Characteristics of teachers submitting applications for Academic Year Institute programs at Oregon State University Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/sf2688453

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  • This investigation was designed to provide information about applicants to Academic Year Institute Programs at Oregon State University. The study involved both acceptees and rejectees for the 1957-58, 1958-59, 1959-60, 1961-62, and 1962-63 Academic Year Institutes. Only acceptees for the 1960-61 year were included. The population for the study included all acceptees and a systematic random selected one-half of the rejectees. In terms of 35 personal and professional applicant characteristics, a statistical comparison was made between or among: (a) acceptees and rejectees for each year, (b) acceptees for each year, (c) rejectees for each year, and (d) applicants from Oregon, Washington, California, and all other geographical areas. Characteristics having a numeric continuum were analyzed by the analysis of variance. The chi square formula was utilized to analyze those characteristics not having a numeric continuum. Applicants from Oregon, Washington, and California were investigated to determine the number that met their respective state certification requirements in terms of subject matter preparation in areas of science and mathematics. Using recommendations of the Cooperative Committee on the Teaching of Science and Mathematics of the American Association for the Advancement of Science as a guideline, the academic background of all applicants, grouped by major, was analyzed to determine the nature and amount of science and mathematics academic preparation. The following conclusions were drawn from the data analyzed in this investigation: 1. Acceptees and rejectees during 1957-58 were significantly different with respect to periods taught per week in minor. During 1958-59 significant differences existed between acceptees and rejectees on the basis of teaching residence; undergraduate science grade point average; undergraduate science credits; and membership in the National Science Teachers Association, state educational, national educational, and national science organizations. Significant differences between acceptees and rejectees during 1959-60 were evident on the basis of teaching residence and years since receiving last degree. Acceptees and rejectees during 1961-62 were significantly different on the basis of teaching residence, experience, subject matter major, and credits in undergraduate science. For 1962-63, acceptees and rejectees were significantly different with respect to undergraduate science grade point average, membership in state and national science organizations, and membership in the National Science Teachers Association. 2. Significant differences among acceptee groups was noted with respect to number of summer institutes attended and the reading of general science journals. 3. Rejectee groups were significantly different on the basis of age; summer institutes attended; years since receiving last degree; credits in graduate science; membership in national mathematics organizations; and reading of general science and education journals. 4. Applicants from Washington, Oregon, California, and other geographical areas were significantly different with respect to age; summer institutes attended; credits in biology; undergraduate and graduate science credits; undergraduate science grade point average; marital status; membership in national education and state mathematics organizations; and reading of education journals. 5. Applicants from Washington, Oregon, and California met their respective state certification requirements in terms of academic preparation in science and /or mathematics. 6. In terms of AAAS recommendations, many applicants are lacking in depth and breadth of preparation in science and mathematics.
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