The effectiveness in fulfilling the stated goals of a teacher education program as evaluated by graduates of that program Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/np193d81k

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  • Oregon College of Education (OCE) is a small, liberal arts college with a special emphasis on the preparation of teachers. Its student population is predominantly from Oregon's Willamette Valley area. OCE developed specific objectives for its teacher education program and the purpose of this study was to determine whether the teacher education objectives were met as judged by the graduates of June 1967 and June 1970. Specific objectives of the study were to: (1) collect, analyze, and interpret opinions and reactions from OCE alumni regarding OCE's teacher education program; (2) acquire a demographic profile of the 1967 and 1970 OCE alumni in teacher education; and (3) recommend courses of action to the college faculty. This study consisted of a survey of the graduating classes of OCE of June 1967 and June 1970 who received baccalaureate degrees in Education. The questionnaire was sent to all people involved via first-class mail. Two follow-ups were made to those not responding. Four hundred ten (410) of the 499 responded for an 82% response rate. A factor analysis program (FAST) was run to determine both the validity of the groups of descriptors that were rated by the graduates and the congruence between the factors and objectives. Five factors were defined: Culture and Personality, Practicality, Research, Educational Philosophy and Action, and Academic Competence. The analysis of variance method was used to analyze the data relating to those factors. The analysis of the data allowed for an examination of the differences between males and females, between elementary and secondary graduates, and between the graduates of 1967 and 1970. In addition, the independent variables of (1) college cumulative grade point average and (2) the number of years needed to complete the degree were analyzed in relation to the eight population sub-groups (by year of graduation, sex, level, and preparation). Elementary education graduates rated the "Practicality" factor significantly higher (p. <. 01) than did the secondary education majors. Persons who graduated in 1970 rated the "Practicality" factor significantly higher (p. <. 05) than did persons graduating in 1967. Persons graduating in 1967 rated the "Educational Philosophy and Action" factor significantly higher (p. <. 05) than did those graduating in 1970. There were four specific needs expressed overwhelmingly by Elementary Education graduates: (1) a need to acquire greater competency in the teaching of reading; (2) a need to develop competencies to deal with exceptional children, (3) a need for earlier experiences in the classroom; and (4) a request for more adequate supervision during the student teaching experience. There were three specific needs that Secondary Education graduates tended to express: (1) the need for more classroom experience at an earlier time in the program; (2) a need for more information regarding the realities of the school situation and the problems with which one is confronted (e. g. , teacher-administrator relationships, budgeting, discipline, relating to parents, and non-classroom responsibilities and obligations), and (3) the need for better supervision during the student teaching situation. Recommendations include: (1) adding courses to the elementary education curriculum which will provide a better background for the teaching of reading and for the development of reading programs; (2) increasing the opportunity for students to gain experience with classroom situations at an early stage in the program; (3) strengthening the curriculum in the area of research; (4) providing courses which allow the student to develop greater competency in handling the needs of exceptional children; (5) developing a more effective screening process for selecting supervising teachers; (6) providing more comprehensive information regarding: disciplinary problems, administrative problems, communicating with parents, and economics of education; and (7) placing more emphasis on the importance of developing a personal educational philosophy.
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