The context in which student teaching occurs and its effect on student teacher performance Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cv43p0681

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  • The central problem of this study was to construct and validate an instrument to measure the complexity of the contexts in which student teaching occurs and to use the instrument in the investigation of factors related to context complexity and its effect on student teacher performance. The instrument to measure context complexity, The Context Rating Scale for Student Teachers (CRSST) was developed by this writer and Dr. W. R. Fielder. It was used in a pilot study, revised, and submitted to a ten-member modified Delphi panel of professionals in teacher education to establish content validity. The CRSST contains five major subsets related to context of student teaching: Organization of Instruction, Instructional Support, Physical Facilities, Pupil Characteristics, and the School Supervisor. Fifty-two student teachers were interviewed in the buildings where they were assigned for student teaching. The CRSST was used to rate the complexity of the context of each of them. These interviews were completed by this investigator. The college supervisors assigned to these student teachers rated their performance as student teachers on the assessment instrument developed and used for that purpose at Oregon College of Education by the OCE staff and The Teaching Research Division of the Oregon State System of Higher Education. It is "Competency Demonstration: Extended Full Responsibility Teaching." An evaluation of the results of the CRSST was made by multiple regression analysis. The Pearson product-moment correlation was used to analyze relationships between specific context complexity ratings and specified performance ratings. Ten null hypotheses were formed to test the significance of individual items on the CRSST as they related to the overall difficulty of a context and to test the significance of relationships between context complexity and performance ratings. All of these were tested for significance at the .05 level or higher. Among the relationships investigated were those between each of the five performance ratings (Planning and Preparing for Instruction; Performing Instructional Functions; Obtaining and Using Information about Pupil Learning; Relating Interpersonally; and Performing Professional Responsibilities) and the overall difficulty of the context in which these competencies were demonstrated. Relationships between selected performance ratings and selected context difficulty ratings were also examined. In testing the null hypotheses, the following trends and results were noted: 1. Summary ratings of difficulty for three subsets--Pupil Characteristics, Organization of Instruction and Physical Facilities--showed a significant relationship to the overall rating of difficulty. 2. Each subset contributed some items to the 20 descriptors designated as significant to the overall rating of difficulty. 3. Pupil behaviors during instruction relate significantly to the overall difficulty of a setting. 4. The ratings of the School Supervisor on the CRSST showed a significant relationship to the ratings given to the student teacher on Relating Interpersonally. 5. Pupil characteristics contributed the greatest number of descriptors of all of the subsets to the 20 items that were significant to the overall difficulty.
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