A comparison of the teaching performance with the academic record of Oregon State University graduates in elementary education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/1831cn42c

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  • Purpose of the Study: The purpose of this study was to evaluate the Oregon State University undergraduate elementary education program. More specifically, the investigation sought answers to the following questions: 1. What are the graduates' judgments of pertinent areas of the elementary teacher education program? 2. To what extent does the, graduates' academic records affect their. judgments concerning the elementary teacher education program? 3. How do the graduates' administrators rate the graduates' teaching competencies? 4. Is there a relationship between administrators' ratings of graduates and graduates' academic record? Procedures: The study utilized two questionnaires and follow-up interviews as methods of obtaining the desired data. Background information was collected for 121 graduates. All tabulations were recorded as percentages with the significance of differences determined by critical ratios. Selected Findings The five-point rating scale used for the questionnaires was structured with values: 5 - superior, 4 - above average, 3 - average, 2 - below average, and 1 - inferior. A zero column was provided for "no response," or "no opinion" or "did not have the experience." These will be the values referred to hereafter in the findings. 1. Graduates rated Student Teaching, Reading, and Children's Literature highest and School in American Life and Educational Psychology significantly low in professional education courses. 2. Graduates with the high 25 percent grade point average and ACE entrance examinations versus the low 25 percent rated professional education courses: (1) more frequently in the below average and inferior values and (2) less frequently in the superior and above average values. 3. Graduates rated Speech Correction highest and Physical Education and General Psychology significantly low in general education courses. 4. Graduates with the high 25 percent grade point average and student teacher grades versus the low 25 percent rated general education courses: (1) more frequently in the superior and above average values and (2) more frequently in below average and inferior values. 5. Graduates rated Reading and Arithmetic highest and Music and Health lowest concerning value received in their student teaching experience. 6. Graduates rated the student teacher seminar more frequently in below average and inferior values. 7. Administrators rated graduates' teaching competencies under Methods of Instruction and Evaluation as significantly low in: Helping children in music; Helping children in physical education; Helping children to speak effectively; Helping children in social studies; Helping children express themselves in writing; Helping children in art; Helping children in problem solving; Diagnostic and remedial methods 8. Administrators rated the low 25 percent grade point average graduates 57 percent less frequently in below average and inferior values when compared to the high 25 percent. 9. Administrators rated the low 25 percent student teacher grade graduates versus the high 25 percent: (1) seven percent more frequently in superior and above average values and (2) 50 percent less frequently in below average and inferior values. 10. Administrators rated the high 25 percent ACE entrance examination graduates versus the low 25 percent as significantly higher in five teacher competencies: Helping children in arithmetic; Helping children in problem solving; Helping children in expressing themselves in writing; Helping children in learning to write and spell; Understanding the age level in child growth and development 11. Graduates emphasized as most urgent and immediate needs in the elementary teacher education program: (1) evaluating professional education courses for excessive amount of overlapping and duplication, (2) improving teaching methods of School of Education faculty, (3) more classroom observation and first-hand experience with children before student teaching assignment, (4) lengthening student teaching time, and (5) structuring the student teacher seminar for more practical experiences. 12. Graduates indicated a definite interest in the "satisfactory" - "not satisfactory" grading policy for student teaching. 13. Administrators were unanimous in their confidence toward the elementary education program as appraised in follow-up interviews.
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