Oregon State University fourth cycle urban/rural-migrant teacher corps program (1969-71) : descriptive analysis and follow-up Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/5q47rt44t

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  • The purposes of the study were: (1) to provide a descriptive analysis and historical record of the undergraduate OSU Fourth Cycle Urban/Rural-Migrant Teacher Corps program; (2) to follow up former OSU Fourth Cycle corps members to determine their employment status and attitudes toward their educational experiences; and (3) to determine if OSU Fourth Cycle corps members demonstrated any significant differences in attitudes toward teaching as measured by the MTAI during and subsequent to the OSU Fourth Cycle. The procedures utilized varied according to the specific purposes of the study: (1) historical research provided the narrative for the descriptive analysis of the OSU Fourth Cycle; (2) mailed surveys for the followup of former OSU Fourth Cycle corps members in 1974 used questionnaires similar to those administered during the OSU - Jack V. Hall Fourth Cycle, and'29 of 32 (91 percent) of the former OSU Fourth Cycle corps members responded to the survey and form the population of the study; and (3) analysis of variance was computed on means of the scores of the MTAI which was administered to the OSU Fourth Cycle corps members in June and December 1969, April 1971, and April 1974. A summary of the findings from this study included; (1) both inadequate numbers of personnel trained and lack of financing once federal funds were withdrawn lessened the impact of the OSU Teacher Corps program; (2) the OSU Fourth Cycle was successful from the standpoint of subsequent success of its graduates, but did not achieve the ambiguous long-range program goals; (3) the followup in 1974 indicated $4 percent of former OSU Fourth Cycle corps members remained in education-related fields, primarily in poverty areas; (4) working with children provided most teaching satisfaction, while parent contacts continued as the most prevalent community involvement; (5) former OSU Fourth Cycle corps members considered program courses in psychology, internship, and reading as being of the most value; (6) results from an analysis of variance computed on the means of the MTAI indicated no significant difference as to change in OSU Fourth Cycle corps members' attitudes toward teaching occurred during or subsequent to the OSU Fourth Cycle; (7) in 1974, supervisors' mean rating of teaching effectiveness for former OSU Fourth Cycle corps members was 5.0 of a possible 6.0, greatest decline (1.2 points) from original Program ratings occurring in understanding cultural and economic differences; and (8) 93 percent of the former OSU Fourth Cycle corps members would repeat their Teacher Corps experience. A summary of recommendations included: (1) teacher education programs should include built-in mechanisms for evaluation in terms of the children served; (2) provisions for determining program effectiveness should include adequate descriptive techniques and organized data in complete files; (3) program goals must be stated in more specific terms to facilitate evaluative and followup procedures; (4) the Teacher Corps team leader concept should be examined, with appropriate followup study of former team leaders; (5) effects of field-based instruction on instructors from universities need to be explored; (6) selection processes should be adopted, refined and assessed for all education students; and (7) universities and school districts should cooperate in ventures identifying types of teachers needed and then educate for specific educational settings.
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