The univariate F statistic allowed for the examination of the nature of differences between two groups on the basis of individual variables. Because one comparison in the




-43
design was a pretest-posttest condition, the T Test for Related Measures was used for this comparison. The following chart lists the comparisons and statistics used:
02<01 Univariate F Ratio 05<04 Univariate F Ratio
02<03 T Test for related Measures
02<04 Univariate F Ratio 05<01 Univariate F Ratio
The two-tailed test was used for testing the questionnaire and observation instruments. Data will be reported by stating hypotheses and subhypotheses followed by presentation and analysis of data.




CHAPTER IV
PRESENTATION AND ANALYSIS OF RESULTS
This chapter contains an analysis of the data resulting from testing the two major hypotheses and ten subhypotheses of this dissertation along with a summary of additional data collected.
The purpose of this study was to determine whether using the module "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect change in middle school teachers' behavior when measured by an observation system and student questionnaire. Sixty elementary and middle school teachers from four Florida counties volunteered to use the module as partial fulfillment of inservice requirements for middle school certification. The data were collected using an observation instrument and student questionnaire constructed for the study.
The Statistical Analysis of the Hypotheses
To test the first hypothesis, the T Test for Related
Measures was applied to the Pupil Questionnaire. This statistic was selected because the same people were used for the two sets of data. The Student Interest Observation Instrument was
-44-




-45
analyzed using the T Test for Related Measures and Stepwise Discriminant Analysis. The latter yielded a univariate F ratio. This test allowed examination of the nature of differences between the experimental and control groups on the basis of individual variables. These variables were tested in the subhypotheses.
Each hypothesis and subhypothesis will be restated immediately preceding the discussion and analysis of the data relevant to that particular hypothesis or subhypothesis. Hypothesis I
H : There is no significant difference between the
1
class means on the pre- and posttest of the Pupil Questionnaire.
Twenty-five teachers who completed the module submitted
pre- and posttest data on the questionnaire. These twenty-five classes included a total of 504 children. The T Test for Related Measures was used to test Hypothesis I.
Mean Score Mean Score Standard Error
N Pretest Posttest of Difference T Ratio d.f. H 25 29.0487 31.2167 0.689 3.145 24
1




-46
TABLE I
CLASS MEANS FROM SUMMATED RATINGS ON PRE- AND POSTTEST
OF PUPIL QUESTIONNAIRE
Pretest Posttest
Classes Mean S.D. Mean S.D.
1 24.2632 6.2436 30.6842 7.4763 2 25.9706 5.5949 33.6176 7.5399 3 27.3000 6.6341 24.5500 5.8443 4 30.5926 5.7195 31.9259 7.3586 .5 30.5200 7.1305 36.7200 6.7053 6 28.2609 4.1256 28.0435 5.5799 7 28.7143 6.6267 29.3571 7.2389 8 27.7222 8.5736 31.0555 6.7343 9 28.0769 5.9929 31.0385 6.8847
10 36.4643 5.5610 40.2143 5.0652 11 31.0500 7.0224 30.0000 7.0636 12 27.2143 8.1918 32.3857 7.4980 13 30.6087 7.3531 31.0435 7.2831 14 31.5000 6.2110 36.5714 5.1994 15 25.7000 6.5943 34.0000 5.5346 16 31.5000 5.8737 31.8333 5.5546 17 28.0909 4.5046 27.6364 5.3531 18 27.8461 4.5616 26.5385 7.6335 19 32.1905 6.4158 25.6667 8.8450 20 29.8333 4.9379 30.3889 4.9485 21 28.7368 5.2689 30.1053 6.2708 22 25.1579 5.7761 27.9474 5.8924 23 29.7000 5.8888 29.8000 3.4255 24 30.4444 4.6807 35.3333 5.3798 25 30.8125 4.4099 34.0625 7.2108




-47
The null hypothesis was rejected since the t ratio
3.145 was significant at the .01 level. Table I shows the pre- and posttest means and standard deviations for the twenty-five classes. Nineteen out of twenty-five teachers showed an increase in mean on the posttest. Two teachers indicated no change and four teachers showed decrease in mean. The range of pretest means went from 24.2632 to 36.4643 while the posttest ranged from 24.5500 to 40.2143.
The results of this questionnaire supported an
affirmative answer to the question posed in the purpose of the study:
Did the use of these skills by teachers have any
effect on student attitudes or learning?
The significant increase indicated that students rated their teachers higher on the posttest, indicating that they observed a change in behavior following use of the module.
Hypothesis II
H 2: There is no significant difference between the total even scores of the experimental groups and control groups on the observation instrument.




-48
A total of forty-nine teachers were observed using the Student Interest Observation Instrument. They were grouped as follows: 01 11 teachers 0 (0 ) 13 teachers
2 3
0 13 teachers 0 12 teachers
5
Two methods of analyzing the data were used for the observation instrument. A Stepwise Discriminant Analysis was used for the following inequalities:
02<01 05<0 02<0 05<01 The T Test for Related Measures was used for the following inequality:
0 <0
2<3
Table II shows the F and t ratios for the total even score obtained through comparison of experimental and control groups for five inequalities suggested in the design.




-49
TABLE II
F AND T RATIOS OF FIVE DESIGN SUBGROUPS
ON TOTAL EVEN SCORE OF OBSERVATION INSTRUMENT
Total Even Score
Subgroups F Ratio d.f.
02<01 2.6555 11 05<04 3.6957 12 02<04 0.4630 12 05<01 11.3356 ** 11
T Ratio d.f.
02<03 0.563 12
* confidence level 0.05 ** confidence level 0.01
One subgroup discriminated significantly between the experimental and control groups. Hypothesis II was not rejected. While only one subgroup discriminated significantly, by using the sign test the probability is less than .05 that all five differences would be in the same direction.




-50
Subhypotheses
hl: There are no significant differences in the individual comparisons between the experimental and control groups for the variable, nature of the situation.
hl: 02<01 05<04 02<04 05<01
h2: There is no significant difference in the preand posttest comparison for the variable, nature of the situation.
h : 02<0
2 23
Table III shows the F and t ratios for the nature of the situation variable obtained through comparison of experimental and control groups for five inequalities suggested in the design.




-51
TABLE III
F AND T RATIOS OF FIVE DESIGN SUBGROUPS
ON NATURE OF SITUATION SCORE OF OBSERVATION INSTRUMENT
Nature of Situation
Subgroups F Ratio d.f.
02<01 3.0704 11 0 <0 14.9078 ** 12
5 4
02<04 3.0270 12 05<01 20.2428 **11 T Ratio d.f.
02<03 2.886 12
* confidence level 0.05 ** confidence level 0.01
Three subgroups discriminated significantly between
the control and experimental groups on the variable, nature of the situation. Two subgroups did not discriminate significantly on this variable. This variable showed the highest discrimination of the five subtopics of the observation instrument.




-52
h 3: There are no significant differences in the
individual comparisons between the experimental and
control groups for the variable, nature of the problem.
h3: 02<01 05<04 02<04 05<01
h4: There is no significant difference in the pre- and
posttest comparison for the variable, nature of the problem.
h 4: 02<0
42 3
Table IV shows the F and t ratios for the nature of the
problem variable obtained through comparison of experimental
and control groups for five inequalities suggested in the
design.
TABLE IV
F AND T RATIOS OF FIVE DESIGN SUBGROUPS
ON NATURE OF THE PROBLEM SCORE OF OBSERVATION INSTRUMENT
Nature of the Problem Subgroups F Ratio d.f.
02<01 3.1902 11 05<0 2.7449 12 02<04 0.2965 12 0 5<0 16.5060 ** 11 T Ratio d.f. 02<03 0.723 12
* confidence level 0.05
** confidence level 0.01




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One subgroup discriminated significantly between the experimental and control groups on the variable, nature of the problem. Four subgroups did not discriminate significantly on this variable.
h : There are no significant differences in the
5
individual comparisons between the experimental and control groups for the variable, use of subject matter.
h5: 02<01 05<0 02<0 05<01
h6: There is no significant difference in the preand posttest comparison for the variable, use of subject matter.
h6: 02<03
Table V shows the F and t ratios for the use of
subject matter variable obtained through comparison of experimental and control groups for five inequalities suggested in the design.
One subgroup discriminated significantly between the experimental and control groups on the variable, use of subject matter. Four subgroups did not discriminate significantly on this variable.
h : There are no significant differences in the
7
individual comparisons between the experimental and control groups for the variable, evaluation.
h : 0 <0 05<04 02<0 05<01
7 2



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TABLE V
F AND T RATIOS OF FIVE DESIGN SUBGROUPS
ON USE OF SUBJECT MATTER SCORE OF OBSERVATION INSTRUMENT
Use of Subject Matter Subgroups F Ratio d.f.
02<01 0.9222 11 05<04 0.2866 12 02<04 0.0922 12 05<01 5.2482 11 T Ratio d.f. 02<03 -0.440 12
* confidence level 0.05 ** confidence level 0.01
h8: There is no significant difference in the pre- and
posttest comparison for the variable, evaluation.
h8: 02<03
Because the subtopic evaluation did not show discrimination in
the summation of ratings, it was not included in the further analysis.
h : There are no significant differences in the individual
comparisons between the experimental and control groups for the
variable, differentiation.




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h9: 02<0 05<0 02 04 0 <0
2 1 54 20450<1
h10: There is no significant difference in the pre- and posttest comparison for the variable, differentiation.
h : 02<0
10. 2 3
Table VI shows the F and t ratios for the differentiation variable obtained through comparison of experimental and control groups for five inequalities suggested in the design.
TABLE VI
F AND T RATIOS OF FIVE DESIGN SUBGROUPS
ON DIFFERENTIATION SCORE OF OBSERVATION INSTRUMENT
Differentiation
Subgroups F Ratio d.f.
02<01 0.7376 11 05<04 1.0834 12 02<04 0.7347 12 05<01 0.8132 11 T Ratio d.f.
02<03 0.144 12
* confidence level 0.05 ** confidence level 0.01
No subgroup discriminated significantly between the experimental and control groups on the variable, differentiation.




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Additional Findings
Information that might be valuable to those studying the question of modularization was obtained in addition to what has been reported.
As discussed in the Section (Chapter I) on need for this study, an important component of the middle school curriculum is the special interest program. One of the aims of this module, as can be seen in objective four, (Appendix B, p.129), was to acquaint teachers with the special interest curriculum. After using the module, four teachers in one school designed a special interest program and implemented it on an experimental basis for six weeks.
Another means of answering the questions, whether
teachers attained skills which the material was designed to teach and whether they used them in their classrooms, was to measure how much increase resulted on each question on the student questionnaire. From the pilot test, items
2 and 4 were predicted to be the best indicators of change. Table VII shows the ten items, means and mean differences. Item 2 increased the highest amount, .50. Item 4 showed a gain of .38. These two items support the prediction and indicate a change in teacher behavior following use of the module.




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TABLE VII
ITEM MEANS ON PRE- AND POSTTEST OF PUPIL QUESTIONNAIRE
Item Pretest Posttest Diff. between
Mean Mean Means
1 2.66 3.01 .35 2 2.21 2.71 .50 3 2.78 3.02 .24 4 2.65 3.03 .38
5 3.02 3.29 .27 6 3.57 3.71 .14
7 3.24 3.49 .25 8 3.03 3.11 .08 9 3.31 3.36 .05 10 2.82 2.94 .12




CHAPTER V
SUMMARY, DISCUSSION, CONCLUSIONS, AND IMPLICATIONS Summary
The purpose of this study was to determine whether using the module, "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect a change in middle school teachers' behavior when measured by an observation system and student questionnaire. The study was conducted to help develop personal assessment techniques regarding one of the specified competencies, namely, "constructive interaction." To evaluate the effectiveness of this training material, the study attempted to answer the following questions:
1. Did teachers attain skills which the material was
designed to teach?
2. Did teachers use skills from the training material in their classrooms?
3. Did the use of these skills by teachers have any
effect on student attitudes or learning?
Two hypotheses and ten subhypotheses were tested in this study:
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HI: There is no significant difference between the
class means on the pre- and posttest of the Pupil Questionnarie.
H2: There is no significant difference between the
total even scores of the experimental groups and
control groups on the observation instrument.
hl: There are no significant differences in the
individual comparisons between the experimental and control groups for the variable,
nature of the situation.
h2: There is no significant difference in the
pre- and posttest comparison for the variable, nature of the situation.
h3: There are no significant differences in the
individual comparisons between the experimental and control groups for the variable,
nature of the problem.
h4: There is no significant difference in the
pre- and posttest comparison for the variable, nature of the problem.
h5: There are no significant differences in the
individual comparisons between the experimental and control groups for the variable,
use of subject matter.
h6: There is no significant difference in the
pre- and posttest comparison for the variable, use of subject matter.
h7: There are no significant differences in the
individual comparisons between the experimental and control groups for the variable,
evaluation.
h8: There is no significant difference in the
pre- and posttest comparison for the variable, evaluation.




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h9: There are no significant differences in the individual comparisons between the experimental and control groups for the variable, differentiation. hl0: There is no significant difference in the pre- and posttest comparison for the variable, differentiation.
Sixty teachers from eight middle schools and one elementary school in four Florida counties volunteered to use the module during the spring quarter of the 1972-73 school year. This module was a revised edition of an earlier model which had been field-tested to evaluate objectives and activities.
Two instruments were designed to measure change in teacher behavior. The Pupil Questionnaire was a high-inference measure and the Student Interest Observation Instrument was low-inference. The Institutional Cycle Design by Campbell and Stanley was employed using the following comparisons:
INSTITUTIONAL CYCLE DESIGN
Group A X 01
Group B1 R 02 X 03 Group B2 R X 04
Group C 05 X




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Comparisons Symbols
02<01 05<04 X treatment (module) O observation system
02<03 02<04 R random assignment
05<01
Using this design, teachers in groups A, B, and C were observed and given the module on a four week cycle. A univariate F ratio was used to test comparisons 02<01, 05<04, 02<04, 05<01. The T Test for Related Measures was used to test comparison 02<03. Table VIII shows the F and t ratios for the overall observation instrument. While only seven were statistically significant, forty-nineout of fifty were in the same direction. If the module made no difference, then the 95 percent confidence interval would range from seventeen to thirty-two differences favoring the module. Forty-nine differences is approximately seven standard deviations above the expected number favoring the module -twentyfive- if only chance were operating.
Nature of the situation variable indicated the best predictor of change since it distinguished three out of the five comparisons as significant. There was evidence to support that comparison 05<01 showed the most significant change in behavior between the experimental and control




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TABLE VIII
F AND T RATIOS OF OVERALL OBSERVATION
F Ratio F Ratio F Ratio F Ratio T Ratio Instrument
Subtopics 02<01 05<04 02<04 05<01 02<03 Nature of 1 1.0015 0.1123 0.7238 0.3086 1.464 Situation 2 3.0704 14.9078** 3.0270 20.2428** 2.886* Nature of 3 2.5956 0.5287 0.0533 5.5732* 0.579 Problem 4 3.1902 2.7449 0.2965 16.5060** 0.723 Use of Sub- 5 0.0036 0.8727 0.2415 0.9235 1.254 ject Matter 6 0.9222 0.2866 0.0922 5.2482* -0.440 Differenti- 7 0.5225 1.3015 3.1687 0.0286 0.615 ation 8 0.7376 1.0834 0.7347 0.8132 0.144 Odd Total 9 0.4002 0.1142 0.3757 0.9187 0.939 Even Total 10 2.6555 3.6957 0.4630 11.3356** 0.563
* confidence level 0.05 ** confidence level 0.01




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groups following use of the module. In four of the five even, subtopic variables a significance at the .05 or .01 level was observed.
Since the Pupil Questionnaire was designed as the preand postassessment of the module, teachers were responsible for administering it. The T Test for Related Measures was used to test the significance of this instrument. Twentyfive classes with a total of 504 children were analyzed.
Mean Score Mean Score Stan. Error T Ratio d.f.
N Pretest Posttest of Diff.
25 29.0487 31.2167 0.689 3.145 24 H1
The null hypothesis was rejected since the t ratio 3.145 was significant at the .01 level. The results of this questionnaire gave evidence to support an affirmative answer to the question:
Did the use of these skills by teachers have any effect on student attitudes or learning?
The significant increase indicated that students rated their teachers higher on the posttest, indicating that they observed a change in behavior following the use of the module.




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Discussion
The purpose of this study was to determine whether using the module, "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect a change in middle school teachers' behavior when measured by an observation system and student questionnaire. This purpose derived basically from a consideration of Turner's Criterion Level 2 (53:7). Turner recommended that, "systematic analysis of the level of outcomes achieved by the teacher with the pupils he teaches" be performed (53:4). This study undertook this challenge through use of a pupil questionnaire administered before and after module usage. The outcomes shown in Table I and Table VII indicate an increase in use of the skills taught in the module. It should be noted that the questions involved having the students evaluate the teacher, but also implied a change in student behavior. For instance, question five stated, "Does your teacher let you work on what you are interested in?"
Table VIII shows that the observation instrument also registered change in teachers' behavior following use of the module. Use of the observation instrument could




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satisfy Turner's Criterion Levels 2 or 3. If applied to level 2 it is one of the two parts by which teachers may be appraised; namely, observation of the behaviors in which the teacher engages in the classroom. The other part of Level 2 has just been discussed with the student questionnaire. It could be applied to Criterion Level 3 by measuring teacher competence solely on the observation and eliminating the pupil performance data. The researcher prefers to include both since Rosenshine and Furst recommended the use of both high-inference (student questionnaire) and low-inference (observation) measures as a means of determining change in teacher behavior (52:57).
Another impetus for using an observation system derived from Okey and Ciesla's report on designs for the evaluation of teacher training materials. They recommended that observation instruments should be developed to establish the degree to which the teachers incorporate the strategies in their classroom work (45:15).
Comparing observation results with pupil questionnaire results was particularly helpful for evaluating this study. Observation has many more apparent weaknesses than questionnaires(43).




-66
Factors that were inhibiting in this study with regard to the observation were these:
1. Difficulty of obtaining observers necessitated
continual retraining of new observers. A total
of fifteen observers was used over the two month
period.
2. Some teachers were comfortable being observed and
some were overanxious.
3. Some of the control teachers possessed skills that
were very similar to the ones being developed in the module. Therefore, they achieved a high rating on the instrument.
4. Some behaviors that were changed as a result of
the module were not observable.
5. Times chosen for the observation may have been
inappropriate for teachers to demonstrate skills
learned in the module.
6. The instrument was designed for this study and
had not had sufficient field-testing.
The results of comparison group 05<01 were especially significant to the researcher. In this comparison, the control group had no exposure to modules or related training materials previous to the study. The experimental group, which also had no exposure to modules previous to the study, showed great enthusiasm in working through this module. In fact, four members of this group designed a special interest curriculum for their school following




-67
use of the module. The greatest factor influencing the lack of statistically significant difference in the other four comparisons was their previous exposure to many innovative ideas and programs which related highly with the skills of the module, thereby increasing observation ratings in the control groups.
The effective use of Campbell and Stanley's Institutional Cycle Design could be an important outcome of this study. Its greatest asset was the ability to have a control and experimental group yet allow for all teachers who volunteered to use the module to be able to do so. Its greatest liability was the time constraint. Inherent in the process of PBTE is self-pacing. Therefore, placing a time limit violates this feature. If an open time schedule is conceived using this design then the researcher must be more aware of the possibility of maturation as a cause of internal invalidity.
One of the many reasons volunteered by teachers for
preferring modules to courses was the opportunity to practice what they were learning directly in their classrooms. This would support the research results by Sandefur that teaching behaviors are significantly modified by experience (55).




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Conclusions
The results of this study lead to the following conclusions:
1. Teachers acquired the skills of the module, "Using Personal Knowledge of Students" and used these skills in their classrooms. This was evidenced through change measured by the observation instrument. While seven F and t ratios for the instrument were statistically significant, forty-nine out of fifty were in the same direction.
2. Teachers use of the skills of this module has an effect on the attitudes or learning of students. The student questionnaire resulted in a t ratio that was significant at the .01 level.
3. The most discriminating variable on the observation instrument was nature of the situation. This variable described whether the teacher or the pupils were the center of attention and whether commercial materials or student projects were in evidence in the classroom.
4. Using both low-and high-inference instruments is an effective way to measure change in teacher behavior because they counterbalance and support or negate one another. In this study, the one comparison group on the observation instrument supported the change while the




-69
other four did not. This would indicate that serious consideration should be given to the sample groups in relation to whether they already possess many of the skills being taught.
5. Campbell and Stanley's Institutional Cycle Design was effective for field-testing a module.
Implications and Suggestions for Further Research
The results of this study imply that modules can be effective means of acquiring competencies. Using Turner's Criteria Level 2 and designing instruments that measure the teacher and pupil behaviors can increase evaluation information for PBTE.
Inservice teachers who wish to fulfill certification
requirements may be able to do so without attending courses. Since one of the inherent features of modules is their practicability, children will benefit from teachers change in behavior as they acquire new skills. As Kirby noted, training packages can aid schools in staff development (37).
The results also support the suggestion of using one high-and one low-inference measure to determine change in behavior. Basing the field-testing of modules and other training materials on the Institutional Cycle Design may be an effective way of increasing evaluative procedures.




-70
Since PBTE is still in the formative stages, much research is still necessary, especially in the area of evaluation. Topics that could be considered for research are:
1. Testing new means of measuring competence.
2. Designing instruments which truly evaluate competencies.
3. Increasing involvement of students in measuring
change in teacher behavior.
4. Testing modules to measure change in teacher behavior.
5. Improving observation instruments.
6. Comparing training materials and courses for mastery of competency.
7. Replicating use of a high-and low-inference instrument in a study measuring change in teacher behavior.
8. Designing training materials other than modules
for achieving competencies.
9. Improving techniques of observation
a. Sampling size
b. Number of observers
c. Time factors
This study will add evidence in practice to the theory of PBTE that training, in the form of modules, provides a way for teachers to build on their individual skills and interests. By making the objectives and evidence of




assessment explicit to the learners at the outset of the program, there is no question of goals, hidden agenda, and evaluative procedures. Periodic assessment and feedback guide the learner in mastering each performance objective. The learner attains the objective when he produces the evidence that he can perform the tasks acceptably.
This researcher believes that PBTE has the potential to encourage teachers to become life-long learners. For this to be practiced, the assumption that no program is ever completely developed must become an actuality. Therefore, the success of PBTE may rest on its continual evaluation and redesign.




APPENDICES
APPENDIX A Copy of Student Interest Observation Instrument APPENDIX B Copy of Module: Using Personal Knowledge of Students
APPENDIX C Copy of Pilot Test of Pupil Questionnaire




APPENDIX A




COPY OF: STUDENT INTEREST OBSERVATION INSTRUMENT
Introduction: This instrument is designed to measure how well the teacher
has identified the personal interests of her students and
incorporated them in the curriculum and school program.
Situation: Participant observed in classroom where she has been using the
module.
Instructions:
1. Conduct three 5 minute observations checking any behaviors observed.
2. The categories may be overlapping.
3. Total the even numbers and total the odd numbers separately.
Student Interest Observation Instrument
1 2 3 Total A. Nature of Situation
1. T occupies center of attention.
2. Ps and their work are center of attention. S3. Commercial or teacher-provided materials are in evidence.
4. Materials reflecting students interests are in evidence.
B. Nature of the Problem
5. T organizes learning around Q posed by T.
6. T organizes learning around P's own problem or question.
7. T conducts activities without considering student interest.
8. T conducts activities based on student interest.
9. T shows no concern for P's exploration of new interests. 10. T tries to interest students in new ideas and activities.
C. Use of Subject Matter 11. T relies heavily on single source (e.g. textbook) of information.
12. T makes a wide range of information and materials available.
13. T discourages P from relating interests in subject matter.
14. T used P's interests as subject matter.
D. Evaluation
15. T stops P from going ahead with plan which T knows will fail.
16. T encourages P to put his ideas to a test.
E. Differentiation
17. T has all P working at the same task at same time.
1]8. T has different P working at different tasks.
19. T holds all P responsible for certain material to be learned.
20. T has P work independently on what concerns P.
Total Even Numbers Total Odd Numbers
-74-




APPENDIX B




Copy of Module: Using Personal Knowledge of Students
Constructive Interaction
Competency Area 2
Module 1:
Using Personal Knowledge
of Students
Revised, 1973
FLORIDA MODULES
ON
GENERIC TEACHING
COMPETENCIES
pilot study draft
University of Florida
Gainesville




FLORIDA MODULES ON
GENERIC TEACHING COMPETENCIES
This module is one of a series prepared for teachers in Florida's schools. It is a packet of materials and procedures designed to help a teacher develop or improve some specific teaching skill or skills. This is a pilot study draft prepared for field testing in a number of Florida counties. Although the modules are directed specifically toward teachers of preadolescent children, most of them are appropriate for other teachers as well.
All the modules use a common format which is based on the University of Houston approach to writing modules. The series includes a "Module on Modules" which will quickly acquaint the reader with this format and its activities.
The Florida Modules were written under the supervision of the University of Florida, College of Education. They are part of a project concerned with competency-based education for middle school teachers. The Middle School Project is funded in part by the State of Florida, Department of Education. Address inquiries to:
Dr. Gordon Lawrence
Norman Hall
University of Florida
Gainesville, Florida 32601
Department of Education
Division of Elementary
and Secondary Education
Floyd T. Christian, Commissioner
C 1973
Board of Trustees of Internal
Improvement Funds for the Use and Benefit of the State of Florida
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USING PERSONAL KNOWLEDGE OF STUDENTS
Written by;
Sister Francette Keilocker




TABLE OF CONTENTS
PROSPECTUS 81
OBJECTIVES 83
Terminal Objectives 83 Specific Objectives 83
PREREQUISITES 85
FLOW CHART 86
INSTRUCTIONS FOR COMPLETION 87
PREASSESSMENT 88
Pupil Questionnaire 91
SPECIFIC OBJECTIVE 1 93
Enabling Activities 93 Excerpts from Interest and Effort in Education 95 Summary of Research Study from Childrens' Interests 98
Study Guide on Theory and Research on Student
Interest 102
Answer Key for Study Guide 104
SPECIFIC OBJECTIVE 2 106
Instructions for Enabling Activities 106 Enabling Activities 106 Creative Writing Examples 109 Learning About Children by Observing Them 111 Children's Questions 113 Interest Questionnaire 115 The Interest Finder 117 Form for Recording Student Interest 118
SPECIFIC OBJECTIVE 3 119
Enabling Activities 119
The Place of INterests in a Philosophy of
Education 121
Kuder's Ten Interest Areas 124 Project FAIS, P. K. Younge Laboratory School 125
SPECIFIC OBJECTIVE 4 130
Enabling Activities 130
How Can the Individual School Plan for the
Special INterests of Each Student? 133 Interest Area Program in a Middle School 136
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-80
TABLE OF CONTENTS (continued)
Sample Special Interest Programs 139
Clarksville Middle School Activity Program 139
Poyner Junior High School Florence, South
Carolina 141 POST-ASSESSMENT 142 MODULE BIBLIOGRAPHY 143
CSONSUMABLE PACKET Under Separate Cover
Pupil Questionnaire (Pre-assessment) 70 copies Form for Recording Student Interest 35 copies




Module 2-1
PROSPECTUS
At the turn of this century, John Dewey, in a book entitled Interest and Effort in Education, stated that, "The major difficulty with our schools is that they have not adequately enlisted the interests and energies of children in school work."1 Since Dewey's time, the concern for identifying student interest and' awakening new interest has become a topic of consideration for researchers, theorists and practitioners. Teachers today are much more concerned about ways of personalizing instruction.
A significant aspect of the philosophy of the emergent middle school is the development of an instructional program that will capitalize upon the highly developed inquisitiveness of the pre-adolescent child. Together with the need for individual teachers to incorporate student interest in the daily school curriculum, experts in middle school instruction recommend a special interest program as an integral part of the curriculum. This module will provide opportunities to explore both of these concepts.
1
John Dewey, Interest and Effort in Education, (New York: Houghton Miffin Company, 1913), p. vii.
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Module 2-1 -82In particular, this module will include the following:
1. Theory and research on student interest based
on experts in the field.
2. Methods of determining the interests of students.
3. Methods of promoting new interests in students.
4. Means of incorporating students' interests into
the curriculum or school program.
5. Means of initiating or enriching a special interest program in the middle school.




Module 2-1
OBJECTIVES
Terminal Objective
Upon completion of this module, the participant will be able to identify the students' interests, incorporate them in learning experiences and begin implementing a special interest program in his school.
Specific Objectives
1. Given readings on theory and research regarding interest of children, the participant will demonstrate to his own satisfaction a general grasp of the concepts.
2. Participants will explore formal and informal methods of identifying the interests of students and utilize at least four of these methods to discover three interests of each of their students.
3. Participants will demonstrate the ability to incorporate the interests of students in the curriculum by planning an activity that uses students' interests or develops new interests for students.
-83-




Module 2-1 -844. Participants will understand the rationale for the
special interest program of the middle school and begin implementing or evaluating a special interest program in their school.




Module 2-1
PREREQUISITES
There are no prerequisites for this module. If you are
in a departmental teaching situation, however, it is recommended that you choose one group of children to work with in completing this module.
You will also need to ask a fellow teacher to administer. the pre-and post assessment instrument.
-85-




-86
FLOW CHART Enter ReadContinue no it Prospectus ?
Pre-assessment Meet
Enabling Activities Exit for Speecific Objective ti
Enabling Activities for Specific Objective #21
Enabling Activities for Specific Objective #32 Enabling Activities for Specific Objective #3 Enabling Activities for Specific Objective #4
Post-assessment Recycle no Meet yes Exit Criteria




Module 2-1
INSTRUCTIONS FOR COMPLETION
1. Read prospectus.
2. Decide whether or not you wish to continue.
a. No: Exit
b. Yes: Take the pre-assessment
3. Did you average above the midpoint (4 or 5) on the rating
scale for each pre-assessment item?
a. Yes: Exit
b. No: Move on to the appropriate Enabling Activities.
Note that these Enabling Activities correspond with
question numbers:
Enabling Activities for Cover Questions
Specific Objective 1 10, 11
Enabling Activities for Cover Question
Specific Objective 2 3
Enabling Activities for Cover Questions Specific Objective 3 2, 4, 5, 7, 8, 9
Enabling Activities for Cover Questions
Specific Objective 4 2, 6, 8, 9
4. Take the post assessment.
5. Did you average above the midpoint (4 or 5) on this second
rating scale for each item?
a. Yes: Exit
b. No: 1. Counsel
2. Recycle
-87-




Module 2-1
PREASSESSMENT
The preassessment measure for this module is an instrument that will assess from the students how much you are aware of their interests and how well these interests have been incorporated in the learning situation. The teacher being assessed should look upon the results as feedback: that is, a means of learning how he is perceived by students in order to build a better program centered around students' needs.
The pre-assessment questionnaire is to be administered to
students and tallied by a person other than the teacher being assessed. Complete anonymity of students must be assured.
It is important that the person administering the assessment be unbiased, objective toward the teacher, the students and the instrument. The children can be expected to be influenced by his expectations: if they receive the impression that the person administering the test expects them to be fair, honest, objective and serious they are likely to render useful information.
The tester should make clear, to the students, the concept of feedback, more importantly that feedback is for the purpose of giving information, is descriptive and non-evaluative, not vindictive, etc.
-88-




Module 2-1 -89The tester should make certain that all students understand the meaning of the scale, and give the group some examples.
(a) Is the teacher fair in his rules and grades?
1 2 3 4 5
not at all a little sometimes many times all the time
(b) Is school a pleasant place to be?
1 2 3 4 5
not at all a little sometimes many times all the time
The assessment instrument is an 11 item rating scale. The teacher should score above the midpoint (4 or 5) on each item to be considered proficient in identifying and using student interests in his learning program. If this is not the case, on an item, he should select and work on the enabling activities for the specific objective related to that item.
1. If the low rating is on questions 10 or 11, the teacher should choose from activities for Specific Objective 1.
2. If the low rating is on question 3 the teacher should choose from activities for Specific Objective 2.
3. If the low rating is on questions 2,4, 5, 7, 8, 9, the teacher should choose from activities for Specific Objective 3.
4. If the low rating is on questions 2, 6, 8, 9, the teacher
should choose from activities for Specific Objective 2.
Please observe that completing enabling activities for an
objective will possibly upgrade as many as six student responses on the questionnaire. (Refer to number 3 above). If the participant




Module 2-1 -90has attained mastery of 4 out of 6 responses, it may not be necessary to work on that objective. The final decision rests on the judgment of the participant. It is recommended that the participant may wish to consult his peer panel or a group of fellow teachers.




Module 2-1 -91Pupil Questionnaire
To better teach boys and girls, teachers often need help
in finding out how you like the things- that happen in the classroom. Please answer the following questions honestly, telling how you really feel, so that your teacher will do an even better job of helping you to learn.
1. Write down four things in which you are interested.
1.
2.
3.
4.
2. Do you have a chance to use these interests or study them
in this class?
1 2 3 4 5
not at all a little sometimes many times all the time
3. Does your teacher know what you are interested in?
1 2 3 4 5
not at all a little sometimes many times all the time
4. Does your teacher ever plan activities that use your interest?
1 2 3 4 5
not at all a little sometimes many times all the time 5. Does your teacher let you work on what you are interested
in?
1 2 3 4 5
not at all a little sometimes many times all the time




Full Text

PAGE 1

AN EXPERI11ENT TN HODIFICAT W N OF MIDDLE SCHOOL TEACJIERS1 BEHAVIOR TllROUCH USING A TRATNING MODULE ON PERSON!1L KNOWLEDGE OF S1'UDCrrs By SISTER FRANCETTE KEILOCi.
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ACKNOWLEDGMENTS The inadequacy of words to express gratitude to many fine people for continue d support in the doctoral program and writing of this dissertation is keenly felt by the writer. Hopefully, they will understand the depth of gratitude that is implied in the acknowledgments. Dr. William Alexander, an outstanding person, educator ano model, was responsible for chairing the writer's program. His guidance and encouragement was the moving forc:.2 that brought this dissertation and program to fruition. Dr. Vynce Hines and Father Michael Gan no n two corrunittee members, aided significantly by advice, support, and encouragement. Dr. Hines and Dr. Robert Soar offered suggestions regarding research method and instrumentation. Dick De NoveJ.lis, a fellow graduate student, offered invaluable assistance in computing and analyzing the data. Dr. Gordon Lawrence, director of the Middle School Compe te.1c ies Project, provided the opport11nity to participate in the project and gather data in cooperation with the ongoing research of the program. His cooperation and intense interest were motivating forces. Dr. William Drummond through interest and consultation provided the writer with incentive to initiate an experimental ii

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study and feedback on ideas concerning content of the dissertation. The curriculum coordinators, principals, and teachers in the four counties were extremely cooperative. Special. gratitude is expressed to the Sisters of Charity, Greensburg, Pennsylvania, for providing tlie opportunity for study on the doctoral. level and the faculty of Se~on Hill College for releasing the writer for study. To our Father in Heaven is due the deepest gratitude. iii

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ACKNOWLEDGMENTS LIST OF TABLES ABSTRACT CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V TABLE OF CONTENTS INTRODUCTION Background Information Statement of Problem Need for the Study Definition of Terms Limitations of the Study A RE.'VTEW OF THE RELATED LITSRATURE ii vi vii 1 1 6 7 10 11 AND RESEARCH 13 Introduction 13 PerfOJ~m3-n,:e-B3sed Teacher Education 13 Training Materials 22 Modules 26 Summary 30 PROCEDURE S Module Development The Sample ne8ign Hypotheses and Subhypotheses Irwtrumentation Collection of Data Analysis of Data PRESENTATION AND ANALYSIS OF RESULTS The Statistical Analysis of the Hypotheses Hypothesis I Hypothesis II Subhypotheses Additional Findings SUMMARY, DISCUSSION, CONCLUSIONS, AND IMPLICATIONS Sumtnary iv 31 31 32 34 36 38 40 42 44 44 45 l17 50 56 58 58

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TABLE OF CONTENTS ( continued) CHAPTER V (continued ) APPENDICES BIBLIOGRAPHY BIOGRAPHICAL SKETCH Discussion Conclusions Implications and Suggestions for Further Research V 64 68 69 72 153

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TABLE I TABLE II TABLE III TABLE IV TABLE V TABLE VI TABLE VII TABLE VIII LIST OF TABLES Class Means from Summate d Ratings on Preand Posttest of Pupil Questionnaire F and T Ratios of Five Design Subgroups on Total Even Score of Observation Instrumen t F and T Ratios o f Five Design Subgroups on Nature of Situation Score of Observation Instrument F and T Ratios of Five Design Subgroups on Nature of the Problem Score of Observation Instrument F and T Ratios of Five Desig n Subgroups on Use of Subject Matter Score of Observation Instrument F and T Ratios of Five Design Subgroups on Differentiation s~ore o f Observation Instrumen t Item Heans on Pre-and Posttest of Pupil Questionnaire F and T Ratios of Overall Observation vi 46 49 51 52 54 55 57 62

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Abstract pf Disst:::_tation Presented to the Graduate Council of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Education AN EXPERTI1ENT IN MODIFICATION OF MIDDLE SCHOOL TEACHERS I BEHAVIOR THROUGH USING A TRAINING MODULE ON PERSONAL KNOWLEDGE OF STUDENTS By Sister Francette Keilocker August, 1973 Chairman: Dr. William Alexander Major Department: Curriculum and Instruction Purpose of the Study The purpose of this.study was to determine whether using the module "Using Personal Knowl0dge of Students," which is one of the Florida Modules on Generic Teaching Compet encies, would effect change in middle school teachers' behavior when measured by an observation system and student questionnaire. To determine the effectiveness of the training material, three questions we.re posed: Procedures 1. Do teachers attain skills which the material is designed to teach? 2. Do teachers use skills fron the training material in their classrooms? 3. Does the use of these skills by teachers have any effect on student learning? Four Florida counties--namely, Alachua, Clay, Leon, and Marion--were identified for this study because of their vii

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participation in the Florida Middle School Competency Program. Using Campb ell an
PAGE 9

Test for Related Measures and A Stepwise Discriminant Analysis. One of the subgroups ohserved discriminated significantly between the experimental and control groups. Four subgroups did not discriminate significantly. The null h ypothesis was not rejected. Ten subhypotheses based on subtopics of the observation instrument were tested. While only seven F and t ratios were statistically significant, forty-nine out of fifty were in tl1e same direction. One of these subtopics, nature of the situation, yielded three out of five significant differences for subgroups This variable, nature of the situation, was concerned with whether the teacher or pupils were the center of attention and whether commercia l materials or student materials were displayed in the classroom. One subgroup achieved significant differences in four of the five subtopics of the instrument. It may be concluded from this study that teachers acquired the skills of the module, "Using Personal Knowledge of Students and used these skills in their classrooms. This was evidenced through change measured by the observation instrument. Teachers' use of the skills of this module has an effect on the attitudes or learning of students. The student questionnaire resulted in a t ratio that was significant at the 01 level. Two conclusions drawn from the procedures and design were that using both a low and high inference instrument is an effective way of measuring change in teacher behavior and the Institutional Cycle Design is an effective one for field-testing a module. ix

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CHAPTER I INTRODUCTION Background Information Theory and research of teacher effectiveness has been a concern of teacher education in the inunediate past (5) (26) (47). (48)(21)(22). However, in the last decade, a movement that has potential for renewing and revitalizing teacher education has been rapidly gaining momentum. Educators, resear c hers, and the public in general are looking to competency-based teacher education as a means of effecting needed change in our system of education. "Some see competency-based teacher education as the vehicle through which teacher education itself may approximate the model of individualized and personalized instruc-tion that it long has held forth as ideal for education in the schools" (33 :viii). As evidence of the implications of this movement on education .Houston and Howsam in 1972 identified seventeen states that either had announced certification changes to be based on competencies or had declared their interest or intentions (33:ix) (36). Another evidence supporting the move was the emphasis placed on it by the ten United States Office of Education Elementary Hodels Projects. -1-

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-2-The promise of this movement accordi n g to the American Association of Colleges for Teac h e r Educat ion's Committee on Performance-Based Te ache r Education lies in the following: 1. The f act tha t its focus o n objectives and its emphasis upon the sharing process by which those object i ves are formulated in advance are made explicit and used as a b a sis for e v aluating 2. The fact tha t a large s h a r e of the res ponsibility for learning is shifted from teache r to student. 3. The fact that it increases efficiency throug h systematic use of feedback, mot i v ating a nd guiding learning efforts of pros pective teachers. 4. The fact that g reater attention i s give n to variation amo ng individual abilities need s and inte rests. 5. The fact that learning is tied more directly to the objectives to be achieved than to the learning r esource s utilized to attain them. 6. The fact that prospective teachers are taught in the way they are e x p ected to teach. 7. The fact that PBTE is consistent with d emocratic principles. 8. The fac t tha t it is consistent w ith wl1a t we know a b o u t the p sycholog y of learning 9. The fact that it permits effective integration of theory and practice. 10. The fact that it provides better bases for designing research about teaching performances. (24:14-15).

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-3-In a research report for AACTE, Elfenbein in 19 72 analyzed seventeen PBTE programs from thirteen institutions of higher education and conclude d that PBTE programs o f f e r new ways of educational planning, or organizing and structuring t eache r education and therefore may be r e g arde d a s vehicle s of cha n g e (25: 19) B y virtue of their emphasis on field activitie s they can provide a bridg e b etwee n pre -and inservice teacher educ a tion (63)(30). While it is true that the promise of PBTE is great its developmenta l s tate has barely b egun. It will require several years of research and trial before adequate programs are des i g ned and its effective ness truly ascertained (34:127). One means of acquiring competencies i s thro u gh the use of modules. A module is a set of learning activities (with objectives, prerequisites, pre-assess m ent, instructional activities, post-assessment, and remediation) intende d to facilitate the student's acquisition and demonstration of a particular competency (24:9). Turner stated that the teacher education curriculum s h ould b e d e v elope d aroun d i nstruct i onal modules and should incorporate two type s of laboratory instruction. One should relate to those families of concepts and skills involved in interpretation of human behavior and the other to engaging in actions which maintain b e h avior or bring about changes in it (53:203).

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Houston stressed that the modular approach differs from traditiona l approaches in several profound ways: 1. The total program is considered prior to specifying instructional p arts. 2. Modules emphasize the learner rather than the instructor. 3. Modules focus first on objective~, not activities. 4. Modules are individualized and personalized. 5. Modules include a variety of instructiona l modes. 6. A module is a process not just a product (34: 74-5). Each of these six characteristics may also describe other instructional modes but interaction of modular instruction in an active, changing process focusing on learner and objectives. This mak e s this approach unique (34:75). -4-Much attention has been devoted to developing and using modules as training materials but consideration of the process of evaluation is an area needing significant attention. The Committee on National Program Priorities in Teacher Educa-tion claimed that nothing was more crucial to the success of competency-based teacher education than the method of assessing the mastery of concepts and skills. "The preparation of instruments to define performance criteria is the sine

PAGE 14

-5..9...ua non_ of competency-based certification" (53: 30). The Committee strongly urged the need for development of mea-sures of teacher performance in the classroom. The State of Florida has taken significant steps to initiate a program of competency-based education. Activ-ities to encourage movement toward this goal include: 1. Development of broad teacher education guidelines which can be used in designing prcservice and inservice programs for state approval and which provide alternatives to the course-bycourse certification regulations, and 2. A Plan coordinated at the state level for designing and disseminating individualiz ed teacher education modules which employ a performancebased approach to training personnel in specific skills or knowledge identified by professional educators and which can be adapted to ongoing preservice and inservice programs. (20) Presently the state is concerned with research that is de~ signed to show the relationship between teaching competencies and pupil achievement. Especially important for teacher certification is the project for developing assessment and training techniques for middle school teachers. No specific certification requirements are yet in effect in the state of Florida. However, the state department of education has determined that it is moving toward issuing middle school certificates based on competencies (60). Therefore, modules that have

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-6-been written as training materials for c:.cquiring competencies will need serious evaluation. Statement of Problem In Florida, the initial clarification of competencies for middle school teachers began in 1971 with the development of a catalog of teaching competencies (60:3). Train-ing materials in the form of modules were designed for each of the competencies. This study was conducted to help develop personnel assessment techniques regarding one of these specified competencies, namely, "Constructive Interaction." It is related specifically to the area of usJng personal knowledge of students. The purpose of this study was to determine whether using the module, "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect a change in middle school teachers' behavior when measured by an observation system and student questionnaire. To evaluate the effectiveness of this training material, the study attempted to answer the following questions: 1. Did teachers attain skills which the material was designed to teach?

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2. Did teachers use skills from the training material in their classrooms? 3. Did the use of these skills by teachers have any effect on student attitudes or learning? The Committee on National Program Priorities in Teacher Education claimed that no factor is more crucial to the sue-cess of competency-based teacher education than the method of as~essing the mastery of concepts and skills (53:30). For performance-based teacher education to achieve the goals for which it has been designed, much mor e attention must be -7concentrated on the evaluation process (27)(46)(54). The Committee on Competency-Based Teacher Education also emphasized the fact by choosing evaluation as one of the areas for study. They reported, "Immediate progress is needed in the identification and specific description of the dimensions of teaching behavior. Progress is needed in gathering data on teaching performance, both of teacher trainees and of experienced teachers. Pilot assessment systems must be established a s quickly as possible" (33:74). The Florida Program, especially the project for developing assessment and training techniques for middle school teachers, has already identified competencies validated

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-8-through research projects. The project is presently at the stage of developing or identifying evaluation techniques which will correspond with the specific objectives included in the catalog. A series of research projects designed to show the relationship between teaching competencies and pupil achievement is needed (28). This study should provide evidence of change in teacher and student behavior for one of the competencies. Since middle school certification in the state of Florida will be based on acquired competencies, research of this nature is vitally needed. The middle school level was chosen for this research paper because of a number of factors. Alexander emphasized the need for evaluation of curriculum and middle school program (1). Bondi in his guidebook for developing middle schools also stressed the need for evaluation (8). Trauschke, in a summary of research on the middle school, noted that few individuals, schools, or school systems have attempted to evaluate systematically the middle school (61). From discussion with over a hundred middle school teachers at a three-day inservice workshop, the writer identified the problem of using students' interests as one that vitally concerned teachers. Since exploratory activities and special interest programs are endemic to the middle school

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-9-prbgram, it was decided to assess the competency of constructive interaction, especially as it related to using personal interests of students. Use of this module should enable inservice teachers not trained in the philosophy of the middle school to become acquainted with the special interest component of the middle school curriculum. As Kirby noted, the research and development of "packages" seems to hold the real challenge as well as promise to colleges seeking their role in the staff deve lopment programs of public schools. Once appropriate packages start to be used these packages can be helpful for administrators, inservice teachers, preservice teachers and graduate students of teaching (37:433). From the report by Okey and Ciesla on designs for the evaluation of teacher training materials various needs regarding research d~sign, methodology and instrument use evolve (45). With regard to design, the present study will build on one used in the report, namely, the Posttest-Only Control Group Design. It is hoped that many factors related to internal and external validity will be controlled by using the Institutional Cycle Design (18:56). The report also suggested that for future studies, observation instruments or rating scales should be developed to establish the degree to which the teachers

PAGE 19

-10incorporate the strategies in their classroom work (45:15). Rosenshine and Furs t recommended that "use of both high-infere n c e and low-inference measures in future studies may be mos t advantageous. One procedure for combining the two observations procedures would be to use student question-naires to describe the high-inference behaviors and outside / observers and rccoding s to describe the low-inference be-haviors" (52:57). Through both instruments designed for this study, as well as, the by-products from the activities of -the module itself, it should be possible to identify the use of material learned in the teacher's classroom practice. What this study will describe, therefore, is what the sample of teachers was able to do after receiving a specified amount of instruction from a piece of training material that had been revised after a preliminary field test. Definition of Terms Middle School. A school providing a program planned for a range o f older children, preadolescents, and early adolescents, that builds upon the elementary school program for earlier childhood and in turn is built upon by the high school's program for the adolescent (1:5).

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-11-Module. A s e t of learning activities (with objectives, prerequisites, pre-assessment, instructional activities, postassessment, and remediation) intended to facilitate the student's acquisition a nd demonstration of a particular compe-tency (24:9). Protocol M a t erials. "Packaged" and thereby sharable or distributable learning e xperiences that lead to the m astery of a particular concept or set of related concerts by a given class of learners with a known degree of reliability, and with assurance that the concept that is measured has meaning in terms of "real life" referents (53:170). Training Mat erials. "Packaged" and thereby sharable or distributable learning e xperiences that have a known degree of reliability in getting a particular class o r learner to execute a particular skill or set of related skills at a particular performance level in a particular instructionlearning context (53:170). Limitations of the Study Certain factors pertaining to the use of the module in an inservice situation may cause limitations to teachers. The subjects receiving treatment may not be familiar with the format of a module. Subjects advance at their own rate and

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-12-may elect to exit from the module at any stage of operation. Teachers will be using this training material in addition to all regular classroom duties and many even h ave contracted to use other modules of the same system simultaneously. Also, a full-scale validation of the training program is not intende d in this study. It is intended as a step in the development of such a training program. Specific limitations relating to the population and instrumentation are treated in Chapter III, the procedures of the study. A review of the related literature and research is presented in Chapter II. Chapters IV and V present an analysis of the data and summary, discussion, conclusions and implications of the study.

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CHAPTER II A REVIEW OF THE RELATED LITERATURE AND RESEARCH Introduction The literature on modules will be reviewed in the general conceptual frameHork of the performance-based movement. It should be noted that the terms p erformance-based and competency-based are used interchangeably throughout the literature. The former focuses on objectives, while the latter is concerned with criteria. Houston explained that, 11exploration of them provides a useful process through which the central core and parameters of competency/performance/proficiency-based teacher education are identified and employed to improve education" (34:26). Performance-Based Teacher Education Application of the performance concept to teacher education is gaining approval in state departments and education colleges throughout the country (11), Burdin and Reagan claimed that "such applications constitute a significant step in the gradual refinement of certification -the refinement over the years of the means of assuring qualified educational personnel for the schools" (15:133). -13-

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-14-In a paper for the American Association of Colleges for Teacher Education (AACTE), Karl Massanari defined performancebased teacher education (PBTE) as a "program designed specif ically to provide the prospective teacher with learning experiences that will prepare him to assume a specified teaching role. Successful completion of the program is accomplished only when the teacher candidate provides evidence that he possesses specified requisite knowledge and can carry out in practice specified teaching functions" (41). Massanari also outlined the procedures involved in performance-based teacher education: Specific behavioral objectives are defined prior to instruction in terms indicating the kinds of evidence regarding performance that would be acceptable to show that the objectives had been attained. Both the objectives and the kinds of evidence are made explicit to the learners at the outset of the program. For each performance objective, the learning of the prospective teacher is guided by periodic assessment and feedback. The learner attains the objective whenever he can produce the required evidence by demonstrating that he has the requisite knowledge and/or he can perform the specified tasks acceptably. (41:3) As evidence of the present significance of this move-ment in education, two major sources concerning competency-based education were published in 1972. Competency-Based Teacher Education: Progress, Problems and Prospects developed

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-15-from a conference on PETE conducted at the University of Houston in May, 1971 (33). The Power of Competency-Based Teacher Education: Report of the Committee on National Progra m Priorities in Teacher ~du<:a~io~. was the result of the findings and suggestions of this committee established by the United States Office of Education. (53) In the final chapter of the former source, William L. Smith explicated the theory of PETE: In theory, performance-based training provides a way for prospective teachers to build on their individual skills and interests. It implies an open-ended education with freedom to move, to develop an individual teaching style arid individual competencies. It suggests that preparation to be a teacher is an exciting and rewarding experience, one that will lead to life-long intellectual curiosity and growth; the effective teacher never stops learning. The competency-based approach assumes that such advantages in the teacher's own preparation will enable him as a graduate to enter the classroom and pass on these advantages to. the next generation of youngsters. (33 :172) Commenting on the psychological implications of PBTE, Young and Van Mondfrans stated that performance-based education can reduce.negative psychological effects and increase learning (64:17). Klingstedt analyzed the philosophical basis for the movement and concluded that PBTE has its roots in experimentalism, but educators embracing other positions can, and perhaps, should, exert an influence on its direction (39:14). In a study for the AACTE Committee on PBTE, Nash did exert influence for the

PAGE 25

~16humanistic philosophical approach. He concluded that "PDTE can serve humanistic purposes only if it avoids the kind of external demands for 'performances' that the individual finds alienating and enervating because of their lack of relation to the deepest parts of himself" ( 44 :viii). Publications since 1967 related to the topic of PBTE have been prolific. The AACTE and the ERIC Clearinghouse on Teacher Education collaborated to publish an annotated bibliography with 189 citations. The categories under which the entries were arranged included: the nature of performancebased teache r education (21 citations); programs (19 citations); kinds of performance (30 citations); modules (6 citations); the improvement of teacher performance (37 citations); the assessment of teacher performance (44 citations); performancebased teacher certification (20 citations); and attitudes of professional organizations (7 citations). This publication also included a five-item bibliography of bibliographies (3: ix). Elfenbein in a comparative description of PBTE programs concluded with a bibliography of 125 sources. These citations, like the AACTE bibliography, are basically concerned with program development and references related to evaluation are sparsely interspersed (25)(2). Not all of the references to the theory of PBTE are favorable. Broudy seriously questioned whether the movement

PAGE 26

-17-is causing the teacher to become a practitioner to the exclusion of becoming a technologist, i.e., a practitioner informed by knowledge and understanding (13). Edwards questioned practical problems involved in PBTE such as the change of evaluation and grading from a norm referenced model to a criterion referenced model and the difficulty of students to adjust to a self-imposed schedule. He also raised questions concerning the essence of PBTE such as the difficulty of specifying teaching competencies and the means of appropriately measuring these competencies (23). Professional organizations are cautiously studying and warning teachers about moving into the movement without considering the effects (19:20). Albert Shanker warned that "if performance-based certification is imposed as a quickie solution without preparation, research and development, it will end up on the junk pile with the many other innovations" (56:3). Although the literature related to the question of PBTE is profuse, very few research reports are cited. Burdin and Mathieson in a review of research on PBTE for Educational Technology cite fifteen studies. The majority are basically concerned with teacher effectiveness while three sources relate to evaluation of training materials (14).

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-18-Three studies were conducted by Sandefur to examine whether the content of teacher education affects the behavior of teachers in the classroom. The most important result obtained was that teaching behaviors are significantly modified by experience (55). In the early evaluation studies at the University of Nebraska, two major findings were reported: teacher education students like PBTE better than traditional instruction and children taught by teachers instructed in PBTE can achieve more. 11Cooperating teachers who have had Nebraska Secondary Teacher Education Program students as student teachers report that the new program yields prospective teachers who use a wider range of teaching behaviors and employ more innovative practices than do student teachers who have gone through the traditional course sequence11 (59:303). Nine specialists in educational research were consulted by the Florida Education Research and Development Department to describe the research processes, mechanisms, or strategies which could aid educational decision makers at state, district, and institutional levels as they design PBTE programs. Their reconunendations that relate to this study were: 1. Do not use student learning measures for evaluating individual teachers. However, it is critical to use change in student performance as a criterion

PAGE 28

against which the teacher competency is validated so that the measure of teacher b ehaviors could b e used in the long run as a measure of teacher competencies. 2. Select competencies on a conceptual base, rather than by an eclectic approach. 3. When specifying competencies within a conceptual framework and designing res e arch strategies to validate teacher comp e t encies, it would be more economical to use training and evaluation systems already available. -19-4. Build research into the design for testing training materials and procedures. 5. Consider state coordinated inservice training. (49:1,6) The specialists concluded that research a nd development conducted in isolation of operational programs provides little information of value to decision makers (49:6). The rationale for PETE derives from a consideration of Richard Turner's "Levels of Criteria." These levels clarify points at which feedback to teacher education programs could be generated and the points at which performance-based certification could occur. Criterion Level 1 is concerned with the long range effects of teacher behavior on changes in pupil achievement and well-being. Criterion Lev e l 2 is concerned with changes in pupil b e havior that can be effecte d in a relatively short period (one or two weeks) and under actual classroom conditions. Criterion Level 3 addresse s itself to the effects of training on a teacher's behavior under actual classroom conditions. Criterion Levels 4 and 5 are concerned with the effects of teacher training

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on improvement in pedagogic skills under laboratory or simplified training conditions. Criterion Level 6 is concerned with the effects of a training program on improvements in teacher knowledges and understandings. (53:7). -20-Since Criterion Levels 2 and 3 form the basis for this dissertation, they will be elaborated further. Criterion Level 2 consists of two parts by which teachers may be appraised. The first part is observation of the acts or behaviors in which the teacher engages in the classroom. The observations must be conducted with a set of instruments which permit classification of teacher behaviors in both the cognitive and affective domains. The second part is systematic analysis of the level of outcomes achieved b y the teacher with the pupils he teaches. This criterion level is identical to Criterion Level 1 except that a shorter performance period is involved. Criterion Level 3 differs from Criterion Levels 1 and 2 in that pupil performance data are eliminated from the criterion. Judgments about competence or proficiency are thus based on the observable behaviors of the teacher rather than on the pupil outcome s associated with these behaviors. Nonetheless, this criterion level is still performance-based in the sense that the teacher actually does engage in teaching and is gauged on the quality of his professional actions. How good or valid this criterion level is depends almost wholly on whether empirical relationships between teacher actions and pupil performance have been established through research or through data obtained by use of Criterion Levels 1 and 2. (53:4-5) Much debate is presently ensuing over the question of whether teacher education will be held accountable by producing effective change in pupil behavior or teacher behavior. The Committee on National Priorities in Teacher Education claim

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-21-that training programs should be held accountable for changing teacher behavior (53:8). Therefore, they claim that Criterion Level 3 is the most appropriate for accountability in teacher education. The objectives of teacher education programs can be integrated with the requirement s for professional service in the classroom by using Criterion Level 3 to evaluate the effectiveness of teacher education programs and competencies of individual trainees for certification. Considering the concept of change, Houston identifie d three assumptions regarding this topic that are relevant to PBTE programs: Behavior is most likely to be changed when : 1. Individuals sense a problem or feel a nee d for some change in themselves or their environment. 2. Persons who are expected to change b ehavior are involved in determining where change is needed and the processes by which change can occur; and; 3. Major decisions about the elements of change are made by the persons expecting to implement and maintain the new behav icr. (34: 117) In order for a PBTE program to maintain relevancy, two areas must be given careful attention according to Houston. "The program must consciously consider and draw on the potentialities of a changing society. Second, the new program philosophy must include the explicit assumption that no program is ever completely developed" (34: 118)

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-22-Training Materials An essential requisite of an adequate training program is the development of effective instructional materials to facilitate the mastery of teacher competencies. Th e Committee on National Program Priorities in Teacher Education defined and identified significant features of training materials: Training materials are instructional materials which lead to the efficient mastery of skills. They provide for the identification of skills, description of situations in which they are to be practiced, description of the performance the skills entail, and ways of giving feedback to the student on his performance. The materials help the student identify his mistakes and see how to correct them. The fundamental purpose is the development of skills through practice and feedback. The features which appear to distinguish training instructional materials from other instructional materials are that they enable the student: 1. to identify the skill in use; 2. to perform the component parts of the skill; and 3. to exercise the skill under laboratory or simulated conditions. Elements essential to the training materials include specification of the behavior, p erformance feedback, and modification of p erformance in a continual process until successful performance i s attained. (53:225-6) In an article for Educational Leadership, Kirby praised the development of appropriate "packages" of materials that will either facilitate or provide for a complete inservice workshop. He claimed that the role of colleges is to research and develop these packages, thereby aiding the schools in staff development (37).

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-23-Purnes advocated that the presentation of content in a training material must be intellectually sound according to the best thinking of the discipline that treats it as subject matter. He believes that subject matter sped alists should help conceive and revie w the training materials (53:233). The Florida Research and Developm ent Council, realizing the necessity of carefully designing and validating training materials, recommended the following types of activities: 1. Develop a system for conducting reviews and operational field tests of teacher training materials. 2. Collect and classify available materials and submit them to the established review process. 3. Identify potential procedures of training materials and protocol materials. 4. Contract for the production of training materials and protocol materials. 5. Plan for dissemination. (28:7) In 1969 in a report of the Task Force of the NDEA National Institute for Advanced Study in Teaching Disadvantaged Youth, B. 0. Smith claime d tha t the r e were all kinds of pretentious models for teacher education but there were no materials for actually training the teacher (58:77). Since that time, institutions have begun to develbp these materials (6)(7)(12) (16) (35). Research related to training materials is extremely limited. In a study undertaken for the National Center for the Development

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-24-of Training_ Materials in Teacher Education, Okey and Ciesla reported methods to assess the impact on students of a teacher using skills learned in a training program (45). They illustrated three designs that answered the question, whether the use of certain skills by teachers has a payoff in altered student achievement. Their reason for focusing on the question was that little attention had been given to the relationship between teaching skills and student achievement, and to the means of obtaining evidence of these relationships (45). Okey and Ciesla's study reported the results of three out of twenty-one teachers who studied a self-instructional training package designed to teach them to use Bloom's mastery learning strategy. The three designs that proved successful for demonstrating student achievement were Campbell and Stanley's Time Series Design, Equivalent Time-Samples Design and PosttestOnly Control Group Design (18). The concern of the experimenter was to examine cause and effect relationships between teaching skills and student achievement. Most of the studies reported previously had been correlational. Statistically significant results were obtained by teachers using each of the three designs with an average N of twenty-seven elementary students, although outcomes varied. Some teachers were able to cause highly significant changes in student performance and others were not, Most of the twenty-one teachers in the study, however, were able to effect some degree of improved performance (45).

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-25Two instructional programs related to training materials were reported in the research literature. Borg tested the effectiveness of the mini.course (an instructional rnicroteaching package) in changing specific teache r behaviors (10). Twentyminute pre-and postminicourse video-taped recordings of each of forty-eight participating teachers' classroom lessons were made and were scored by trained raters. Results of the analysis of preand postminicourse scores showed that teachers made significant gains after the mini.course on ten of twelve behavior scores and demonstrated a reduction to half the precourse level of teacher talk. Henderson reported a project to test protocol materials (31). The project consisted of designing, developing, evaluating and field testing ten single concept black and white films (five minutes each) with accompanying guides that taught specific teaching strategies. A Pretest-Posttest Control Design with a variation in treatment was used. Results of the evaluation strongly indicated that students gain both cognitively and affectively through instructional encounters with the protocol materials. The University of Colorado also evaluated five protocol materials units. "For all five protocol products, it can be said that both the ideas dealt with and the activities used to deal with them were considered worthwhile and significant by both students and instructors" (62:20).

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-26-Modules Although research has demonstrated that no one method of learning has been identified as having clear superiority over any other method for all students, three elements that seem to have a positive effect on all learners have emerged from the studies. Burns identified these as individual pacing, feedback and reinforcement (17). An instructional module is a structured sequence of learning events designed to accommodate the attainment, on the part of the learner, of a wide range of objectives (17:28). Instructional modules are one type of package for implementing individualized instruction. According to Burns, they should do the following: 1. Consider the learner's interests. 2. Consider the learner's readiness. 3. Consider the learner's rate of learning. 4. Consider the learner's repertoire of habits that he applies to learning. 5. Provide the learner with success. 6. Provide the learner with corrective feedback. 7. Provide the learner with knowledge of cognitive and psychomotor goals. (17:28) Fraley and Vargas see modularization as a breakthrough to custom tailored curriculums with much flexibility in crossing disciplinary lines (29:2).

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-27-Much of the literature related to modules has concentrated on development and format. These references include: Houston (32), Lawrence (40), Klingstedt (38), May (42), and Arends (4). The Houston and Howsam Report lists the major components of a module as follows: (1) The Rationale is a clear statement explaini ng the importance and relevance of the objectives to be achieved. (2) The Objectivei; of the module are stated in criterion-referenced terms, specifying the considerations for successful completion. (3) A Pre-assessment tests the learner's competence in selected prerequisites and evaluates his present competence in meeting the objectives of the module. On the basis of this preassessment, the learner may opt out of the module, receive credit without furthe r activities, or focus his efforts on areas of greatest need. (Lf) The En abling activities specify several procedures for attaining the competence specified by the module objectives. (5) The Po st-assessment, like the preassessment, measures competency in meeting the module objectives. Modules also include feedback mechanisms by which students are kept informed of their performance and progress. (33:10) Of the six citations on modules in the AACTE bibliography only one is a research study. Ricker conducted research to determine the feasibility of using proficiency modules to instruct students in an elementary science education class. Seventeen senior students used a proficiency module entitled, "Magnetism, Electricity, Heat, and Microscopic Viewing in Science Instruction." Subjects evaluated the program by answering six specific questions regarding the number of

PAGE 37

-28-activities completed, the amount of reading, the number of small group sessions attended and the size of learning stations. Organization of the data led to these conclusions: 1. All students in the trial group reacted positively toward the program. 2. Interest was generated in the l aboratory practicum. 3. The proficiency module permitted students to work individually, with indication that individual differences were met as students worked at a rate according to their abilities and desires. (50) Ricker tested the module a second time to determine statistically whether significant learning occurs through use of the proficiency module and to further investigate student reactions including types of learning activities each selected. Pretests were administered to the sample, twenty students enrolled in Elementary Science Methods. Posttests were conducted after the three weeks time allotted for the module. Test results, analyzed usi ng the test for correlated data, revealed significant change in student performance. Othe r conclusions reported were: 1. Most students reacted positively to the mode of instruction. 2. The laboratory practicum was selected as the primary learning activity. 3. When given the opportunity students will select different combinations of learning activities to achieve the same objectives. (51)

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-29-The Utah State University Protocol Project developed and evaluated six protocol modules, each dealing with on e important concept related to teacher language. The criterion for success for the project called for 80 percent of the field test participants to attain at least 80 percent mastery on the three criteria measures included as part of each Protocol Module. The results on the final field test with eighty-eight students indicated that more than 80 percent of the learners had reached the criterion level of mastery on all eighteen of the criterion measures. A student questionnaire was also administered yielding the following results: 1. Student perceptions of the protocol modules were generally favorable. 2. Students regarded the audio and visual quality of the protocol films to be satisfactory for the most part. 3. They rated the various elements of the protocol materials as satisfactory. 4. They regarded the protocol materials to be superior to conventional education courses they had taken in terms of quality of the educational content, relevance, and interest level. (9)

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-30-Su mmary The basic concepts of competency-based education are widely accepted today and educators are expressing interest in the changes need e d to make teacher education programs focus on the acquisition of teaching skill (33:74). However, much progress 'l9 needed in the assessment of teaching performance as can be evidence d from the dearth of research evidence in that area. Since PBTE may succeed or fail on the outcomes of the assessment question, evaluation i s currently a critical topic.

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CHAPTER III PROCEDURES Module Developm ent Twenty-four generic competencies for middle school teachers were identified in the first two years of the middle school competency project at the University of Florida. Based on the Houston model, modules were developed the following year to provide teachers with the means of achieving these competencies. The modules were written for in-service teachers primarily, but they could also be used by pre-service students preparing to become middle school teachers. For the competency area "Constructive Interaction" a module was developed to enable teachers to identify personal knowledge and interests of students and incorporate these interests in the school curriculum. This module was field-tested with in-service teachers throughout the state of Florida. Feedback on the module indicated that some of the objectives and enabling activities were weak. The module was reconstructed and evaluated by three experts in the areas of middle school curriculum, competency-based teacher education and module development. The revised v ersion was -31-

PAGE 41

-32-also read and evaluated by other module writers and middle school teachers. After suggestions from the evaluators were incorporated, the module was analyzed for proper form according to the checklist in the Houston model (32). It was then disseminated to in-service teachers who were interested in improving their ability in the competency "Constructive Inter-action." The Sample Four Florida counties-namely, Alachua Clay, Leon and Marion-were identified for this study because of their participation in the Florida Middle School Competency Project. Following the recommendation from the state department that counties design an in-service program that would provide certification for middle school teachers based on competencies, these counties devised such a plan. Teachers, then, who wished to be certified in middle school volunteered to demonstrate proficiency of a competency by using a module designed for a generic competency.

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-33-The breakdowi1 by counties, schools, classification of schools and number of teachers is shown below: County School Classification Number of of School Teachers Alachua Mebane Middle School 18 Clay s. l3ryan Jennings Elementary School 8 Orange Park Middle School 16 Leon Nims Middle School 2 Cobb Middle School 4 Marion Belleview-Santos Middle School 3 Dunnellon Middle School 4 Howard Middle School 2 Osceola Middle School 3 Grade levels of teachers in the middle school ranged from sixth to eighth while teachers in the elementary school used the module with children in grades four to six. The teachers in the elementary school were preparing for middle school certification because they will be teaching in a new middle school in the county next year. Organizationa l plans differed in each classroom with such varied patterns as multiage grouping, special interest clubs, remedial groups, accelerated classes, team teaching situations and self-contained academic classes.

PAGE 43

Design The desig n chosen for this study was The Recurrent Institutional Cycle Design described by Campbell and Stanley (18:56). The advantage of the desig n stems from two important considera-tions: 1. It is effective for use in a situation where a training material is continually being presented t o a new group of teachers. 2. It allows for experimental and control groups while not limiting treatment to any of the participants. The design may be graphically represented as follows: INSTITUTIONAL CYCLE DESIGN Group A X 01 Group Bl R 0 2 X 03 Gr oup B2 R X 0 4 Group C 0 5 X Symbols X -treatment (module) 0 observation instrument R -random assignment Teachers who volunteered to use the module were assig n e d to three gr.cups, A,B, or C. Group B was then further subdi vided by using a table of r a ndom numbers.

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-35-The following comparisons were studied: Group Oz served as a control group for Group 01. Group 05 served as a control group for Group 04. Group 05 served as a control group for Group 01. Group Oz-03 was a pretest-posttest design. Group 04 was a posttest only group. This last group, o4 provided a comparison on carefully equated samples of an initial measure coming before and after, was more precise than 01-02 as far as selection was concerned and was superior to 02-03 comparison in avoiding test-retest effects. This design controlled for the following sources of internal and external invalidity: 1 0 2< o1 and 0 5
PAGE 45

-36-5. Because of the t w o month time period, maturation was not expected to be a source of invalidity. 6. Because the selection was not based on scores, regression was not considered a source of invalidity. For a more detailed discussion of invalidity sources related to this design, refer to Campbell and Stanley (18:56). Hypotheses and Subh_y..1?.9theses In this study two major hypotheses were tested: There is no significant difference between the class means on the pr~and post.test of the Pupil Questionnaire. There is no significant difference between the tota l even scores of the experimental groups and control groups on the observation instrument. Ten subhypotheses under Hypothesis 2 were tested in this study: There are no significant differences in the individual comparisons between the experimental and control groups for the variable, nature of the situation. h2: There is no significant difference in the pre-and post.test comparison for the variable, nature of the situation.

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-37h 3 : There are no significant differences in the individual comparisons between the experimental and control groups for the variable, nature of tbe problem. h 4 : There is no significant difference in the pre-and posttest comparison for the variable, nature of the problem. There are no significant differences in the individual comparisons between the experimental and control groups for the variable, use of subject matter. h 6 : There is no significant difference :i.n the pre-and posttest comparison for the variable, use of subject matter. There are no significant differences in the individual comparisons between the experimental and control groups for the variable, evaluation. h 8 : There is no significant difference in the pre-and posttest comparison for the variable, evaluation. There are no significant differencE!s in the individual comparisons between the e xperimental and control groups for the variable, differentiation. h10: There is no significant difference in the pre-and posttest comparison for the variable, differentiation.

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-38-The hypotheses tested in this study evolved from a consideration of many ideas presente d in the literature review. One of these that was particularly significant was the use of one high inference and one low inference instrument to test effectiveness of a module. Anothe r important consideration was Turner's Criteria Level 2. Instrumentation As recommended by Rosenshine and Furst, a student questionnaire was designed as a high-inference measure and an observation instrument was used as a low inference measure to record change in teacher and student behavior (52:58). Low inference measures focus upon specific, denotable, relatively objective behaviors. High inference measures contain items which require that an observer infer these constructs from a series of events (52:42). With the advice of a specialist in interaction analysis an observation system was constructed that would m easure the objectives of the module. The Student Interest Observation Instrument was designed to determine teachers' change in behavior following mastery of the skills incorporated in the module. The instrument was adapted from Bob Burton Brown's Teacher Practices Observation Record (57).

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The instrument was divide d into five subtopics. (Refer to Appendix A.) An explanation of each subtopic follows: 1. Nature of the situation -Described whether teacher or pupils are center of attention and whether com mercial materials or student projects are in evidence in the classroom. 2. Nature of the problem -Described whether learning, ideas and activities are teacher centered or student centered. Are students involved in discovery of new interests? 3. Use of subject matter -Described whether teacher used a single source of information and ignored student interests in subject matter or use d many sources and student ideas. 4. Evaluation -Described w hether teacher allowed student to put his ideas to a test or inhibited him. 5. Differentiation -Described whether students were expected to learn certain m aterial and work on the same tasks or work at different tasks that concerned the student. The even numbered responses on the instrument indicated .-39-change in teacher behavior related to the skills of the module. The odd numbered responses indicated the opposite position. Observers were trained in the use of the instrument by an experienced trainer using video-tape segments of classroom situations. Reliability was established through observer agreement. The Pupil Questionnaire was used to measure change in pupil behavior following teachers' mastery of the skills of the module. This instrument (See Appendix B, p. 91) was

PAGE 49

-1+0administered as a pretest for the module and enabled the teacher to determine whether he had mastered all of the objectives of the module and may exit; had mastered som e of the ob-jectives and may complete those not mastered; or could benefit from completing all of the objectives of the module. The Pupil Questionnaire was piloted with 144 middle school students, using three teachers and two classes of students per teacher. (see Appendix C) The pilot test provided the following information; the instrument distinguished between teachers possessing the skills taught in the module, the scale related to the conceptual understanding of middle school children, and the instru-ment tested for mastery of the objectives of the module. The alpha coefficient on the Pupil Questionnaire was .8044. This statistic indicated the degree of r eliability among the items o f the questionnaire, in terms of overlapping variance. Collection of Data Of the sixty teachers who were initially involved in the study, forty-nine participated to completion. They were grouped as follows: Group A X 0 11 teachers 1 Group B R 02 1 X 03 13 teachers Group B 2 R X 04 13 teachers Group C 05 X 12 teachers

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-41-Group A received. tlie module 011 March 12th, 1973 and was instructed to try to complete it in three weeks. This time schedule was unrealistic so the time allotment was changed to four weeks. The observation instrument was administered as a posttest to this group on April 9th. During that week it was also administered as a pretest for Group B 1 Group B 1 served as a control for Group A since Group A had completed use of the module and Group B 1 had not begun. Group B 2 received the module on the week of April 9th but did not rec~ive a pretest since this was part of the design. Groups B 1 and B 2 received a posttest observation on the week of May 10th. Group C was pretested also to serve as a control for Group B 2 All of the teachers using the module administered the Pupil Questionnaire as the preassessment of the module. They then used this instrument to determine whether they had already mastered the objectives, had mastered some of the objectives or would benefit from using the entire module. After completing the module the teathers a gain administered the Pupil Questionnaire to determine whether the objectives of the module had been mastered.

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~nalysis of Data Data for each subject include d the following: Teacher School Score on Pupil Questionn aire pretest Score on Pupil Questionnair e posttest -42-Score on Student Interest Observation Instrument pretest -Groups B 1 and C Score on Student Interest Observation Instrument posttest -Groups A, B 1 and B 2 The T Test for Related Measures was used to compare results on the Pupil Questionnaire pre-and posttests. Mean scores, differences between means, standard deviations and t scores were calculated for intact classes. Class means were computed rather tha n student means to allow students to answer the questionnaire anonymously. Two statistical analyses were used for the Student In-terest Observation Instrum ent; A Univa r j ate F Test from a Discriminant Function and a T Test for Related Measures. The univariate F statistic allowed for the examination of the nature of differences between two groups on the basis of individual variables. Because one~ comparison in the

PAGE 52

-43-design was a pretest-posttest condition, the T Test for Related Measures was used for this comparison. The following chart l ists the comparisons and statistics used: 0 2 <01 Univariate F Ratio 05<0 4 Univariate F Ratio r, ...-o U2' 3 T Test for relate d Measures Oz<04 Univariate F Ratio 05 < 0 1 Univariate F Ratio The two-tCliled test was used for testing the questionnaire and observation instr11.c~ents. Data will be reported by stating hypotheses and subhypotheses followed by presentat:Lon and analysis of data.

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CHAPTER IV PRESENTATION AND ANALYSIS OF RESULTS This chapter contains an analysis o f the dat& resulting from testing the two major hypotheses and ten subhypotheses of this dissertation along with a summary of additional data collected. The purpose of this study was to determine whether using the module 11Using Personal Knowledge of Students, 11 which is one of the Florida Modules on Generic Teaching Competencies, would effect e:ha n.ge :. n rnJddle school teachers' behavior when measured by an observation system and student questionnaire. Sixty elementary and middle school teachers from four Florida counties volunteered to use the module as partial fulfillment of inservice requ{rements for middle school certification. The data were collected using an observation instrument and student questionnaire constructed for the study. The Statistical Analysis of the Hypotheses To test the first hypothesis, the T Test for Related Measures was applied to the Pupil Questionnaire. This statistic was selected because the same peopJ. e were used for the two sets of data. The Student Interest Observation Instrument was -44-

PAGE 54

analyzed using the T Tc.st for Related Measures and Stepwise Discriminant Analysis. The latter yielded a univariate F ratio. This test allowed examination of the nature of differences betwee n the experimental and control groups on the basis of individual variables. These variables wc.J~e tested in the subhypotheses. -45Each hypothesis and subhypothesis will be restated immediately preceding the discussion and analysis of the data relevant to that particular hypothesis or subhypothesis. Hypothesis I H : There is no significant difference b e t ween the 1 class means on the pre-and posttest of the Pupil Que stionnaire. Twenty-five teachers who completed the module submitted pre-and posttest data on the questionnaire. These tweaty--five classes included a total of 504 children. The T Test for Related Measures was used to test Hypothesis l. N Mean Score Pretest Mean ScC1re Post test Standard Error of Differe n cc, T Ratio d. f. H 1 25 29.0487 -----------31. 216 7 0 .689 3.145 24

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-46-T ABLE I CLASS MEANS FROM SUHMATED RATINGS ON PRE-AND POSTTEST OF PUPIL QUESTIONNAIRE Pretest Posttest Classes Mean S.D. Mean S.D. 1 24.2632 6.2436 30.6842 7.4763 2 25.9706 5.5949 33.6176 7.5399 3 27.3000 6,6341 24.5500 5.8443 4 30.5926 5. 7195 31. 9259 7.3586 .5 30.5200 7 .1305 36. 7200 6.7053 6 28.2609 4.1256 28.0435 5.5799 7 28. 7143 6.6267 29.3571 7.2389 8 27.7222 8.5736 31.0555 6.7343 9 28.0769 5.9929 31.0385 6.8847 10 36.4643 5.5610 !10. 2143 5.0652 11 31. 0500 7.0224 30.0000 7.0636 12 27.2143 8.1918 32.3857 7.4980 13 30.6087 7.3531 31. Ol135 7.2831 14 31. 5000 6. 2110 36. 5714 5.1994 15 25.7000 6.5943 34.0000 5.5346 16 31.5000 5.8737 31.8333 5.5546 17 28.0909 4.5046 27.6364 5.3531 18 27.8461 4.5616 26.5385 7.6335 19 32.1905 6.4158 25.6667 8.8450 20 29.8333 4.9379 30.3889 4. 9l185 21 28.7368 5.2689 30.1053 6.2708 22 25.1579 5. 7761 27. 9/f 74 5.8924 23 29.7000 5.8888 29.8000 3.4255 24 30.l,444 4.6807 35.333 3 5.3798 25 30.8125 4, /1099 34.0625 7.2108

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-47-The null hypothesis was rejected since the t ratio 3 .145 was significant at the 01 level. Table I shows the pre-and posttest means and standard deviations for the twenty-five classes. Nineteen out of twenty-five teachers showed an increase in mean on the posttest. Two teachers indicated no change and four teachers showed decrease in mean. The range of pretest means went from 24.2632 to 36.4643 while the posttest ranged from 24.5500 to 40.2143. The results of this questionnaire supported an affirmative answer to the question posed in the purpose of the study: Did the use of these skills by teachers have any effect on student attitudes or learning? The significant increase indicated that students rated their teachers higher on the posttest, indicating that they observed a change in behavior following use of the module. Hypothesis II H 2 : There is no significant cliffenmce betwee n the total even scores of the experimental groups and control groups on the observation instrument.

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A total of forty-nine teachers were observed using the Student Interest Observation Instrument. They w ere grouped as follows: 01 11 teachers 0 (03) 13 teachers 2 04 13 teachers 0 12 teachers 5 Two methods of analyzing the data were used for the observation instrument. A Stepwise Discriminant Analysis was used for the following inequalities: -48-The T Test for Relate d Measures was used for the following inequality: 0
PAGE 58

TABLE II F AND T RATIOS OF FIVE DESIGN SUBGROUPS ON TOTAL EVEN SCORE OF OBSERVATION INSTRUMENT Total Even Score Subgroups F Ratio 02<01 2.6555 05<04 3.6957 02 <04 0.4630 05<01 11.3356 T Ratio 0
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-50-Subhypotheses h 1 : There are no significant differences in the individual comparisons between the e xperimental and control groups for the variable, nature of the situation. h 2 : There is no significant difference in the preand posttest comparison for the variable, nature of the situation. h : o
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TABLE III F AND T RATIOS OF FIVE DESIGN SUBGROUPS ON NATURE OF SITUATION SCORE OF OBSERVATION INSTRUMENT Nature of Situation Subgroups F Ratio 02 < 01 3.0704 05< 04 14.9078 02< 04 3.0270 05< 01 20.2428 T Ratio 02< 03 2.886 confidence level 0.05 ** confidence level 0.01 ** d.f. 11 12 12 11 d.f. 12 -51-Three subgroups discriminated significantly between the control and experimental groups on the variable, nature of the situation. Two subgroups did not discriminate significantly on this variable. This variable showed the highest discrimination of the five subtopics of the observation instrument.

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h 3 : There are no significant differences in the individual comparisons between the experimental and control groups for the variable, nature of the problem. -52-h4: There is no significant difference in the pre-and posttest comparison for the variable, nature of the problem. 0 < O 2 3 Table IV shows the F and t ratios for the nature of the problem variable obtained through comparison of experimental and control groups for five inequalities suggested in the design. TABLE IV F AND T RATIOS OF FIVE DESIGN SUBGROUPS ON NATURE OF THE PROBLEM SCORE OF OBSERVATION INSTRUMENT Nature of the Problem Subgroups F Ratio d.f. 02<01 3.1902 11 05<04 2.7449 12 0{04 0.2965 12 0
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One subgroup discri minated significantly between the experimental and control groups on the variable, -53-nature of the problem. Four subgroups did not discriminate significantly on this variable. h : There are no significant differences in the 5 individual comparisons between the e xperimental and control groups for the variable, use of subject matter. h 6 : There is no significant difference in the preand posttest comparison for the variable, use of subject matter. Table V shows the F and t ratios for the use of subject matter variable obtained through comparison of experimental and control groups for five inequalities suggested in the design. One subgroup discriminated significantly between the experimental and control groups on the variable, use of subject matter. Four subgroups did not discriminate significantly on this variable. h: There are no significant differences in the 7 individual comparisons between the experimental and control groups for the variable, evaluation. h 7

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TABLE V F AND T RATIOS OF FIVE DESIGN SUBGROUPS ON USE OF SUBJECT HATTER SCORE OF OBSERVATION INSTRUMENT Use of Subject Matte r Subgroups F R atio 02 < 01 0.9222 05 < 04 0.2866 02<04 0. 0922 05<01 5.2482 T Ratio 02 < 03 -0.440 confidence level 0.05 ** confidence level 0.01 d. f. 11 12 12 11 d.f. 12 -54h 8 : There is no significant difference in the pre-and posttest comparison for the variable evaluation. Because the subtopic evaluation did not show discrimination in the summation of ratings, it was not included in the further analysis. h 9 : There are no significant differences in the individual comparisons between the experimental and control groups for the variable, differentiation.

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h9: 0 < Q 2 1 0
PAGE 65

-56Add : i tJonal Findings Information that might be valuable to those studying the question of modularization was obtained in addition to what has been reported. As discussed in the Section (Chapter I) on need for this study, an important compon ent of the middle school curriculum is the special interest program. One of the aims of this module, as can be seen in objective four, (Appendix B, p,129), was to acquaint teachers with the special interest curriculum. After using the module, four teachers in one school designed a special interest program and implemented it on an experimental basis for six weeks. Another means of answering the questions, whether teachers attained skills which the material was designed to teach and whether they used them in their classrooms, was to measure how much increase resulted on each question on the student questionnaire. From the pilot test, items 2 and 4 were predicted to be the best indicators of change. Table VII shows the ten items means and mean differences. Item 2 increased the highest amount, .SO. Item 4 showed a gain of .38. These two items support the prediction and indicate a change in teacher behavior following use of the module.

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-57TABLE VII ITEM MEANS ON PRE-AND POSTTEST OF PUPIL QUESTIONNAIRE Item Pretest Posttest Diff. between Mean Mean Means 1 2.66 3.01 35 2 2.21 2. 71 .50 3 2.78 3.02 24 4 2.65 3.03 .38 5 3.02 3.29 .27 6 3.57 3. 71 lll 7 3.24 3.49 .25 8 3.03 3.11 .08 9 3.31 3.36 .05 10 2 .82 2 .94 .12

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CHAPTER V SUMMARY, DISCUSSION, CONCLUSIONS, AND IMPLICATIONS Summary The purpose of this study wa s to determine whether using the module, "Using Personal Knowledge of Students," which is one of the Florida Modules on Generic Teaching Competencies, would effect a change in middle school teachers' behavior when measured by an observation system and student question-naire. The study was conducted to help d evelop personal assessment techniques regarding one of the specifie d competencies, namely, "constructive interaction." To evaluate the effectiveness of this training material, the study at-tempted to answer the following questions: 1. Did teachers attain skills which the mat~rial was designed to teach? 2. Did teachers use skills from the training material in their classrooms? 3. Did the use of these skills by teachers have any effect on student attitudes or learning? Two hypotheses and ten subhypotheses were tested in this study: -58-

PAGE 68

There is no significant difference between the ~lass means on the pre-and posttest of the Pupil Questionnarie. There is no significant difference between the total even scores of the exp~rimental groups and control g roups on the observation instrument. There are no significant differences in the individual comparisons between the experimental and control groups for the variable, nature of the situation. There is no significant difference in the pre-and posttest comparison for the variable, nature of the situation. There are no significant differences in the individual _comparisons between the experimental and control groups for the variable, nature of the problem. There is no significant difference in the pre-and posttes t comparison for the variable, nature of the problem. There are no significant differences in the individual comparisons between the experimental and control groups for the variable, use of subject matter. There is no significant difference in the pre-and posttest comparison for the variable, use of subject matter. There are no significant differences.in the individual comparisons between the experimental and control groups for the variable, evaluation. There is no significant difference in the pre-and posttest comparison for the variable, evaluation. -59-

PAGE 69

-60-There are no significant differences in the individual comparisons between the experimental and control groups for the variable, differentiation. h 10 : There is no significant di fferencc in the pre-and pos ttes.t comparison for the variable, differentiation. Sixty teachers from eight middle schools and one elementary school in four Florida counties volunteered to use the module during the spring quarter of the 1972-73 school year. This module was a revised edition of an earlier model which had been field-tested to evaluate objectives and activities. Two instruments were designed to measure change in teach-er behavior. The Pupil Questionnaire was a high-inference measure and the Student Interest Observation Instrument was low-inference. The Institutional Cycle Design by Campbell and Stanley was employed using the following comparisons: INSTITUTIONAL CYCLE DESIGN Group A X 01 Group Bl R 02 X 03 Group B2 R X 04 Group C 05 X

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Comparisons X -treatment (module) 0 -observation system R -random assignment Using this design, teachers in groups A, B, and C were observed and given the module on a four week cycle. A univariate F ratio was used to test comparisons 02<01 05<04 0 2
PAGE 71

TABLE VIII F AND T RATIOS OF OVERALL OBSERVATION Instrument Subtopics Nature of 1 F Ratio F R atio 1. 0015 0.1123 Situation 2 3.0704 14.9078** Nature of 3 2.5956 Problem 4 3.1902 Use of Sub5 0.0036 ject Matter 6 0.9222 Differenti-7 0.5225 ation 8 0.7376 Odd Total 9 0.4002 Eve n Total 10 2.6555 confidence level 0.05 ** confidence level 0.01 0.5287 2.7449 0.8727 0.2866 1.3015 1.0834 0.1142 3.6957 F R atio F R atio 0.7238 0.308 6 3.0270 20.2428** 0.0533 5.5732* 0. 2965 16 .5060>'-* 0.2415 0.9235 0.0922 5.2482* 3.1687 0.0286 0.7347 0.8132 0.3757 0.9187 0.4630 11. 3356** -62T R a t i o 1.464 2.886* 0.579 o. 723 1.254 -0.440 0.615 0.144 0.939 0.56 3

PAGE 72

groups following use of the module. In four of the five even, subtopic variables a significance at the .05 or .01 level was observed. Since the Pupil Questionnaire was designed as the pre and postassessment of the module, teachers were responsible for administering it. The T Test for R elated Measures w a s used to test the significance of this instrument. Twentyfive classes with a total of 504 children were analyzed. N 25 Mean Score Pretest 29.0487 Mean Score Posttest 31. 2167 Stan. Error of Diff. 0.689 T Ratio 3.145 d.f. 24 The null hypothesis was rejected since the t ratio 3.145 was significant at the .01 level. The results of this questionnaire gave evidence to support an affirmative answer to the question: Did the use of these skills by teachers have any effect on student attitudes or learning? The significant increase indicate d that students rated -63-their teachers higher on the posttest, indicating that they observed a change in behavior following the use of the module.

PAGE 73

Discussion The purpose of this study was to determine whether using the module, "Using Personal Knowledge of Students," which is one of the Florida Modules on G eneric Te:.aching Competencies, would effect a change in middle school teachers' behavior when measured by an observation system and student questionnaire. This purpose derived basically from a consideration of Turner's Criterion Level 2 (53:7). Turner recommended that, "systematic analysis of the level of outcomes achieved by the teacher with the pupils he teaches" be performed (53:4). This study undertook this challenge through use of a pupil questionnaire admini.stcred before and after module usage. The outcomes shown in Table I and Table VII indicate an increase in use of the skills taught in the module. It should be noted that the questions involved having the students evaluate the teacher, but also implied a change in student behavior. For instance, question five stated, "Do Ps your teacher let you work on what you are interested in?" Table VIII shcms that t h e observation instrument also registered change in teachers' behavior following use of the module. Use of the observation instrwnent could

PAGE 74

satisfy Turner's Criterion Levels 2 or 3. If applied to level 2 it is one of the two parts by which teachers may be appraised; namely, observation of the behaviors in which the teacher engages in the classroom. The other part of Level 2 has just been discussed with the student questionnaire. It could be applied to Criterion Level 3 by measuring teacher competence solely on the observation and eliminating the pupil performance data. The researcher prefers to include both since Rosenshine and Furst recommended the use of both high-inference (student questionnaire) and low-inference (observation) measures as a means of determining change in teacher behavior (52:57). Another impetus for using an observation system derived from Okey and Ciesla's report on designs for the evaluation of teacher training materials. They recommended that observation instruments should be developed to establish the degree to which the teachers incorporate the strategies in their classroom work (45:15) Comparing observation results with pupil questionnaire results was particularly helpful for evaluating this study. Observation has many more apparent weaknesses than questionnaires(43). -65-

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Factors th.at were inhibiting in this study with regard to the observation were these: 1. Difficulty of obtaining observers n ecessitated continua l retraining o f new observer s A tota l of fiftee n ob servers was u s e d over the t w o month period. 2. Some t eache r s w ere comfortable being observed and some were overa n xious. 3. Some of the control teachers possesse d skills that were very similar to the on e s being d eveloped in the module. Th erefore, they achie v e d a hig h rating on the instrument. 4. Some behaviors that were cha n ged as a result of the module were not observable 5. Times chosen for the observation may have been inappropriate for teachers to d emonstrate skills learned in the module. 6. The instrument was designed for this study and had not had sufficient field-testing. The results of comparison group 0 5< o1 w ere especially significant to the researcher. In this comparison, the control group had no exposure to modules or related training materials previous to the study. Th e exper imenta l group, which also had no exposure to modules previous to the study, showed great enthusiasm in working throug h this module. In fact, four m embers of this group designed a special interest curriculum for their school following -66-

PAGE 76

use of the module. The greatest factor influencing the lack of statistically significant difference in the other four comparisons was their previous exposure to many innovative ideas and programs which related highly with the skills of the module, thereby increasing observation ratings in the control groups. The effective use of Campbell and Stanley's Institutional Cycle Design could be an important outcome of this study. Its greatest asset was the ability to have a control and experimental group yet allow for all teachers who volunteered to use the module to be able to do so. Its greatest liability was the time constraint. Inherent in the process of PBTE is self-pacing. Therefore, placing a time limit violates this feature. If an open time schedule is conceived using this design then the researcher must be more aware of the possibility of maturation as a cause of internal invalidity. One of the many reasons volunteered by teachers for preferring modules to courses was the opportunity to practice what they were learning directly in their classrooms. This would support the research results by Sandefur that teaching behaviors are significantly modified by experience (55). -67--

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Conclusions The results of this study lead to the following con-clusions: 1. Teachers acquired the skills of the module, "Using Persona l Knowledge of Students" and used these skills in their classrooms This was evidenced through change measured by the observation instrument. While seven F and t ratios for the instrument were statistically significant, forty-nine out of fifty were in the same direction. 2. Teachers use of the skills of this module has an effect on the attitudes or learning of students. The stu-dent questionnaire resulted in at ratio that was signifi-cant at the .01 level. 3. The most discriminating variable on the observa-tion instrument was nature of the situation. This vari-able described whether the teacher or the pupils were the center of attention and whether commercial materials or student projects were in evidence in the classroom. 4. Using both low~and high-inference instruments is an effective way to measure change in teacher behavior becaus e they counterbalance and support or negate one another. In this study, the one comparison group on the observation instrument supported the change while the -68-

PAGE 78

-69-other four did not. This would indicate that serious con sideration should be given to the sample groups in relation to whether they already possess many of the skills being taught. 5. Campbell and Stanley's Institutional Cycle Design was effective for field-testing a module. Implications and Suggestions for Further Research The results of this study imply that modules can be effective means of acquiring competencies. Using Turner's Criteria Level 2 and designing instruments that measure the teacher and pupil behaviors can increase evaluation information for PBTE. Inservice teachers who wish to fulfill certification requirements may be able to do so without attending courses. Since one of the inherent features of modules is their practicability, children will benefit from teachers change in behavior as they acquire new skills. As Kirby noted, training packages can aid schools in staff development (37). The results also support the suggestion of using one highand one low-inference measure to determine change in behavior. Basing the field-testing of modules and other training materials on the Institutional Cycle Design may be an effective way of increasing evaluative procedures.

PAGE 79

Since PBTE is still in the formative stages, much research is still necessary, especially in the area of evalua-tion. Topics that could be considered for research are: 1. Testing new means of measuring competence. 2. Designing instruments which truly evaluate competencies. 3. Increasing involvement of students in measuring change in teacher behavior. 4. Testing modules to measure change in teacher behavior. 5. Improving observation instruments. 6. Comparing training materials and courses for mastery of competency. -70-7. Replicating use of a high-and low--inference instrument in a study measuring change in teacher behavior. 8. Designing training materials other than modules for achieving competencies. 9. Improving techniques of observation a. Sampling size b. Number of observers c. Time factors This study will add evidence in practice to the theory of PBTE that training, in the form of modules, provides a way for teachers to build on their individual skills and interests. By making the objectives and evidence of

PAGE 80

assessment explicit to the learners at the outset of the program, there is no question of goals, hidde n agenda, and evaluative procedures. Periodic assessment and feedback guide the learner in mastering each performance objective. The learner attains the objective when he produces the evidence that he can perform the tasks acceptably. This researcher believes that PBTE has the potential to encourage teachers to become life-long learners. For this to be practiced, the assumption that no program is ever completely developed must become an actuality. Therefore, the success of PBTE may rest on its continual evaluation and redesign. -71-

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APPENDICES APPENDIX A Copy of Student Interest Observation Instrument APPENDIX B -Copy of Module: Using Personal Knowledge of Students APPENDIX C -Copy of Pilot Test of Pupil Questionnaire

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APPENDIX A

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COPY OF: STUDENT INTEREST OBSER\1 A T ION INSTRUMENT Introduction: This instrument is designe d to measure how well the teacher has identified the personal interests of her students and incorporated them in the curriculum and school program. Situation: Participant observed in classroom where she has been using the module. Instructions: 1. Conduct thre e 5 minute observations checking any b ehaviors observed. 2. The categories may b e overlapping. 3. Total the even numbers and total the odd numbers separately. 1 2 3 Total 1111 J Student Interest Observation Instrument A. Nature of Situation 1. T occupies center of attention. 2. Ps and their work are center of attention. 3. Commercial or teacher-provided materials are in evidence. 4. Materials reflecting students interests are in evidence. B. Nature of the Problem 5. T organizes learning around Q posed by T. 6. T organizes learning around P's own problem or question. 7. T conducts activities without considering student interest. 8. T conducts activities b ased on student interest. 9. T shows no concern for p's exploration of new interests. 10. T tries to interest students in new ideas and activities. C. Use of Subject Matter 11. T relies heavily on single source (e.g. textbook) of information. 12. T makes a wide range of information and materials available. 13. T discourages P from relating interests in subject matter. 14. T used P's interests as subject matter. 15. 16. D. Evaluation T stops P from going ahead with will fail. T encourages p to put his ideas E. Differentiation plan which to a test. T knows 17. T has all P working at the same task at same time. 18. T has different P working at different tasks. 19. T holds all P responsible for certain material to be learned. 20. T has P work independently on what concerns P. Total Even Numbers Total Odd Numbers -74-

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APPENDIX B

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Copy of Modul e : Using Persona l Knowledge of Students Constructive Interaction Competency Area 2 Module 1: Using Personal Knowledge of Students Revised, 1973 FLORIDA MODULES ON GENERIC TEACHING COMPETENCIES pilot study draft University of Florida Gainesville

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FLORIDA MODULES ON GENERIC TEACHING COMPETENCIES This module is one of a series prepared for teachers in Florida's schools. It is a packet of m aterials and procedures designed to help a teacher develop or improve some specific teaching skill or skills. This is a pilot study draft prepared for field testing in a number of Florida counties. Although the modules are directed specifically toward teachers of preadolescent children, most of them are appropriate for other teachers as well. All the modules use a common format which is based on the University of Houston approach to writ:i.ng modules. The series includes a "Module on Modules" which will quickly acquaint the reader with this format and its activities. The Florida Modules were written under the supervision of the University of Florida, College of Education. They are part of a project concerned with competency-based education for middle school teachers. The Middle School Project is funded in part by the State of Florida, Department of Education. Address inquiries to: Dr. Gordon Lawrence Norman Hall University of Florida Gainesville, Florida 32601 Department of Education Division of Elementary and Secondary Education Floyd T. Christian, Commissioner C 1973 Board of Trustees of Internal Improvement Funds for the Use and Benefit of the State of Florida -77-

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USING PERSONAL KNOWLEDGE OF STUDENTS Written by; Sister Francette Keilocker

PAGE 88

TABLE OF CONTENTS J:>ROSPECTUS 81 OBJECTIVES 83 Terminal Objectives 83 Specific Objectives 83 PREREQUISITES 85 FLOW CHART 86 INSTRUCTIONS FOR COMPLETION 87 PREASSESSMENT 88 Pupil Questionnaire 91 SPECIFIC OBJECTIVE 1 93 Enabling Activities 93 Excerpts from Interest and Effort in Education 95 Summary of Research Study from Childrens' Interests 98 Study Guide on Theory and Research on Student Interest 102 Answer Key for Study Guide 104 SPECIFIC OBJECTIVE 2 106 Instructions for Enabling Activities 106 Enabling Activities 106 Creative Writing Examples 109 Learning About Children by Observing Them 111 Children's Questions 113 Interest Questionnaire 115 The Interest Finder 117 Form for Recording Student Interest 118 SPECIFIC OBJECTIVE 3 119 Enabling Activities 119 The Place of INterests in a Philosophy of Education 121 Kuder's Ten Interest Areas 124 Project FAIS, P. K. Younge Laboratory School 125 SPECIFIC OBJECTIVE 4 130 Enabling Activities 130 How Can the Individual School Plan for the Special INterests of Each Student? 133 Interest Area Program in a Middle School 136 -79-

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TABLE OF CONTENTS (continued ) Sample Special Interest Programs Clarksville Middle School Activity Program Poyner Junior High School Florence, South Carolina POST-ASSESSMENT MODULE BIBLIOGRAPHY CSONSUMABLE PACKET Pupil Questionnaire (Pre-assessment) Form for Recording Student Interest Under Separate Cover 70 copies 35 copies -80-139 139 141 142 143

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Module 2-1 PROSPECTUS At the tum of this century, John Dewey, in a book entitled Interest and Effort in Education, stated that, "Th e major difficulty with our schools is that they have not adequately enlisted the interests and energies of children in school work. 111 Since Dewey's time, the concern for identifying student interest anJ awakening new interest has become a topic of consideration for researchers, theorists and practitioners. Teachers today are much more concerned about ways of personalizing instruction. A significant aspect of the philosophy of the emergent middle school is the development of an instructional program that will capitalize upon the highly develope d inquisitiveness of the pre-adolescent child. Together with the need for individual teachers to incorporate student interest in the daily school curriculum, experts in middle school instruction recommend a special interest program as an integral part of the curriculum. This module will provide opportunities to explore both of these concepts. 1 John Dewey, Interest and Effort in Educatio~, (New York: Houghton Miffin Company, 1913), p. vii. -81-

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Module 2-1 -82-In particular, this module will include the following: 1. Theory and research on student interest based on experts in the field. 2. Methods of determining the interests of students. 3. Methods of promoting new interests in students. 4. Means of incorporating students' interests into the curriculum or school program. 5. Means of initiating or enriching a special interest program in the middle school.

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Module 2-1 OBJECTIVES Term inal Objective Upon completion of this module, the participan t will be able to identify the students' interests, incorporate them in learning experiences and begin implementing a special interest program in his school. ~ecific Objectives 1. Given readings on theory and research regarding interest of children, the participant will demonstrate to his own satisfaction a g eneral grasp of the concepts. 2. Participants will explore formal and informal methods of identifying the interests of students and utilize at least four of these methods to discover three interests of each of their students. 3. Participants will demonstrate the ability to incorporate the interests of students in the curriculwn by planning an activity that uses students' interests or develops new interests for students. -83-

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Module 2-1 -84-4. Pa.rticipants will understand the rationale for the special interest program of the middle school and begin implementing or evaluating a special interest program in their school.

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Module 2-1 PREREQUISITES There are no prerequisites for this module. If you are in a departmental teaching situation, however, it is recommend e d that you choose one group of children to work with in completing this module. You will also need to ask a fellow teacher to administer. the pre-and post assessment instrument. -85-

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Recycle Read Prospectus FLOW CHART ,-----'-----------. Enabling Activities for Specific Objective Ill Enabling Activities for Specific Objective /12 Enabling Activities for Specific Objective 113. Enabling Activities for Specific Objective /14 Post-assessment -86-Pre-assessment yes

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Module 2-1 INSTRUCTIONS FOR COMPLETION 1. Read prospectus. 2. Decide whether or not you wish to continue. a. No: Exit b. Yes: Take the pre-assessrnen t 3. Did you average above the midpoint (4 or S) on the rating scale for each pre-assessment item? a. Yes: Exit b. No: Move on to the appropriate Enabling Activities. Note that these Enabling Activities correspond with question numbers: Enabling Activities for Cover Questions Specific Objective 1 10, 11 Enabling Activities for Cover Question Specific Objective 2 3 Enabling Activities for Cover Questions Specific Objective 3 2, 4, 5, 7, 8, 9 Enabling Activities for Cover Questions Specific Objective 4 2, 6, 8, 9 4. Take the post assessment. 5. Did you average above the midpoint (4 or S) on this second rating scale for each item? a. Yes: Exit b. No: 1. Counsel 2. Recycle -87-

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Module 2-1 PREASSESSHENT The preassessment measure for this module is an instrument that will assess from the students how much you are aware of their interests and how well these interests have been incorporated in the learning situation. The teacher b eing assessed should look upon the results as feedback: that is, a means of learning how he is perceived by students in order to build a better program centered around students' needs. The pre-assessment questionnaire is to be administered to students and tallied by a person other than the teacher being assessed. Complete anonymity of students must be assured. It is important that the person administering the assessment be unbiased, objective toward the teacher, the students and the instrument. The children can be expected to be influenced by his expectations: if they receive the impression that the person administering the test expects them to be fair, honest, objective and serious they are likely to render useful information. The tester should make clear, to the students, the concept of feedback, more importantly that feedback is for the purpose of giving information, is descriptive and non-evaluative, not vindictive, etc. -88-

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Module 2-1 -89-The tester should make certain tha t all students understand the meaning of the scale and give the group som e e x ampl es. (a) Is the teacher fair in his rules and grades? 1 2 3 4 5 not at all a little sometimes many time s all the time (b) Is school a pleasant place to b e ? 1 2 3 4 5 not at all a little sometimes many times all the time The assessment in~trument is an 11 item rating scale. The teacher should score above the midpoint (4 or 5) on each item to be considered proficient in identifying and using student interests in his learning program. If this is not the case, on an item, he should select and work on the enabling activities for the specific objective related to that item. 1. If the low rating is on questions 10 or 11, the teacher should choose from activities for Specific Objective 1. 2. If the low rating is on question 3 the teacher should choose from activities for Specific Objective 2. 3. If the low rating is on questions 2,4, 5, 7, 8, 9, the teacher should choose from activities for Specific Objective 3. 4. If the low rating is on questions 2, 6, 8, 9, the teacher should choose from activities for Specific Objective 2. Please observe that completing enabling activities for an objective will possibly upgrade as many as six student responses on the questionnaire. (Refer to number 3 above). If the participant

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Module 2-1 -90-has attained mastery of 4 out of 6 responses, it may not be necessary to work on that objective. The final decision rests on the judgment of the participant. It is recommended that the participant may wish to consult his peer panel or a group of fellow teachers.

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Module 2-1 -91~upil Questionnaire To better teach boys and girls, teachers often need help in finding out how you like the things that happe n in the classroom. Please answer the following questions honestly, telling how you really feel, so that your teache r will do an even bette r job of helping you to learn. 1. Write down four things in which you are interested. 1. --------------------------2. --------------3. ---------------------------4. ---------------------------2. Do you have a chance to use these interests or study them in this class? 1 2 3 4 5 not at all a little sometimes many times all the time 3. Does your teacher know what you are interested in? 1 2 3 4 5 not at all a little sometimes many times all the time 4. Does your teacher ever plan activities that use your interest? 1 2 3 4 5 not at all a little sometimes many time s all the time 5. Does your teacher let you work on what you are interested in? 1 2 3 4 5 not at all a little sometimes many times all the time

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Module 2-1 6. Does your teacher l e t you use your ideas in projects and school work? 1 2 3 4 5 not at all a little sometimes many times all the time 7, Does your teacher use many different kinds of books and materials? 1 2 3 4 5 not at all a little sometimes many times all the time 8. Do students in this class work on many different kinds of activities? 1 2 3 4 5 not at all a little sometimes many times all the time 9. Have you become interested in new ideas and activities in this class? 1 2 3 4 5 not at all a little sometimes many times all the time 10. Do you think this is an interesting class? 1 2 3 4 5 not at all a little sometimes many times all the time 11. Do most students think this is an interesting class? 1 2 3 4 5 not at all a little sometimes many times all the time -92-

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Module 2-1 SPECIFIC OBJECTIVE 1 Participants will explore theory and research on the topic of student interest. Enabling Activities Do the following activities sequentially. 1. Read the paper "Excerpts from Interest and Effort in Education" on page 95 and the "Summary of Research Study from Children's Interests" on page 98 2. Choose one of the following mea..~s of studying the theory presented in Activity 1. a. List the major concepts or new learnings gleaned from the two readings. b. Write a reflective analysis based on your interpretation of the two readings. c. Outline the two readings. d. Devise your o w n method of studying the material in the readings. e. Discuss the readings with members of your peer panel. -93-

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Module 2-1 3. Choos e o n e o f the f ollowing a c t i vities. a. D emonstrate your co mpre h ension of the readings by compl eting the Study Guide o n pag e 102. You may compare your answers with those on page lOlt or refer to the two sources read to check your responses. .... 94 .... b. With a member of your peer p anel or a f ellow t eacher who has completed the readings, respond to the questions on the Study Guide on page 101 and then discuss your replies.

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Module 2-1 Excerpts from Interest and Effort in Education2 Interest is active, objective and personal. We TAKE interest. To be interested in any matter is to be actively concerned with it. We say a man has m any interests to care -95-for. We talk about the rang e of a m an's interests, his business interests, local interests, church interests, etc. We identify interests with concerns or affairs. Interest does not end simply in itself, as bare feelings m ay, but is embodied in an object of regard. Interest is personal; it signifies a direct concern; a recognition of something at stake, something whose outcome is important for the individual. There are questions that teachers can ask to discover if the task is one that will enable the child to exert effort and interest. Is this person doing something too easy for him -something which has not a sufficient element of resistance to arouse his energies, especially his energie s of thinking? Or is the work assigned so difficult that he has not the resources required in order to cope with it -so alien to his experience and his ac:iuired habits that he does not know where or how to take holc..i? Between these two questions lies the teacher's task how shall the activities of pupils be progressively complicated by the introduction of difficulties, and yet these difficulties be of a nature to stimulate instead of dulling and merely discouraging? Good teaching, in other words, is teaching that appeals to established powers while it includes such NEW materials as will demand their redirection for a new end, this redirection requiring though -intelligent effort. Motivation related to interest some reason must be found in the PERSON, apart from the arithmetic or the geography or the manual activity tha t mi ght b e attache d to the lesson material so as to give it a leverage, or moving force. 2 Adapted from John Dewey, Interest and Effort in Education (New York: Houghton Miffin Company, 1913).

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Module 2-1 -96-The clue we have followed in our discussion of interest is its connection with an activity engaging a person in a wholehearted way. Interest is not some one thing; it is a name for the fact that a course of action, an occupation, or pursuit absorbs the powers of an individual in a thorough-going way. But an activity cannot go on in a void. It requires material, subject-matter, conditions upon which to operate. Types of Educative Interest 1. Physical Activity -Bodily action in educative growth. Learning through the senses -freer utilization of play and occupational activities. 2. Sensory-motor -A higher form of activity involving the sensory-motor apparatus of the body is found when the control over external objects is achieved by means of tools of some sort, or by the application of one material to another. (Painting, clay modeling, singing, sewing, metal working, collection of materials for study in science, management of apparatus.) 3. Intellectual Interest -Instead of thinking things out and discovering them for the sake of the successful achievement of an activity, we institute the activity for the sake of finding out something. Planning ahead, taking notice of what happens, relating this to what is attempted, are parts of all intelligent or purposive activities. When anyone becomes interested in a problem as a problem and in inquiry and learning for the sake of solving the problem, interest is distinctively intellectual. 4. Social Interest -Interest in persons is a strong special interest and also one which intertwines with those already named. Children's activities are so bound up with others, and what others do touches them so deeply and in so many ways, that it is only at rare moments, perhaps of a clash of wills, that a child draws a sharp line between other people's affairs as definitely theirs and his own as exclusively his own. No doubt some of the repulsiveness of purely abstract intellectual studies to many children is simply the reflexes of the fact that the things -the facts and truths -presented to them have been isolated

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Module 2-1 -97-from their human context. Impersonal material should be presented so far as possible in the role it actually plays in life. The strength of the interest in other persons and in their activities and aims is a natural resource for making activities broad, generous, and enlightened in scope; while the physical, manual and scientific interests in their identification with OBJECTS make for a broadening of the self. The psychology of interest may be stated as follows: An interest is primarily a form of self-expressive activity that is, of growth that comes through acting upon nascent tendencies. If we examine this activity on the side of what is don e we get its objective features, the ideas, objects etc., to which the interest is attached, about which it clusters. If we take into account that it is self-development, that self finds itself in this content, we get its emotional or appreciative side. Any account of genuine interest must, therefore, grasp it as out-going activity holding within its grasp an object of direct value. Interest may be direct or indirect. It is direct when it puts itself forth with no thought of anything beyond. It satisfies in and of itself. Play is an example of this type. In the indirect type things indifferent or even repulsive in themselves often become of interest because of assuming relationships and connections of which we were previously unaware. A math lesson previously uninteresting can take on new life when applied to something in the child's life which personally affects him such as learning averages through using the baseball player's average. In reality, the principle of "making things interesting" means that subjects be selected in relation to the child's present experience, powers, and needs; and that (in case he does not perceive or appreciate this relevancy) the new material be presented in such a way as to enable the child to appreciate its bearings, its relationships, its value in connection with what already has significance for him. It is this bringing to consciousness of the be_ c1rin g s of the new material which constitute the reality, so often p erverted both by friend and foe, in "making things in te res ting." CRITERION FOR JUDGING WHETHER THE PRINCIPLE OF INTEREST IS BEING RIGHTLY OR WRONGLY EMPLOYED. Interest is normal and reliance upon it educationally legitimate in the degree in which the activity in question involves growth or development.

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Module 2-1 -98Summary of Research Study fEom Childrens' Inte.rests3 Using "The Interest Finder" on page. 117 researchers studied the interests of over 3,000 children in grades 1-12. The following stnnmarizes some of the main findings and conclusions of this study. 3 1. Children at all age levels are much preoccupied with people and person.al relations. Many children mentioned people when de.scribing their wishes, likes, and interests, even though they were questioned in terms of WHAT they liked or wished rather than in terms of WHOM. 2. There is a strong element of self-interest and selfreliance in childrens' ideas about life and the world and the world at large that this should be taken into account in what is taught. 3. The findings also emphasize the great importance children attach to gifts. 4. There is much variation between interests of children in different schools and in different classes, notably in connection with the arts and crafts. 5. Many lines of evidence in this study are in keeping with findings that have emerged from earlier studies which indicate that childrens' interests are to a large degree learned. What a child likes to do is influenced by what he has had an opportunity to learn to like to do, provided, of course, that he not only has the opportunity but also has the ability to make use of it. 6. The findings show an impressive increase with age in interest in various forms of self-improvement, vocational fitness or placement, educational opportunity and understanding of self and others. Adapted from Arthur T. Jersild and Ruth J. Tasch, Childrens' Interests and What They Suggest for Education (New York: Bureau of Publications, Teachers College, Columbia University, 1949).

PAGE 108

Module 2-1 -99-7. At the middle school level, and even more at the high school level, there frequently ap pears to be a discrepancy between the child's o,rn goals and his interpretation or understandi ng of the goals of the school or of ways in which his personal goals can be .E_romoted by what the school offers. 8. The findings show a decline with age in educational morale in practically all communities included in the study. One implication m entioned was that in most junior 2nd senior hig h schools co mpared with elementary schools -the program centers more around academic subjects than around children. 9. Topics under the general heading of the social studies were mentioned unfavorably more often than favorably in most of the community groups and in most age groups included in the study. 10. The results of this study indicate discrepancies, or lack or parallels, between childrens' expressed interests and other evidences of needs in their daily lives. 11. There was frequent mention of chores and everyday work when children described what they disliked most outside school. Children of junior high age complained more frequently than children of senior high school age about the kind of work they had to do during outof-school hours. 12. There were marked differences from community to conununi ty in the extent to which children expressed friendliness and good will toward one another, or expressed ill will, hostility, fear, and other sentiments that denoted social friction. 13. There was some evidence that interests ~dults possess and can, in turn, help their children to acquire are considerably influenced b y the inte rests and skills the adults happened to acquire whe n they were children. 14. Several findings indicate that the range of children's out-of-school interest is quite restricted compared with children's potentialities.

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Module 2-1 15. The findings give evidence that there is a great deal of repetitive and unproductive activity in children's out-of school lives. 16. Along with this many chilren express boredom. -100-17. Certain activities that occupy a great deal of time (such as listening to the radio) do not seem to represent deep interests. There are many indications that children are marking time with certain activities for lack of anything b etter to do. 18. In most communities there is a r elatively small amount of overlapping between the thing s childre n report they are most preoccupied with in school and the things that preoccupy them most in their lives outside school. 19. There was very low frequency of m ention of intellectual, artistic, or cultural interests or of constructive interests or hobbies in children's accounts of their out-of-school interests. 20. The findings indicate that schools generally seem to encourage children's interests and skills in the fine and practical arts to a greater extent than do homes or the community at large. 21. Yet there are many indications that the range of children's interests tend to be restricted by stereotyped notions and conventional ideas in school, as well as out of school, as to what children might, could, or should be interested in. 22. There is evidence in this and in an associated study that a large number of parents restrict themselves to a limited range of activities when they spend free time with children. 23. There are incidental findings in the present study and mor e direct finding s in an associated study to the effect that many parents seem to have a limited conception of the resources in the COJ1l!l1Ullity that are available for the cultivation of children's interests.

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Module 2-1 24. 25. There are indications in this and in an associated study that pan!nts are often gratified by interests their children develop, yet tend to regard them passively. Hany parents, for instance, appreciate their children's art work and yet do not seem to -101-take as active an interest in their children's artistic development as in many other aspects of their education. The findings suggest that th~re is need for the school and the community to deal together with the fact that the typical American child learns to utilize and to enjoy only a few of his mc.ny talents.

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Module 2-1 -102Study Guide on Theory and Research on Student Interest 1. A criterion that can be used for judging whether the principle of interest is being rightly or wrongly us e d is -------2. What do we mean when we say interest is active, objective and personal? -----------------------------3. Explain the principle of "making things interesting." ----4. Can you give an example of direct and indirect interest? ---5. Comment briefly on each of the types of educative interest. a. Physical activity __________________ b. Sensory-motor activity ________________ c. Intellectual interest -----------------d. Social interest ---------------------6. If interests are learned, as Jersild states from his research, what does this imply for teachers? ---------------7. Can you state at least five findings from Jersild's research study on children's interests? 1. --------------------------------2. ---------------------------------3. 4.---------------------------------5.

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Module 2-1 -103-8. State any other facts that were new learnings for you or which caused you to reflect in a new way on the interest of children.

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Module 2--1 Answer Key for Study Guide 1. A criterion for judging whether interest is b eing used rightly is growth or development of students. 2. Interest is active when the student becomes involved and actively concerned with a matter. It is objective when it does not limit his interests to feelings but embodies them in objects of regard. It is personal when it represents a direct concern -something at stake. -104-3. "Making things interesting" involves bringing to consciousness the relationship new material has to experiences that already have significance for the child. 4. Example of direct interest -play Example of indirect interest -fractions in math take on interest when related to dividing a pie for distribution to 6 class members. 5. Educative interest may be shown through a. Physical activity -Using the body to learn. Play and occupational activities are examples of this type. b. Sensory-motor activity Use of tools or applying one material to another. Examples might be painting, carving, sewing. c. Intellectual interest -Becoming interested in a problem as a problem and in inquiry and learning for the sake of solving the problem. d. Social interest -Interest in other persons and in their activities and aims. 6. It implies that teachers are responsible for developing new interests in students. Teachers should also be aware of whether their curriculum is interesting to students and devise ways of causing uninteresting material to become indirectly interesting. It would also be helpful to periodically determine new interests of students and capitalize on this information to enrich the curriculum. 7. Check your answers with the research study.

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Module 2-1 8. Personal information, Scoring Procedures Points may b e assi gned Question 1 -10 points 2 -20 points 3 -10 points in the following manner: 4 -20 points 5 20 points 6 10 points 7 10 points -105-

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Module 2-1 SPECIFIC OBJECTIVE 2 Participants will explore forma l and informal methods of identifying the interests of students and utilize at least four of these methods to discover three interests of each of their students. Instructions for Enabling Activities A. Keep a file folder on each child. As you complete an activity file the information in the child's folder. B. The first 5 activities are informal means of determining student interest. Complete activity land then choose one more informal activity from numbers 2 to 5. C. Numbers 6 to 8 are formal methods (meaning they have been used in research and found effective with children.) Choose two of these activities, D. As you complete this objective you should have four interest finders in each child's file, For each child, make out a form like the one on page D8 and complete the sections entitled "Name" and "Present Interests." NOTE: If you teach in a departmental situation you should choose one of your classes for use in this module, Enabling Activities 1. Ask your students to keep a log or journal for one week of all the activities, interests, that they engage in both inside -106-

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Module 2-1 and outside of school. Give them tine in class everyday to write this log and suggest that they be as specific as possible. For example, if they write that they watched -107-TV, ask them to write the program and time. If they attended a scout meeting, ask them to explain everything they did at the meeting. 2. Have the children do an art project that would reveal interests. For example, suggest that they look through a magazine and cut out all the pictures, captions, etc. that say "WHO AM I" and make a collage. 3. Use the medium of creative writing to discover the interests of children. Examples might be used such as the ones on pagel09 of this module. 4. Conduct an informal observation of each student. Single out one individual to study, at a time, and keep an anecdotal record of his activities. A suggested list of clues to watch for when observing children is given on page 111. 5. Have children bring snapshots of themselves at their favorite spot at school and conduct a discussion sharing explanations of pictures. 6. In a research study on childrens questions, Emily Baker discovered that this can be a valuable means of determining

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Module 2-1 -108-student interest. Listed on page 113 are the directions. that you would give the students to use this method of determining interest. 7. Torrance, in his book Creative Learning and Teaching suggests a questionnaire for discovering what are the interests of children. This QUESTIONNAIRE may be found on pages 115-116. 8. Jersild and Tasch used a tool called "The Interest Finder" in their research study. It may be found on page 117.

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Module 2-1 -109-Creative Writing Examples4 You, The Magician Sometimes, when things aren't going the way we'd like them to go, it seem s to us that it would be mighty hand y if we could change the world a little, In this exercise you'll be given an opportunity to imagine that you can change things the way you'd like to have them be, If you had magic powers, what things would you change? 1. What would taste better if it ,-1ere sweeter? 2. What would be more satisfying if it were nearer? 3. What would be more valuable if it could float? 4. What would be nicer if it were smaller? 5. What would last longer if it were elastic? 6. What would be more fun if it were faster? 7. What would be more refreshing if it were green? 8. What would be more useful if it were lighter? 9. What would be more pleasant if it were silent? 10. What would be more interesting if it were shorter? Investigating a Concept One teacher learned much about his students by asking them to respond to the following events. The students were asked to write what "promises" these events held for them. 4 E. Paul Torrance and ILE. Myers, Creative Learning and Teaching (New York: Dodd, Mead and Company, 1970) pp. 125 and 143.

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Module 2-1 -110-the rumble of thunder; the smell of oil; the sound of a teacher clearing his throat; the scratching of a dog; the hissing of steam; the ringing of a bell; a baby beginning to cry; the sputtering of a motor; and the ringing of a telephone. Other ideas for creative writing may be found in the reference quoted for this activity.

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Module 2-1 5 Learning About Children by Observing Them This is a list of clues to watch for when observing children: -111-1. Does he demonstrate self-directed activity? Productive working, reading, writing, constructing with interest. 2. Does he pay rapt attention? Listening attentively, watching carefully; concentrating on a story being told, a film being watched, a record played. 3. Does he share and help others? Contributing ideas, interests, materials, helping; responding by showing feelings (laughing, smiling, etc.) in audience situations, initiating conversation. 4. Does he show positive social interaction? Mutual give and take, cooperative behavior, integrative social behavior studying or working together where participants are on a par. 5. Does he seek support, assistance, and information? Asking teachers or significant peers for help, support, sympathy, affection, etc.; being helped; receiving assistance. 5 Adapted from "A Coping Analysis Schedule for Educational Settings," Robert L. Spaulding, Educational Improvement Program, Duke University, 1966.

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Module 2-1 6. What does he do with unassigned time? Interest others in his projects, hobbies, etc; Become interested in other peoples interests; Daydream or not show real interest in anything. 7. How does he use his free time at lunch? -112-

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Module 2-1 Children's Questions6 Educators recognize childrens' questions as an avenue along which they travel in an effort to make their needs and interests known. It is suggested that the directions be given at the beginning of a morning or afternoon session and that the children be permitted to keep their papers until the close of that session. DIRECTIONS FOR STUDENTS Girls and Boys: -113-Often you want to ask questions. Sometimes people seem too busy to listen to your questions. Sometimes it is almost time for school to close or for you.to go to another class when you want to ask your questions. Sometimes there are so many who want to ask questions that you do not get a chance to ask yours. A teacher who works with boys and girls is eager to know what questions you would like to ask if you could have an opportunity to ask all that you wish to ask. This teacher thinks that if teachers knew more about the questions you want to ask them, maybe they could give more time and attention to your questions. This morning you may have time to write all the questions you would like to ask. Take a piece of p aper. In the upper right-hand corner write your name. Below that write your grade. Below that write the word girl, if you are a girl. Write the word boy, if you are a boy. 6 Emily V. Baker, Childrens Questions and Their Implications for Planning the Curriculum (New York: Bureau of Publications, Teachers College, Columbia University, 1945) p. 7.

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Module 2-1 On this piece of paper write, any time during this morning, the questions you would like to ask about anything. Write only the questions that really concern you. They may -114-be about science, geography, current events, history, spelling, English, music, art, or anything else that you want to ask about. Begin each question on a new line. You may number the questions. Do not worry about spelling. If you are not sure of the spelling of a word, do the best you can. Leave your paper with your teacher before you go home this noon.

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Module 2-1 -115-Interest Questionnaire7 Name Birthdate ------------Address -------------------------------When you have some free time, do you like to read? --------Do you like to write letters to friends or relatives? -----Why or why not? --------------------------Do you like to daydream sometimes? ----------------Do you like to invent things? What kinds of things do -----you like to invent? ------------------------Do you like to repair things (such as broken toys, bicycles, dolls, games, etc.)? What kinds of things do you like -----to repair? ----------------------------Do you dislike carrying out routine tasks (such as washing or drying dishes, moving trash or garbage, walking the dog, baby-sitting on the weekends for your parents, etc.)? ----What are the tasks that you like the most? 7 E. Paul Torrance and R. E. Myers, Creative Learning and Teaching (New York: Dodd, Mead and Company, 1970) pp. 124, 125.

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Module 2-1 -116-Do you like to make up stories and write them down? _______ Do you enjoy working more by yourself or with othe r people? __ Why? ---------------------------~---What kinds of activities give you the most satisfaction? ----Do you ever disagree with your parents? --Do you tell them that you disagree with them? --Why or why not? -------Would you like to become a good student? ____________ What could you do to become a better student? -----------Would you like to express yourself more freely in class? ----Why? -------------------~------------At home? ---Why? -------------

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Module 2-1 The Interest Finder8 The Interest Finder is a one-page form which asks first for the child's name, age, grade, and sex, the names of his teacher and his school, the date of the investigation. It then asks the child to respond to certain items which have been used more or less widely in earlier studies: My three wishes: What I'd like to learn more about at school: What I don't care to study about: What I like best in school: What I like best outside school (that is, away from school, when I'm not at school): What I like least at school: What I like least outside school (that is, away from school, when I'm not at school): What I want to be or do when I grow up: The most interesting thing I have done at school during the past week or so: One of the places I especially like to go in-----: One of the happiest days in my life: 8 -117-Arthur T. Jersild and Ruth J. Tasch, Childrens' Interests and What They Suggest for Education, (New York: Bureau of Publications, Teachers College, Columbia University, 1949), p. 2.

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1. 2. 3. 4. Module 2-1 -118-Form for Recording Student Interest Name: Present Interests* New Interests Curriculum Project Key for interpreting categories Present Interests -List in this column any interests you have identified through using the formal and informal methods described in objective 2. New Interests -List in this column any interests that the child develops from your effort to expose him to new interests. Curriculum Project -List in this column the means through which the child's interest was incorporated in the curriculum or school program. (For example, it might be through independent study, activity programs, mini-courses, units of study, etc. Specific statements here are generally the most useful).

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Module 2-1 SPECIFIC OBJECTIVE 3 Participants will demonstrate the ability to incorporate the interests of students in the curriculum by planning an activity that uses students' interests or develops new interests for students. Enabling Activities Complete activity 1 and then choose one other activity from numbers 2-4. 1. Read "The Place of Interests in a Philosophy of Education" on page 121. Does the author differ in his point of view on student interest from Dewey? Do you agree with this philosophy? Why or why not? You may wish to discuss this with your peer panel. 2. List one interest from each of your students under Kuder's ten major areas of interest. Kuder's list is on page 124. Group students together according to these categories. Plan with them a unit of study or a learning station that will incorporate their interests. 3. Study the sample lesson plans on upper elementary social studies that are used in Project FAIS in the P. K. Younge Laboratory School (pp. 125-129). Choose one of these plans and use it with your class or write a plan of your own incorporating interests or student self-knowledge. -119-

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Module 2-1 4. Concentrate on one unit of study that you are presently teaching. Devise 5 different activities resulting -120-in varied learning experiences that could evolve into new interests for students. Suggest that each student choose one of the activities about which he has t~e least knowledge and experience and work on that activity. Devise an evaluation form that will enable you to determine how many students became involved in new interests and how many showed no interest in the activity. Discuss the results with the students.

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:Module 2-1 The Place of Interests in a Philosophy of Education9 We have noted in the foregoing discussion that there may be many gaps between the interests children acquire and those they might acquire that children's expressed wishes and interests often fail to reflect certain lacks and dislocations in their lives, that many children seem to move into adult years with resources for activity and enjoyment that are meager compred with the potentialities with which they are born. We have more or less tacitly assumed that it is a good thing for a ciild to cultivate interests that enable him to realize his varied potentialities. Does this mean, in its simplest terms, that the more numerous and varied a child's interests the better off he will be? Not at all. The child who is interested in ten things is not necessarily healthier or happier or more comfortable to live with than a child who is interested in five things or two. A hoard of interests, like a miser's hoard of gold, may represent weakness rather than strength. Certainly we cannot maintain that an anxious or insecure person who happens to pursue ten interests is better than -121-a serene person who has only one simple happy. It is not alone the number and scope of a person's interest that count but the way his interest, whether many or few, functions, the needs they serve, the avenues of life they open. Even so, the child who lives in an environment which provides an opportunity for the learning of many varied interests will probably be better situated than a youngster in an environment that makes provision for only a limited range. The reason is not that many interests are necessarily better than a few, but, rather, that the richer the opportunities, the more likely it is that the person will find a way of acquiring interests which are best suited to his particular gifts and which will be most serviceable to him. 9 Arthur T. Jersild and Ruth J. Tasch, Children's Interests and What They Suggest for Education. (New York: Bureau of Publications, Teachers College, Columbia University, 1949), pp. 85-87.

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Module 2-1 -122-The idea of making provJ.sion in the home, in the school, and in the community for helping the child to acquire interests best suited to the kin
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Module 2-1 -123-Conceived in these terms, the supplying of as many means as possible thr ough which children may discover and realize their potential interests is not a luxury, and it certainly is not a way of diluting or sugar-coating education. When we take education literally and seek.to educe, to draw forth in the most constructive manner, the resources with which children are by nature endowed, we are not simply helping them to have a good time. We are making fundamental investment in human welfare.

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Module 2-1 -124-10 Kuder's Ten Interest Areas OUTDOOR MECHANICAL SCIENTIFIC PERSUASIVE LITERARY MUSICAL 10 COMPUTATIONAL ARTISTIC SOCIAL SERVICE CLERICAL Blanche B. Paulson and G. Frederic Kuder. Discovering Your Real Interests (Chicago: Science Research Associates, 1961) pp. 12-14. I

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Module 2-1 -125-Project FAIS P-2 P. K. Younge Laboratory School University of Florida Gainesville Florida 32601 Upper Elementary Social Studies CODE: Ul49VC PURPOS E: PROCEDURES: RESOURCE MATERIALS: RELATED ACTIVITIES: This activity asks children to generat e on e or more hypotheses about the factors shaping adult lifestyles. The resulting hypotheses can be utilized to help the childre n generate their own value positions relative to the directions they see for their own lives. Have the students collect data for comilation of biographies of several historically famous people. After completion of the biographies initiate a discussion concerning a "famous" person's early life, focusing on the events that shaped his life as an adult. Have the students attempt to assess the similarities and differences betwee n the famous person's life and their own, using their conclusions to postulate possible future roles their lives could take, and/or, what changes in his life the student could make to achieve the position attained by a "famous" person. Sugg e s ted reaction questions: Would you like to be a famous person? What do you think would be good or bad about it? Historical research materials. One example is CHILDHOODS OF FAMOUS AMERICANS (published by Bobbs-M errill Co., Inc.) On the basis of the information collected, have students formulate hypotheses or assumptions concerning childhood, education, wealth, social position, etc., that lead to historically important lives.

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Module 2-1 Project FAIS Have the children select a specific adult role and have the children set forth the roles they would have to play to achieve the chosen adult role. -126-Arrange to interview prominent local people such as city officials, local television/radio personalities, high school/college sports figures, etc. P-7 P. K. Younge Laboratory School University of Florida Gainesville, Florida 32601 Upper/Lower Elementary Language Arts CODE: L/U240VB PURPOSE: PROCEDURE: To involve the children in comparing their own interests and values with those of people who became famous through their occupations or avocations. Have the children generate a list of famous people; e.g., William Shakespeare, Andy Williams, Grandma Moses, Alexander G. Bell, Elizabeth Taylor, John Kennedy, John Muir, etc. Ask the children to pick a famous person (from the list they generate) with whom they feel they share .common interests. Then choose one of the following activities: Plan A: Have the children write letters to living famous persons explaining their similarities and/or differences, and why they wrote (perhaps the children could ask for additional information pertaining to their present positions, how they feel being a famous person, etc.) Plan B: Have the children make a list of the ways they are similar and ways they differ from a famous person who is no longer living.

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Module 2-1 RESOURCE MATERIALS: RELATED ACTIVITIES: -127-If the children have us e d Plan A, arrange to have the letters mailed to the people the children selected. During the interim and with Plan B (if selected), discuss the reasons, using suitable value clarification t echniques, why the children selecte d specific famous persons. If and when responses to the children's letters have been received, discuss the famous person's response in relation to each child. Also establish a scrapbook or display to present copies of the children's letters and those they r e ceiv e d with any othe r materials the children choose to add. Books,stories, magazine articles and other information about famous people. Have the children select local persons of prominence with whom they would like to establish correspondence, and arrange for them to meet with these people.

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Module 2-1 -128-Name -------------Occupation Sex Age Range (please circle) 16-20 20-30 30-40 over 40 Family (Age and sex of children) ____ -----------~ What are your favorite leisure time activities? ----------How do you feel when you get home after work (i.e., how job affects person)? --------------------------Do you like to go to sporting events? Which kinds? -------Do you like to go to operas? Do you like to go to ------museums? ------------------------------Do you like to go to formal dinners? Do you like to ----travel? ------------------------------Do you like to play cards? Which games? ---------Do you like to have formal parties? Do you like to go to movies? ------------------------------Do you like to watch T.V.? What is your favorite T.V. ----program? ------------------------------

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Module 2-1 -129Have you read a book in the last six months? ---------Which books(s)? ------------------------Do you have a favorite author? If so, who? ----------Did you enjoy school? Do you think John Wayne --------is a good actor? ------------------------Do you enjoy music? What type of music? -------------Do you own a car(s)? What make(s)? ---------------What other jobs have y ou held? -----------------Do you ever do your own house and/or yard maintainence? ----Do you like to work? ----------------------Do you ever work late or go early? ---------------If all jobs paid the same, would you still do what you're doing? -----------------------------Questionnaire form for P-26

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Module 2-1 SPECIFIC OBJECTIVE 4 Participants will understand the rationale for the special interests program of the middle school and begin implementing or evaluating a special interest prog ram in their school. Enabling Activities Complete activity 1 and choose activity 2 or 3 depending on whether your school has a Special Interest program or not. Complete activity 4. 1. Read the two articles entitled "How Can the Individual School Plan for the Special Interests of Each Student?" on page 133, and "Interest Area Program in a Middle School" on page 136, Study samples of the programs described in these two readings on pages 139-141. Reflect on possibilities for implementation of a Special Interest Program in your school. 2. If you do not have a Special Interest Program in your school choose one of the following activities: a. Initiate an Independent Study Program on a pilot basis using only a few students and following the criteria for Independent Study Programs in the article by Dr. Alexander on pages 133-135. -130.:..

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Module 2-1 b. Plan a mini-course in one of the subjects you teach that is base d on interests of students that have evolved from a unit of study. (For example: From a unit on oceanography, the students may develop an interest in occupations under the sea. A one-wee k mini-unit could be d e veloped on this topic utilizing library resources, community personnel, etc.) c. Plan a lunch time or free-time activity program centering around the interests of students. Ideas for these might include a rocket club, fossil hunts, creative writing workshops, dramatizations, sports broadcasting, etc. Refer to the discussion of Activity Programs by Dr. Alexander on page 132. 3. If you do have a Special Interest program in your school do one of the following activities: NAME a. Extend the program by doing (a), or (c) of number 2 above. b. Conduct an evaluation of the Special Inte rest program. A form such as the following might be used: DISLIKES ~131Mary Smith SPEC. INT. ACT. knitting LIKES making things how short the time is

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Module 2-1 -132-c. Survey students on new interests acquired because of Specia l Interest program. 4. Finish the chart on page 118 recording "New Interests" and "Curriculum Project" for e ach child.

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Module 2-1 How Can the Individual School Pla n for the Special Interests of Each Student?ll -133-Each middle school should develop a program that will "offer a wide range of special interest activities designed both to awaken and deepen interests of children .. (The Emergent Middle School, Alexander, et al., 1969, p. 69). The value of such a program lends itself to the personal development of youth,provides a vehicle for human r elations, and serves as an agent for creating school spirit. In planning such a program, consideration should be given to the three areas outlined below. A. EXPLORATORY COURSES: Each middle school should make a plan for providing structured courses that will give children a maximum exposure to a variety of selected areas. After exploring several areas, the student should be guided in selecting one or more for a longer period of study. Several suggestions for scheduling exploratory courses might include the following: 1. Six six-week mini-courses during the first year(s) and four or six more the following year, with two or more full semester courses the last year. 2. Twelve six-week mini-courses (using two periods per day) during the first year(s) with full semester and/or year long courses thereafter. 3. A schedule of alternating mini-courses activities on a daily or weekly basis with other subject areas (such as physical education, art, music, industrial arts, health, etc.) B. INDEPENDENT STUDY: Each middle school should plan for independent study opportunities based on relevant topics in all basic subject areas for s~udents tha t are interested and can demonstrate competence. These opportunities should be developed as a series of steps, beginning with rathe r highly structured activities with work assignments for pre-developed 11 Alexander, William School -1972,Gainesville: 1972, pp. 26-29. M., in Summer Seminar Middle School Board of Alachua County,

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Module 2-1 learning packets, and moving toward student initiated contracts with increasing freedom and responsibility for self-management. All work assignments or contracts should meet the following criteria: 1. The objectives should be clearly identified and defined within limits tha t are understood by the teacher and students. 2. The student should have demonstrated readiness for the type of activity chosen in terms of his ability to achieve under self-direction. 3. The resources and materials to be used should be described, and their appropriateness and accessibility determined. -134-4. The methods and procedures need to be stated defining the place of activity, type of activity, amount of time to be allotted, and other factors that would be relevant. 5. A criteria for evaluation needs to be set with established check points for studies of any length. C. ACTIVITY PROGRAMS: Each middle school should go about planning special interests activities supplementing the basic curriculum areas and scheduled independently of classes. Suggested steps in planning are as follows: 1. State goals and objectives to be achieved by the activity program. 2. Identify special interests activities suggested by the faculty. 3. Survey the students relative to their interests in the activities and others. 4. Survey faculty and community for adult sponsors of possible activities from above. 5. Identify existing facilities for activities desired and tentatively planned. 6. Determine the scheduling possibilities for the activities.

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Module 2-1 -135-6. Determine the scheduling possibilities for the activities. 7. Make a schedule of activities, with sponsors, to be offered. 8. Plan procedures for engaging students. 9. Plan for the orientation of faculty, students, parents. 10. Develop a plan for evaluating the program in terms of its objectives. 11. Implement the activity program.

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Module 2-1 -136-Interest Area Progr3_?1_jn a Middle School The unending debate regarding extra curricular activities continues. Middle schools are seeking to determine what type program best serves the needs of preadolescents. How rigid should a program be structured? What time of day should it be held? Each middle school in Howard County is free to develop its own prog ram. Clarksville Middle School in Howard County is in a traditional school building, operating on an eight period day. The eighth period is an interest area period. All children participate. The procedure used to develop the program was: 1. The Principal, Mr. Marchmont Girod, took an inventory of faculty interests to determine their competencies. From this inventory he developed a list of 31 interest areas (activities). 2. The list was then made available to students and they were asked to choose nine areas, five of which would be assigned to them. 3. Students were then given one interest area a day, so that in a week a student would have five different areas. 4. Students may attend an area more than once a week. 5. Changes will be made when necessary. The strength of the Clarksville program is that it does not "sentence" a student to an activity. Everything possible is done to encourage students to choose areas they may be reluctant to choose and to permit them to change after they've given an area a fair trial. Middle schools have an opportunity to broaden interests. The pre-adolescent is still receptive to adult suggestion and we should capitalize on this. Prescription after diagnosis is the order of the day and prescription implies that a professional

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Module 2-1 -137-makes decisions regarding a set of conditions that the learner may not see for himself. As an example, a youngster may not choose chess because he's heard o f how difficult it is, or because he's afraid of something he knows nothing about. He might learn to like chess if someone suggests he try it and assures him that he can leave it if he dislikes it. Permanent clubs, with elected officers have only a limited place in middle schools. Instead flexible interest areas, with freedom of movement from area to area are what is needed. The preadolescents will see middle schools as places that are alive, warm and exciting. Interest areas should help accomplish this. Administrators interested in developing an interest area program should be aware that: 1) there exists a vast tide of interests, unlimited in scope, among preadolescents 2) such interests can best prosper in a free atmosphere (free from the rigid traditional club structure with its lack of sensitiveness to preadolescents' ever changing ways.) 3) children must be able to make wrong choices and yet be free to move on to another interest area. 4) we as professionals may find it necessary to prescribe or preferably suggest interest areas for certain children to try. Once again we must be sure that it's only for as long a period of time that is best for that particular youngster. A set period of so many weeks may facilitate administrative functions, but not the child's. 5) some interest areas may well be initiated and implemented by children. We need not limit the number of interest areas to the number of interests of our faculties. 6) parent volunteers may have much to contribute. They may assist in a specific program as monitors or as resource people. 7) grade level need not be a concern for most interest areas.

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Module 2-1 -138-8) the program will be most effective if conducted during regular school hours. 9) the line between co-curricular (extra-curricular) and THE curriculum diminishes as interest areas become more of a part of the regular school day. 10) we should be concerned about the youngster who expresses no interests and attempt to h~lp him discover some. From our experience with middle schools we have learned that the real difference is made by the attitudes of in-school administrators and faculties toward children and toward the school. School administrators must be positive, looking at preadolescents for what they are and helping them become what they ought to be. The administrators should not be negative, looking at preadolescents as suspect, always to be controlled, manipulated and submerged. The success of an interest area program depends on the type of leadership and support it gets in a school.

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Module 2-1 -139-Sample Special Interest Programs Clarksville Middle School Activity Information Activity No. Activity M T w T F 1 How? Why? Science X X X 2 Chorus X X X 3 Leather X X x 4 Electronics X X 5 Drama X X X X X 6 F. T. A. X X X 7 Chess X X X X 8 Rec. Read. X 9 Art X X X X X 10 Golf X X X X X 11 Typing X X X X X 12 French X X X 13 How to Study X X X 14 Chef's X X X X X 15 Knitting X X X 16 Current Events X X X 17 Smarteen X X X

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Module 2-1 -140-Activity No. Activity M T w T F 18 Debating X X X 19 Aviation X X X 20 Boys Athletics X X X .21 Girls Athletics X X 22 Newspaper X X X 23 Handicrafts X X X X X 24 Square Dancing X X X X X 25 Band X X X X X

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Module 2-1 -141-Poynor Junior High School -Florence, South Carolina 1971-1972 ACTIVITY CLUBS 1. Boys' Basketball 2. Skating 3. Cheer leading 4. Visual Aids 5. Girls' Basketball 6. Table Games 7. 4-H Club 8. Pet Club 9. Dramatics 10. Combo 11. Guitar 12. Arts and Crafts 13. Baby Sitting 14. Newspaper Staff 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. ----------------------Bible and Book Club Tumbling Crocheting Embroidery Chef Club Cope With or Cop Out Karate Flower Arranging Record Club Small Motor Repair Model Cars and Planes Christmas Decorations Leadership and Services R.O.T.C. The list above contains the different activity clubs in which you may participate. The school year is divided into four 12-week periods, allowing you to choose four. Please list your choices below and return this form to your homeroom teacher. Name HR Grade -------------------------List of Choices

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Module 2-1 POST-ASSESSMENT Have the pre-assessment questionnaire given to your students, again, with the same instructions as in the first assessment. A period of at least 3 weeks or a month should have elapsed. One additional comment to the student will be VITAL: "Complete this questionnaire on the basis of what has happened in this class since you last responded, so we can see if you feel differently now." -142-

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Module 2-1 MODULE BIBLIOGRAPHY Alexander, William M., et al. The Emergent Middle School. 2nd ed. New York: Holt, Rinehart and Winston, Inc., 1969. Summer Seminar Middle Schools -1972. Gainesville: School Board of Alachua County, 1972. Baker, Emily V. Children's Questions and Their Implications for Planning the Curriculum. New York: Bureau of Publications, Teachers Colleges, Columbia University, 1945. Dewey, John. Interest and Effort in Education. New York: Houghton Miffin Company, 1913. Eichhorn, Donald H. The Middle School. New York: The Center for Applied Research in Education, Inc., 1966. Jersild, Arthur T. and Ruth J. Tasch. Childrens' Interests and What They Suggest for Education. New York: Bureau of Publications Teachers College, Columbia University, 1949. Kuder, G, Frederic and Blanche B, Paulson. Exploring Children's Interests. Chicago: Science Research Associates, 1951. Paulson, Blanche B. Discovering Your Real Interests. Chicago: Science Research Associates, 1961. Spaulding, Robert L. "A Coping Analysis Schedule for Educational Settings," Educational Improvement Program, Duke University, 1966. Torrance, E. Paul and R. E. Myers. Creative Learning and Teaching. New York: Dodd, Mead and Company, 1970. -143-

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APPENDIX C

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P~LOT TEST OF PUPIL QUESTIONNAIRE The Pupil Questionnaire was piloted with 144 children using three teachers and two classes per teacher. In piloting the instrument, the researcher sought to resolve three questions: 1. Does the module distinguish between teachers possessing the skills of the module? 2. Does the scale relate to the conceptual understanding of middle school children? 3. Does the instrument test for mastery of the objectives of the module? To test the first question, the principal was asked to identify three teachers whom he thought would be most likely to fit three categories; 1. High in innovativeness and stu-dent interest, 2. Average in innovativeness and student inter-est, and 3. Low in innovativeness and student interest. The instrument was then administered in these teachers' classes. Results indicated that the principal's predictions correlated highly with results on the Pupil Questionnaire. The second question was answered by testing two different rating scales and comparing whether children chose the word "sometimes" when it is in either the second or third position. The third question indicated that teachers received high~ er ratings on statements that were indirectly related to the module and rated low on questions designed to measure the objectives of the module. Therefore, questions 4, 2, and 9 were predicted to be the best indicators of change. -145-

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BIBLIOGRAPHY 1. Alexander, William M. and others. The Emergent Middle School. 2nd ed. New York: Holt, Rinehart and Winston, Inc., 1969. 2. American Association of Colleges for Teacher Education. "Performance-Based Teacher Education: An &,notated Bibliography." Research in Education (ERIC resume ED 050034), Washington, D. C.: AACTE, 1971. 3. American Association of Colleges for Teacher Education. Performance-Based Teacher Education: An Annotated Bibliography. Washington, D. C.: AACTE, 1972. 4. A~ends, Robert L. and others. Handbook for the Development of Instructional Modules in Competency-Based Teacher Education Programs. University of Syracuse: Center for the Study of Teaching, 1971. 5. Barr, A. S. and Jones, R. E. "The Measurement and Prediction of Teaching Efficiency," Review of Educational Research, 28: 256-64, June, 1958. 6. Baum, Dale D. and Chastain, Thomas G. "Training Packages: An Innovative Approach for Increasing IMC/RMC Potential for In-Service Training in Special Education," Educational Technology, 12:46-49, September, 1972. 7. Bechtol, William M. "The ComPac: An Instructional Package for Competency-Based Teacher Education," Educational Technology, 12:37-41, September, 1972. 8. Bondi, Joseph. Developing Middle Schools: A Guidebook. New York: MSS Information Corporation, 1972. 9. Borg, Walter R. and Stowitscek, Carole. The Utah State University Protocol Project Final Report 1971-72. U.S. Department of Health, Education and Welfare: Office of Education, Bureau of Research, July, 1972. -146-

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-147-10. Borg, Walter R. "The Minicourse as a Vehicle for Changing Teacher Behavior: The Research Evidence." Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, February, 1969. 11. Bradley, Ruth and others. Measuring Teacher Competence: Research B ackgrounds Current Practice. Burlingame: California Teachers Association, 1964. 12. Briet, Frank and Butts, David P. "A Comparison of the Effectiveness of an Inservice Program and Preservice Program in Developing Certain Teacher Competencies." Paper presented at a meeting of the National Association for Research in Science Teaching, Pasadena, California, February, 1969. 13. Broudy, Harry S. A Critique of PBTE. Washington, D. C.: American Association of Colleges for Teacher Education, 1972. 14. Burdin, Joel L. and Mathieson, Moira B. "A Review of the Research on Performance-Based Teacher Education," Educational Technology, 12:61-66, November, 1972. 15. Burdin, Joel L. and Reagan, Margaret T. (eds.) PerformanceBased Certification of School Personnel. Washington, D. C.: Eric Clearinghouse on Teacher Education and the Association of Teacher Educators, February, 1971. 16. Burke, Caseel D. "The Structure and Substance of the WILKIT Instructional Module,'' Educational Technology, 12:41-46, September, 1972. 17. Burns, Richard W. "An Instructional Module Design," Educational Technology, 12:27-29, September, 1972. 18. Campbell, Donald T. and Stanley, Julian C. Experimental and Quasi-Experimental Designs for Research. Chicago: Rand McNally and Co., 1963. 19. Cantor, Arnold. "Autonomy Is the Cure for Certification Woes," New York State Education, 57:20-21, February, 1970.

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-148-20. Daniel, Fred K. "Performance-Based Teacher Certification: What Is it and Why Do We Need It?" Research in Education (ERIC resume ED 045551) Tallahassee: Florida State Department of Education, 1970. 21. Deighton, Lee C. (ed.) The Encyclopedia of Education. New York: The Macmillan Company and The Free Press, 1971. 22. Ebel, Robert L. (ed.) 4th ed. New York: Encyclopedia of Educational Research. The Macmillan Company, 1969. 23. Edwards, Clifford H. "Competency-Based Teacher Education: A Critique," Contemporary Education, 44:188-191, January 1973. 24. Elam, Stanley. Performance-Based Teacher Education: What Is the State of the Art? Washington, D. C.: AACTE, 1971. 25. Elfenbein, Iris M. Performance-Based Teacher Education Programs: A Comparative Description. Washington, D. C.: AACTE, 1972. 26. Fattu, N. A. "Research on Teacher Education," National Elementary Principal, 43:19-27, November, 1963. 27. Flanagan, John C. "The Uses of Educational Evaluation in the Development of Programs, Courses, Instructional Materials and Equipment, Instructional and Learning Procedures, and Administrative Arrangements." Educational Evaluation: New Roles, New Means. Sixty-eighth Yearbook of the National Society for the Study of Education. Chicago: The University of Chicago Press, 1969. 28. "The Florida Program for Improving the Training, Evaluation and Licensure of Educational Personnel." Research in ]:ducat'ion (ERIC resume ED 055050), Tallahassee: Florida State Department of Education, 1971. 29. Fraley, Lawrence E. and Vargas, Ernest A. "The Measurement of Instructional Accomplishments." Research in Education (ERIC resume ED 064386), March 16, 1972.

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30. -149-Giles, Frederic T. and Foster, Clifford. Changing Teacher Education in a Large Urban University. Washington, D. C.: AACTE, 1972. 31. Henderson, Judith E. Michigan State University Protocol Proposal. Letter to Sister Francette Keilocker, February 1, 1973. 32. Houston, Robert and others. Developing Instructional Modules. Houston: University of Houston, College of Education, 1972. 33. Houston, W. Robert and Howsam, Robert B. (eds.) CompetencyBased Teacher Education: Progress, Problems and Prospects. Chicago: Science Research Associates, Inc., 1972. 34. Houston, W. Robert. Strategies and Resources for Developing a Competency-Base d Teacher Education Program. New York: New York State Education Department Division of Teacher Education and Certification and Multi-State Consortium on Performance-Based Teacher Education, October, 1972. 35. Howell, Bruce. "TULSAPAC: Anatomy of a Learning Package," Educational Technology, 12:49-52, September, 1972. 36. Kay, Patricia M. and others. Performance-Based Certification. New York: City University of Teacher Education, June, 1971. 37. Kirby, Paul W. "In-Service Education: The University's Role," Educational Leadership, 30:431-433, February, 1973. 38. Klingstedt, J. L. "Learning Modules for Competency-Based Education," Educational Technology, 12:29-31, November, 1972. 39. Klingstedt, J. L. "Philosophical Basis for Competency-Based Education," Educational Technology, 12:10-14, November, 1972. 40. Lawrence, Gordon. "A Module on :Modules" Mimeographed.

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41. Massanari, Karl. It All About? -150-Performance-Based Teacher Education: What's Washington, D. C.: AACTE, 1971. 42. May, F. "Some Practical Suggestions for Developing CompetencyBased Independent Study Modules for Teacher Education," Journal of Teacher Education, Vol. 22, No. 4, 1970. 43. Medley, Donald M. and Mitzel, Harold E. "Measuring Classroom Behavior by Systematic Observation,11 Handbook of Research on Teaching, edited by N. L. Gage. Chicago: Rand McNally, 1963. 44. Nash, Paul. A Humanistic Approach to Performance-Based Teacher Education. Washington, D. C.: AACTE, 1973. 45. Okey, James R. and Ciesla, Jerome L. Designs for the Evaluation of Teacher Training Materials. Report to the National Center for the Development of Training Materials in Teacher Education, School of Education, Indiana University, Bloomington, Indiana, October, 1972. 46. Peck, Robert F. and Tucker, James A. 11Research Conclusions: More Work, Extensive Evaluation Needed,11 PerformanceBased Teacher Education, Published by the Multi-State Consortium on Performance-Based Teacher Education. Vol. 1, No. 3, October, 1972. 47. Remmers, H. H. 11Rating Methods in Research on Teaching," Handbook of Research on Teaching, edited by N. L. Gage. Chicago: Rand McNally, 1963. 48. Remmers, H. H. and others. "Supplement: Report of the Committee on the Criteria of Teacher Effectiveness, 11 : Review of Educational Research, 22:238-64, June, 1952. 49. 11Researchers Report," Performance-Based Teacher Education, Published by the Multi-State Consortium on PerformanceBased Teacher Education, Vol. 1, No. 7, February, 1973. SO. Ricker, Kenneth S. and Hawkins, Michael L. "Reactions of College Students to a Science Education Proficiency Module.11 Research in Education (ERIC resume ED 040928), Athens: University of Georgia, College of Education, 1969.

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51. Ricker, Kenneth S. and Hawkins, Michael L. "Testing a Science Education Proficiency Module with College Students." Research in Education (ERIC resume ED 042695), Washington, D. C.: Bureau of Research, Office of Education, 1969. -,15152. Rosenshine, B. and Furst, N. "Research on Teacher Performance Criteria," Res earch il} Teacher Education, edited by B. O. Smith. Englewood Cliffs, New Jersey: Prentice-Hall, 1971. 53. Rosner, Benjamin. The Power of Competency-Based Teacher Education: Report of the Committee on National Program Priorities in Teacher Education. Boston: Allyn and Bacon, Inc., 1972. 54. Sandefur, J. T. "An Illustrated Model for the Evaluation of Teacher Education Graduates." Paper for the AACTE Commission on Standards, American Association of Colleges for Teacher Education, Washington, D. C., September, 1970. 55. Sandefur, J, T. "Changing Teacher Behavior: A Description of Three Experimental Programs." Paper presented at the annual meeting of the North Central Association of Colleges and Secondary Schools, Chicago, March, 1971. 56. Shanker, Albert. "Teacher Training and Certification: The Search for New Programs," Performance-Based Teacher Education, Published by the Multi-State Consortium on Performance-Based Teacher Education, Vol. 1, No. 7, February, 1973. 57. Simon, Anita and Boyer, E. Gil (eds.) Mirrors for Behavior. Vol. VIII. Philadelphia, Pennsylvania: Research for Better Schools, Inc., 1970. 58. Smith, B. Othanel. Teachers for the Real World. Washington, D. C.: AACTE, 1969. 59. Sybouts, Ward. "Performance-Based Teacher Education: Does It Make a Difference?" Phi Delta Kappan, 54:303-4, January, 1973.

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-152-60. There's a New Sc hool C oming. Third Annual Report of The Florida Educational Research and Development Program, January 13, 1972. Tallahassee: Florida State Departm ent of Education, 1972. 61. Trauschke, Edward M., Jr. An Evaluation of a Middle School by a Comparison of the Achievement, Attitudes and SelfConcept of Students in a Middle School with Students in Other School Or ganizations. Doctoral Di ssertation, University of Florida, 1970. 62. Woodley, Celeste P. Evaluation Report of the 1970-72 Protocol Materials Units Developed by the Project Materials Development Project, University of Colorado .. Colorado: Center for Education in the Social Sciences, January, 1973. 63. Young, Dorothy A. and Young, David B. "The Effectiveness of Individually Prescribed Micro-Teaching Training Modules on an Intern's Subsequent Classroom Performance." Paper presented at the annual meeting of the American Educational Research Association, February, 1969. 64. Young, Jon I. and Van Mondfrans, P. "Psychological Inplications of Competency-Based Education," Educational:_ Technology, 12:15-17, November, 1972.

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BIOGRAPHICAL SKETCH Sister Francette Keilocker was born December 18, 1936, in Pittsburgh,Pennsylvania. She attended parochial elementary and secondary schools in Pittsburgh before entering the Sisters of Charity, Greensburg,Pennsylvania, in 1954. Her Bachelor of Arts in English was received from Seton Hill College in 1965 following ten years of teaching in parochial schools and studying for the professional degree. The teaching experience ranged through all the elementary grades but concentrated chiefly on the middle school years. In 1963 she was assigned as principal of an inner city primary school. Two years later she assumed the principalship of an elementary suburban school. This position she maintained for five years before becoming a faculty member of Seton Hill College in 1970. Here she supervised student teachers and taught courses in foundations and curriculum. Her Master of Education degree was earned from Duquesne University in 1970 in elementary education. Part of her master's degree included participation in an NDEA grant in linguistics and an Evaluative Criteria Workshop at Catholic University in Washington, D. C. Since September, 1971, she has been enrolled in the Graduate School of the University of Florida. Here she has worked -153-

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~154as a graduate assistant in the early childhood and middle school departments, served as chairman of the Colloquium Committee of the Curriculum and Instruction Association and served in a ministerial capacity at the Catholic Student Center on campus. Her major at the university is curriculum theory with special emphasis on its application at the middle school level. She will return to her teaching position at Seton Hill College upon completion of her Doctor of Education degree at the University of Florida.

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I certify that I have read this study and that, in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. Alexander, Professor, Curriculum I certify that I have read this study and that, in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. Vyy{ce A. Hines Professor, Foundations of Education I certify that I have read this study and that, in my opinion, it conforms to acceptable standards of scholarly presentati. on and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. Michael V. Gannon, Associate Professor, Religion I certify that I have read this study and that, in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. -Lawrence, Associate Professor, Education I certify that I have read this study and that, in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. Professor,

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This dissertation was submitted to the Dean of the College of Education and to the. Graduate. CounciJ, and was accepted as partial fulfillment of the requirements for the degree of Doctor of Education. August, 1973 Dean, College Dean, Graduate. School


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