Self actualization of students participating in the junior block teacher education program at Oregon State University Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/mp48sh334

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  • Purpose of the Study The purpose of this study was to determine if upper division, undergraduate, elementary education students would demonstrate a significant change in self-actualization as measured by the Personal Orientation Inventory following instruction in five (5) communication skills (paraphrasing, behavior description, description of own feelings, perception checking, feedback of information). Procedures A total of 136 students participated in experimental and control groups during the Fall and Winter terms of 1972-1973. All students were placed in two field practicum blocks, four and one-half days per week. Staff Associates (superior students selected each term) served approximately three days per week as liaisons in participating public elementary schools, and participated in staff planning meetings and methods seminars. The experimental students and Staff Associates participated in five communication skills seminars facilitated by the investigator. In addition, all experimental students participated in five building meetings facilitated by the Staff Associates. Each phase of experimental procedure was held on alternating weeks each term of the investigation. A pre- and post administration of the Personal Orientation Inventory was completed by all participants. The I (Inner-Directed) Scale was utilized in a one way analysis of variance and covariance with results significant at the .05 level. An investigator devised Descriptive Data Opinionaire was also utilized to obtain subjective data from each participant. Results and Implications From the results of the study, the following implications were drawn: 1. The five communication skills seminars and building meetings were not effective suggesting additional existing measuring instruments being utilized, a new measurement instrument be devised, and encounter group procedures be introduced into the program. 2. Earlier introduction of self development and follow up application in each participant's program was needed to allow student confirmation and maximum chance for statistical significance. 3. Strong support existed for preparation in communication skills. This suggested procedures utilized were purposeful, meaningful to the individual, and perhaps a necessary tool to be included in future curriculum planning. 4. In order to maintain and expand personalization and individualization of the Junior Block, additional time, faculty effort, and affective programming was needed. Recommendations From the implications of the study, the following recommendations were offered to further assist research in this area: 1. Individual building meetings and communication skills training should become an integral part of the Junior Block program. 2. Schools of Education should introduce or continue to develop teacher preparation programs that focus on affective as well as cognitive curricula. 3. Additional research should be implemented into the use of communication skills training as a significant influence in development toward self-actualization. 4. A replication of this investigation be done with a new investigator and a larger sample utilizing the same experimental design, to affirm or negate findings. 5. All present participants be administered the measuring instrument at the conclusion of student teaching to measure additional post-test gains. 6. Additional analysis of present data be completed to determine strengths and weaknesses of individual students in particular areas of self-actualization. 7. Additional analysis of present data be completed to determine any correlation between students and Staff Associates post-test score and grades received, and recommendations by teachers.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-12-11T21:34:36Z (GMT) No. of bitstreams: 1 WileyRobert1974.pdf: 1589602 bytes, checksum: 25fd95fb682fcae23080bb8458a1fd9f (MD5)
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