AN ANALYSIS OF THE ATTITUDES OF RECENT GRADUATES

TOWARD THE SECONDARY TEACHER EDUCATION PROGRAM

AT TEXAS A & I UNIVERSITY AT KINGSVILLE

APPROVED:

Graduate Committ

Ma jor^P^cffessor

Committee Mqmber

,-n -

Committee Member

Dekri of jfche School of Education

Dean of the Graduate School

Bryant, Paul D., An Analysis of the Attitudes of Recent

Graduates Toward the Secondary Education Program at Texas

A & I University at Kingsville. Doctor of Education (Secondary

Education), August, 1973> 1^2 pp., 31 tables, bibliography,

106 titles.

The problem with which this study is concerned is to

conduct an analysis of the secondary teacher education program

at Texas A & I University at Kingsville in determining the

extent the program meets the needs of its graduates and to

recommend improvements based on these findings.

The purposes of this study are to investigate the effec-

tiveness of the program in providing educational theories and

practices, subject area knowledges and general knowledges to

enable its graduates to function effectively in their societal

roles as individuals and teachers. It is also a purpose of

this study to solicit the graduates' opinions concerning the

program's strengths and weaknesses.

The data for this study were obtained by use of a question-

naire which consisted of four parts: (1) general background

information of the; respondent; (2) attitudes concerning aca-

demic foundations courses? (3) attitudes concerning academic

specialization courses? and (*0 attitudes toward the profes-

sional education program.

The questionnaire items are of two types (1) those which

ask the respondent to rate the item on a one-to four-point

rating scale, and (2) open-end questions or statements which

ask the graduates' opinion concerning specific aspects of the

program. Seven hundred sixty-nine questionnaires were mailed

to I969-I97I graduates who had receive^

the Texas A & I University at Kingsville in secondary educa-

tion. Arts, sciences and business graduates who had received

secondary teacher certification were also included. Two

follow-up letters and questionnaires were mailed at four-week

intervals to those who failed to return the initial question-

naire . Sixty-one per cent of the graduates returned usable

questionnaires.

Chapter One concerns the background and significance of

the study and the procedures involved in collecting and ana-

lyzing the data; Chapter Two deals with selected research;

research methods and procedures and presentation of the col-

lected data are presented in Chapters Three and Four. Chapter

Five presents summary, conclusions and recommendations of the

study.

Based on the information provided by the graduates par-

ticipating in the study, the following conclusions relative

to the secondary teacher education program at Texas A & I

University at Kingsville have been reached.

1. A majority of the graduates are well prepared to enter

the teaching profession by the overall secondary teacher edu-

cation program.

2. The Academic Foundations Program is satisfactory;

however, improvements could be made (1) by the addition of

Courses in human relations, world problems, ethnic and

cultural relations, and vocational-technical courses, and

(2) by the deletion of repetitious or outdated courses.

3. A majority of the graduates are adequately prepared

to teach their academic subjects in the secondary schools.

4. The professional education courses satisfactorily

provided the respondents with knowledges and competencies to

perform successfully as beginning teachers. The professional

semester including student teaching is the most satisfactory

part of their professional education program.

5. The knowledge of subject matter was the greatest

strength the graduates possessed as beginning teachers, and

student discipline was their greatest weakness. The lack of

training in working with the slow learner was also a handicap.

AN ANALYSIS OF THE ATTITUDES OF RECENT GRADUATES

TOWARD THE SECONDARY TEACHER EDUCATION PROGRAM

AT TEXAS A & I UNIVERSITY AT KINGSVILLE

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF EDUCATION

By

Paul D. Bryant, B. S., M. S. E

Denton, Texas

August, 1973

TABLE OF CONTENTS

Page

LIST OF TABLES v

Chapter

I. INTRODUCTION 1

Statement of the Problem Purposes of the Study Background and Significance of the Study-Limitations Procedures for Collection of Data Procedures for Analysis of Data Overview of the Study Chapter Bibliography

II. SELECTED RELATED LITERATURE 12

A Survey of Selected Related Studies and Reports

Trends in Teacher Preparation and Certification

Chapter Bibliography

III. RESEARCH PROCEDURES 33

Sources of Data Instrument Collection of Data Procedure for Treating Data

IV. AN ANALYSIS OF THE DATA 39

Introduction Part I Background Information Teaching Experience Educational Background Part II Academic Foundations Part III Academic Specialization Part IV Professional Education

in

Chap t, or Pa^e

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . 118

Summary Findings Conclusions Recommendations

APPENDIX 128

BIBLIOGRAPHY 133

IV

LIST OF TABLES

Table

I.

II.

III.

IV.

V.

VI.

VII.

VIII.

IX.

X.

XI.

Ages and Sex of Graduates in the Study.

Graduates Now Teaching According to Sex and University Classification. . .

Graduates' Years of Teaching Experience

Grade Levels Taught by the Graduates. .

Graduates' Reasons for Not Teaching . .

Graduates' Teaching Fields Distribution

Institutions Where Transfer Students Spent Freshman and Sophomore Years

Graduate Work Completed

Graduates Who Are Now Pursuing a Graduate Program

Graduates' Appraisal of the Required Academic Foundations Courses .

An Appraisal of the Academic Foundations by Graduates Who Spent Their First Two Years at Texas A & I University at Kingsville

XII.

XIII.

XIV .

Courses Which the Graduates Believe Should Be Added to the Academic Foundations

Courses Which the Graduates Believe Should Be Deleted from the Academic Foundations Program

Graduates* Appraisal Concerning the Extent to Which the Subject Matter Presented in Their Teaching Fields Prepared Them to Teach Those Subjects . . . . ,

Page

40

4-1

42

43

44

45

4?

48

49

51

54

58

60

62

v

Table

XV.

XVI.

XVII.

XVIII.

XIX

XX.

XXI.

XXII.

XXIII.

XXIV .

Graduates' Appraisal Concerning the Need for Additional Courses in Their Teaching Fields

Graduates' Appraisal Concerning the Effectiveness of Methods and Techniques of Instructors in Their Teaching Fields

Graduates* Appraisal Concerning the Effectiveness and Competency of the Instructors in Their Teaching Fields ,

Graduates' Appraisal Concerning the Extent to Which Instructors in Their Teach-ing Fields Were Personally Interested in Them as Students

Graduates' Appraisal Concerning the Amount and Quality of Guidance Received in Their Teaching Fields

Graduates' Appraisal Concerning the Extent to Which Their Teaching Fields Developed in Them the Commitment to Continue Study and Research

Graduates* Appraisal Concerning the Extent to Which Their Teaching Fields Developed in Them an Obligation to Read the Related Professional Publications

Graduates* Appraisal Concerning the Extent to Which Their Teaching Fields Made Them Feel the Importance of Belonging to Professional Associations

Graduates' Appraisal Concerning the Overall Effectiveness of the Education Program of Their First Teaching Field Depart-ment

Graduates' Appraisal Concerning the Overall Effectiveness of the Education Program of Their Second Teaching Field Depart-ment

Page

63

65

66

67

68

70

71

73

7^

76

VI

Table Page

XXV. Graduates* Appraisal of the Required Professional Education Courses 95

XXVI. Graduates' Appraisal of the Elective Professional Educational Courses . . . . 97

XXVII. Graduates' Appraisal of the Types of Courses Which They Believe Should Be Added to the Professional Education Program 99

XXVIII. Courses Which the Graduates Believe Should Be Deleted from the Secondary Education Program 100

XXIX. Graduates* Appraisal of Professional Educa-tion as to the Extent Opportunities Were Provided for Obtaining Desired Teacher Competencies 102

XXX. Graduates' Opinions of Their Greatest Strengths as Beginning Teachers 115

XXXI. Graduates' Opinions of Their Greatest Weaknesses as Beginning Teachers . . . . 116

VI1

CHAPTER I

INTRODUCTION

While teacher preparation and certification are now gen-

erally regulated by state legislatures through their state

education agencies or state departments of education, they

were primarily a local responsibility previous to the 1920*s

(17, p. 3)» At that time normal schools became state teachers

colleges preparing high school as well as elementary teachers

and the nature and scope of teacher preparation and certifica-

tion changed to become state functions.

A review of contemporary educational literature revealed

that teacher preparation is of concern to college and univer-

sity professors, interested laymen, parents, state officials,

state legislatures and to teachers themselves. This concern

is reflected in the numerous articles which have appeared in

criticism of public school education in the last decade in

this country.

The public is aware of the importance of preparing com-

petent professionals for the teaching profession, and for

this reason imposes certain minimum qualifications which it

is believed will insure a certain degree of teaching compe-

tence. The state is the organ of society which is generally

responsible for safeguarding these minimum standards by cer-

tifying its teachers and by accrediting the institutions that

educate them.

Much has been written in educational literature recent-

ly concerning changes in the current practice of preparing

and certifying secondary school teachers. G. W. Sowards has

suggested that professional teacher organizations should have

the primary responsibility for the certification of members

of their own ranks (15. p. 26). Teachers in the profession

should be given the opportunity to evaluate the undergraduate

teacher education programs which prepared them to teach.

Statement of the Problem

The problem of this study was to conduct an analysis of

the secondary teacher education program at Texas A & I

University at Kingsville to determine the extent to which the

current program has met the needs of its recent graduates as

beginning teachers and to recommend program improvements

based on these findings.

Purposes of the Study

The purposes of this study were to investigate the effec-

tiveness of the current secondary education program at Texas

A & I University at Kingsville in providing methodologies and

knowledges of educational theories that enable its graduates

to become fully functioning beginning classroom teachers;

academic courses which provide knowledges necessary for com-

petent teaching in their teaching field(s); and general

knowledges which enable its graduates to more effectively

function in their societal role as individuals and teachers.

Also, it was a purpose of this study to solicit the opinions

of the graduates concerning the strengths and weaknesses of

the Texas A & I University at Kingsville secondary teacher

education program and to make recommendations for its modifi-

cation and improvement.

Background and Significance of the Study

As a result of the Gilmer-Aikin legislation in 19^9» the

legal code for education in Texas underwent a drastic overhaul.

This legislation created a provision for electing a State Board

of Education with a commissioner of education who was appoint-

ed by the Board.

One of the first steps taken by the new State Board of

Education and Commissioner was a complete comprehensive study

of teacher education certification practices. Four education

agencies cooperated in setting up a state-wide conference to

consider issues, ideas, modifications and recommendations

which had been received as a result of the involvement of

thousands of teachers, school officials, industry represen-

tatives and laymen in the state-wide survey.

The study was reviewed, refined and presented to the

State Board in 1954. The

legislation was passed by the Texas State Legislature in 1955

which put the new teacher preparation and certification laws

into effect. This ("program approval") method of certifying

teachers has been in effect since that time.

Changes in the method of preparing and certifying teach-

ers are being enacted in many parts of the country at the

present time. Suggested changes are coming from federal and

state agencies, professional groups, business and industry.

The internship type program is rapidly becoming one of

the most popular methods of preparing and certifying teach-

ers, as evidenced by the many programs which are currently

operable (8). These programs vary greatly from institution

to institution. For example, Stanford University uses a sim-

ulated laboratory to provide pre-service experiences for its

students, and Harvard University utilizes a realistic clini-

cal approach in cooperation with the Newton Public Schools

(16, p. 162).

Student teaching has undergone a reassessment. Educators

have discovered that the needs, attitudes, reactions and prac-

tices of yesterday are not relevant for the situations of

today. Patterns of student teaching have changed. No longer

will student pre-service training be limited solely to public

schools, but students will also be prepared in such agencies

as job corps centers (13> p. 5^3).

Several states, among them Washington, Florida and Texas,

have discussed "performance-based" certification plans in

cooperation with public schools, colleges and other agencies.

Consortiums of this nature, which were made possible with

federal funds, have been developed in Texas with the orien-

tation around a demonstration of competence in the training

of teachers (9> P« 5)•

One of the latest additions to the growing list of

changes in teacher preparation and certification is the

cooperative off-campus program in which some or all of the

student's professional education courses are taught in off-

campus centers (7, p. 62). These off-campus teacher centers

also provide the professional teacher organizations with

direct involvement in the teacher certification process

(3» p- 11). Involvement of this nature is a further step

in giving teachers status similiar to lawyers and members of

the medical profession in certifying new members of their

profession.

Pennsylvania has authorized Lehigh University to elimi-

nate from its teacher education program all required profes-

sional education courses which are mandatory for other

Pennsylvania state colleges and universities. The university

has been given the sole responsibility of recommending master's

degree recipients for certification as teachers (6, p. 166).

In order to know if our present methods of educating

profession members are meeting the needs, it is necessary to

make an appraisal of our existing programs and to solicit

from members of the teaching profession their suggestions

concerning the types of programs which they believe will

best meet the needs of future teachers. These suggestions

can then be utilized in making teacher education more rele-

vant .

Limitations

This study was limited to persons who completed their

preparation and certification programs at Texas A & I

University at Kingsville in secondary education during

I969-I97I. This limitation was imposed because the profession-

al semester block consisting of senior level education courses

was changed beginning with the fall semester, 1968.

A second limitation prohibited the inclusion of those

graduates under special programs such as home economics,

agricultural education and speech and hearing therapy. These

individuals were supervised by faculty members from their

specific departments.

Procedures for Collection of Data

An extensive review of current educational literature

concerning teacher preparation and certification was con-

ducted for the purpose of obtaining follow-up studies of

institutions that have secondary teacher education programs

similiar to the one at Texas A & I University at Kingsville.

Items from these studies were used in the construction of the

questionnaire for this study.

Items chosen from these studies were used in a prelimin-

ary questionnaire and given to two classes composed of juniors,

seniors and graduate students at Texas A & I University at

Kingsville. These students were asked to comment and make

recommendations on individual items.

A list of graduates in secondary education from 1969

to 1971 was obtained from the Office of the Executive Vice-

President and Academic Dean of Texas A & I University at

Kingsville. In addition, a list of graduates of the schools

of arts, sciences and business who had received teacher cer-

tification was secured from the Texas A & I University at

Kingsville certification officer. Thus, the total population

of 769 students was used. Current addresses for the graduates

were obtained by checking the files of the Texas A & I

University at Kingsville job placement center and secondary

teacher education program for the years included in the

study.

The questionnaire, along with a cover letter explaining

the nature and significance of the study, was mailed to each

graduate who had been certified through Texas A & I University

at Kingsville*s teacher education program for the years in-

cluded in the study. If no response had been received in

four weeks from the date of mailing, a second questionnaire

and cover letter were sent. Further efforts to obtain returns

8

were employed when,four weeks after the second mailing, an-

other follow-up letter and questionnaire were mailed to those

who still had not returned a questionnaire.

The procedures used resulted in a usable response of

-70 returns, or 61 per cent, from a total response of 516, or

67 per cent.

Procedures for Analysis of Data

The data were tabulated, categorized, and placed in

tables from which frequencies, percentages and arithmetic

means for individual items were analyzed.

The analyzed data from the questionnaire responses

served as the basis for discerning attitudal variances with

reference to

1. The relevance of academic foundation courses in

assisting the graduate in becoming a positive, contribut-

ing citizen in society as an individual and teacher.

2. The relevance of academic specialization courses

in providing knowledges for success in the classroom.

3. The relevance of professional education courses

in providing graduates with the necessary knowledges,

methodologies, and strategies to be successful as a

classroom teacher.

4. Differences in the attitudes of graduates of the

school of education and graduates of the schools of arts

and sciences and "business toward teacher preparation and

certification.

5. Attitudes of graduates toward individual edu-

cation and academic foundation courses.

6. Attitudes of graduates toward the strengths and

weaknesses of the total teacher preparation and certifi-

cation program at Texas A & I University at Kingsville.

Overview of the Study

Chapter One has been concerned with the background and

significance of the study and with the procedures involved

in collecting and analyzing the data.

Chapter Two will be concerned with selected research

and readings related to the present study.

Chapter Three will deal with the research methods and

procedures utilized in this study.

Chapter Four will consist of a presentation of data

collected in this follow-up study. Several tables have been

constructed for ready presentation of the findings.

Finally, Chapter Five will consist of conclusions, impli-

cations and recommendations.

CHAPTER ONE BIBLIOGRAPHY

1. Bosley, Howard E., An Experiment in Change, Vol. I of Teacher Education in Transition, Baltimore, Maryland, Multi-State Teacher Education Project, 1969•

2. Bosley, Howard E., Emerging Roles and Responsibilities, Vol. II of Teacher Education in Transition, Baltimore, Maryland, Multi-State Teacher Education Project, 1 9 6 9 .

3. Curry, John and C. M. Clarke, The Needs of Teacher Educa-tion in Texas to 1985. Denton, Texas, North Texas State University, December, 1967.

Dickson, George E., "Teacher Education in Transition," Journal of Research and Development in Education, Athens, Georgia, College of Education, University of Georgia, Spring, 1 9 6 9 .

5. Elam, Stanley, Improving Teacher Education In The United States, Bloommgton, Indiana, Phi Delta Kappa, Incor-porated, 1967 .

6. "Eliminating State Mandatory Courses in Teacher Education," School and Society, XCIV (March 15. 1 9 6 6 ) , 166 .

7. Gates, Samuel, "Teacher Education in the Next Decade," Teachers College Journal, XXXVII, (May, 1 9 6 6 ) , 62.

8. Harap, Henry, The Teaching Internship Program, Teacher Education Series 0E-59004, Washington, D. C., Divi-sion of Higher Education, Office of Education, U. S. Department of Health, Education and Welfare, I 9 6 I .

9• Lierheimer, Alvin P., "Parsing the Paradox: Assuring Quality in School Personnel Preparation," ERIC Clear-ing House on Teacher Education, Washington, D. C., March, 1971» 5-.

10. Morphet, Edgar and Charles 0. Ryan, Designing Education for the Future No. 1, Planning and Effecting Needed Changes in Education. New York,UTtation Press, I 9 6 7 .

10

11

11. Morphet, Edgar and David L. Jesser, Designing Education for the Future No. Emerging Designs for Educa-tion, New York, Citation Press, 1968.

12. Pilgrim, Beverly, "An Appraisal of Selected Aspects of The Teacher Education Program at East Texas State University, Based Upon a Follow-up Study of Begin-ning Secondary Teachers," unpublished doctor's dissertation, East Texas State University, Commerce, Texas, 1970.

13. Ryan, Charles W., "Student Teaching in Job Corps Centers," The Journal of Teacher Education, XXI (Winter, 1970), 3 ^ .

1^. Sowards, G. W., "The Professional Organization and Teacher Preparation," California Teachers Association Journal, LXV (May, 1966),~2^

15. Stone, James C., Breakthrough In Teacher Education, San Francisco, Jossey-Bass Inc., I96BT

16. United States Department of the Interior, Bureau of Education Bulletin, Number 19, "State Laws and Regulations Governing Teachers Certificates," 1928.

CHAPTER II

SELECTED RELATED LITERATURE

A review of the literature in preparation for this study-

was conducted for the following reasons: (1) to ascertain the

established purposes and needs for certification; (2) to re-

view selected follow-up studies and reports which have been

reported by individuals and institutions involved in prepar-

ing secondary education students for certification; and (3) to

attempt to determine trends and future directions in secondary

teacher education and certification.

According to Kinney ( 5)» certification is a process of

legal sanction, authorizing the holder of a credential to per-

form specific services in the public schools of the state in

which the certificate is issued. The purpose is to establish

and maintain specific standards and requirements for public

school teaching and non-teaching personnel ( 5» P» 3)-

Several authorities indicate that certification serves

at least six significant purposes: (1) to protect its holder

against unfair competition with unqualified would-be teachers;

(2) to give control oyer teaching personnel to the individual

states and their subdivisions rather than to some other agency;

(3) to protect students against incompetent teachers; (4) to

12

13

provide a means for the improvement of instruction; (5) "to

yield information on which a continuous inventory of teachers

and their qualifications may be used; and (6) to authorize the

payment of salaries (1?, pp. 8-9; 70, p. 73; 92, p. 310; 95,

p. 306).

The American public has from the earliest days of the

republic been concerned about the quality of its schools and

the preparation of classroom personnel. They see in certi-

fication the guarantee that their teachers have been properly

prepared and assigned to teach areas that are commensurate with

their preparation (45, p. 4). Melaro and Davies (57) comment

that certification has been one of several forces which have

pressed for the improvement of the quality of teacher prepar-

ation (57, P* 18).

A Survey of Selected Related Studies and Reports

A review of the contempory literature indicates an in-

creased_jauroh&r_of follow-up studies of teacher preparation

and certification programs have been reported since the late

1950's (30, pp. 41-42). Recent investigations and opinions

regarding teacher training programs have reported results

which are widely varied and ambiguous (26, p. 162), Sarason

and his associates in a book titled The Preparation of

Teachers: An Unstudied Problem in Education suggest that al-

though much has been written about teacher education, little

14

has "been done in the way of research (72). Barr (9) reported

in 1953 that considerable planning for teacher education had

been done, but that there had been little evaluation (9>

pp. 65-73).

Troyer and Pace (89) recommend that constant evaluation

be conducted in teacher education through objective-type ap-

praisals, opinionnaires, student reactions to new and experi-

mental programs, and systematic use of student judgments (89,

pp. 177). Lantz (^9) refutes the idea that there is some-

thing inferior about the field of education and suggests that

educators may not enthusiastically and confidently believe in

the worth of their work; that perhaps if education functioned

as a science, it would be respected as a science; and that

educational practice should reflect its own research rather

than ignoring this contribution to gain acceptance from other

fields (*J-9, pp. 218-219).

As a result of his study, Katz (41) recommended that

action research studies should be implemented at the end of

each school term to survey student teachers regarding the

evaluation of their training, and to follow up these people

after they had taught at least one year. These studies, ac-

cording to Katz, should be utilized for assessment and, if

the need for change were indicated, to restructure the pro-

gram (41, pp. 75-76).

Investigators have reported results which show ambiguous

attitudes of teacher education students concerning their

15

teacher education programs. Isle (39) in a follow-up study

of Stanford University graduates in 19 -2 found that student

teaching was universally criticized, while students considered

one of the most valuable features of the program to be the

thorough grounding in subject matter. Similiar results were

reported by Wampler (93) and Preston (67). Lemons (51) in

describing three hundred interviews with students in thirteen

institutions reported that students were generally critical

of their professional training (51> PP* 26-28). Albrecht (1)

in a survey of California high school and junior college

teachers in i960 found that 4-9-3 per cent of the high school

teachers and 63-3 per cent of the junior college teachers

stated that education courses were of little or no impor-

tance in developing effective teachers (1, pp. 103-108).

In 19^4 the Louisiana State University College of Educa-

tion conducted a follow-up study of graduates. With only 563

of the 2,803 graduates responding, almost 30 per cent of these

indicated they believed their professional training to be in-

adequate . The researchers recommended that the university

should look at what improvements could be made in both aca-

demic and professional preparation (50, pp. 22-27). Similiar

findings were reported in a 196^ study by Pittman, in which a

majority of the graduates believed that while their prepara-

tion was inadequate in both professional and academic areas,

it was more inadequate in the academic areas (65).

16

Bush (2*0 states that accumulated evidence indicates

professional training does make a difference in preparing

teachers (2*1-, p. 35). In a 1966 study Smith (77) found strong

approval for education courses in that 89 per cent of the

students indicated that they would have taken education

courses even if they had not been required (77. pp. 120-121).

In reporting similiar results, Pettit (63) found that respon-

dents rated education courses highly, with the range extending

from acceptable to excellent (63, pp. 378-389).

Salley (71) reported in a survey of seniors in educa-

tion in eight Ohio institutions of higher learning that, while

20 per cent felt they got too much preparation in history and

philosophy of education, and 27 per cent thought they re-

ceived too little preparation in their subject areas, over 60

per cent felt there was too little preparation in educational

media and equipment preparation (71» pp. 566-567) . Studies

by Ballantine, Rowland and Wetherwill (8) and the NEA (85)

also report favorable attitudes of students toward education

courses (8, pp. 218-223; 85, p. 3*0-

Several studies and reports surveyed agreed that the most

useful part of teacher preparation and certification programs

is student teaching (16; 18; 19, pp. 171-179; 26, p. 162; 37,

p. 18; *1-7, p. *1-9; 5^s 68; 79, pp. 307-310; 83, p. 302; 9 6 ) .

A study made by Dawson (19) in I909 reported that 123 out of

I65 school superintendents strongly favored professional

17

studies of education for secondary teachers, and many of the

respondents urged that practice teaching under supervision be

included (19, pp. 171-179)• Harap recommends that a period

of practice teaching be instituted prior to an internship ex-

perience (35)• Lein (52) states that Russian educators believe

a professional laboratory experience to be of prime importance

in the preparation of teachers (52, pp. 313-319)•

Studies also indicate a need for pre-student teaching

experiences in which students can observe and participate in

practical school and community situations early in their col-

lege preparation programs (16; 18; 23; 29; 38, p. 5^; 68; 82,

pp. 116-117; 86; 90, p. 61; 96). Swartz (82) describes a

course of study which would enable education students to ac-

quire firsthand experiences in schools before they enroll in

other professional education courses (82, pp. 116-117).

McPhie (56) also proposes that in order to eliminate dissat-

isfaction expressed by students regarding the impracticality

of education courses, students should be placed in schools

from the very beginning of their teacher preparation program

(56, pp. 321-32*0. Pearl, Pomeroy and Burdin (61) suggest

that teacher education is too remote from classroom experience

and that theory is not related to practice (61, pp. 14-18).

Art believes that pre-student teaching experiences need to

be based on a sound and consistent rationale, and that they

should have a discernible structure that is closely related

to other facets of the pre-service curriculum (4).

10

As a result of a study by Pendergast (62), in which be-

ginning social studies teachers had unclear perceptions of

their roles, it was recommended that greater emphasis be

placed on identifying and clarifying teacher roles in the

pre-service training of teachers (62, p. 189). In a 1967

study Foster recommended that the pre-student teaching ori-

entation program for student teachers acquaint the student

teacher with reasonable expectations for their student teach-

ing experience (28, p. 22k). Other perceptual studies which

have been conducted in teacher education are those of Todd

(87), Smith (78), Devault (20), Auger (7)» and Green (33).

Trends in Teacher Preparation and Certification

According to Beggs (11), the major trend toward improv-

ing teacher education during the past twenty-five years has

come from a graduate program in teacher education, the Master

of Arts in Teaching (11, p. 21). The importance of this

statement is partially substantiated by the fact that the

entire 1968 Association for Student Teaching Yearbook, Intern-

ships in Teacher Education, is devoted to the subject of in-

ternships, with a bibliography that contains approximately

one hundred references to the subject (5)•

Weldon (9*0 suggests that the development of graduate

educational programs which would supplant existing teacher

education and certification programs would by-pass the argu-

ment between proponents of liberal arts and education and

19

provide a better way to prepare teachers (9 » PP• 193-196).

Support for graduate educational programs is advocated by

Butterweck, who found in a three-year study that individuals

with no pre-professional training could perform as well as

teachers trained in traditional programs (15)• Stinnett be-

lieves that due to general discontent with student teaching

in its usual form, the substitution of practicums seems to

be inevitable (81, p. 2).

Donovan (21) in criticizing the concept of totally se-

lecting teachers from the undergraduate liberal arts popula-

tion, states:

If my sarcasm is showing, it is because I scorn the doctrinaire position of those who would eliminate any kind of teacher preparation from the undergraduate experience. Indeed the recent history of American higher education might indicate that it is the so-called undiluted liberal arts pattern that is in for reexamination.... I for one don't want to see our schools staffed with people recruited exclusively from that population (21, p. 13.

Hughes suggests that while an internship provides the

opportunity to combine theory and practice, some authorities

believe the beginning teacher should devote all his time to

teaching without the added effort of graduate study or semi-

nar attendance. He states further that the trend is toward

a total preparation program of five years regardless of wheth-

er or not an internship is included (38, pp. 5^-55). Fourteen

states reported in 19?0 that they required preparation beyond

the bachelor's degree for full professional teacher certifi-

cation (81) .

20

Woodring in his New Directions for Teacher Education

suggests that student teaching be changed to intern type

programs and that the public schools be given the complete

responsibility for the supervision of interns (2, p. 69).

Hazard says that teacher education is the responsibility of

the total profession, not just the institutes of higher

learning (36, p. 117). In 1966 New York City University

proposed a new cooperative method of teacher preparation in

which students in their senior year would be made teacher

assistants in the schools. A second year of training as

beginning teachers would be followed by still another year of

full-time supervised teaching before tenure is granted (k2,

p. 593). Moss (59) describes an undergraduate internship

program in which the student is accepted by the school and

certified by the state as a regular school faculty member

whose services are contracted and paid by the school district

(59. PP. 399-^02).

Van Til (91) believes that by the year 2000 a minimum

of two intensive years of study and practice in professional

education beyond the general liberal education will be re-

quired for teaching. He adds that while centers for profes-

sional educational research and technology will remain on

university campuses, the school will be responsible for a

substantial proportion of the teacher education program and

that professional teacher educators may work within the

21

school system both as teachers and as teachers of teachers

(91, p. 31). Etten (25) suggests that school plants be de-

signed now with facilities that can be adapted to teacher

education, which he believes will be called for in the future

(25, pp. 238-2^0).

Trends to involve other members of the profession and

institutions in the teacher preparation and certification

process include off-campus teacher training (55» PP• 12-13?

60; 66; 7^; 83, pp. 532-534); university-wide participation

(14, pp 271-27^; 79: 80, pp. 203-211); and regional, state

and national institutional involvement (12; 13, pp. 151-162;

44; 53; 58, pp. 183-186) .

One of the latest efforts at decentralizing teacher

certification is the enactment of the professional practices

acts. By 1967 twelve states had enacted such legislation

(31» p. 4o4) . On September 12, 1968, the Washington State

Board of Education established performance standards for

programs based on the concept that responsibility for plan-

ning must be shared among local units of the Washington

Education Association, institutes of higher learning and

school districts (3, pp. 3-26).

Many states are now considering moving toward a perfor-

mance basis for teacher preparation and certification. In

June of 1970 a working clinic jointly sponsored by the United

States Office of Education and the Florida Department of

22

Education wan attended by teams of representatives from pro-

fessional associations and state agencies in sixteen states

(3> p. 2 -). The competency performance-based movement had

its beginning in Texas in February 1969*with complete tran-

sition due to be completed in 1977 (8^, p. 2 -).

Puller and Pearson suggest that almost from the time

states began to centralize certification authority, plans for

effective reciprocity were conceived (31. pp. ^04-405) .

Simandle (75) believes that the quest for an agency to accred-

it teacher education on a nationwide basis is making headway

(751 PP« 56-57). Keller says that three organizations are

striving for various types of nationwide teacher certifica-

tion:

(1) The Interstate Certification Project (ICP)

(2) The National Council for the Accreditation of Teacher Education (NCATE)

(3) The National Association of State Directors of Teacher Education and Certification ( 3> pp. 40-^1).

Authorities surveyed in this review suggest that eval-

uation of teacher preparation programs be conducted through

action research and follow-up studies. Follow-up studies, as

suggested by one author, should be conducted after the grad-

uates have taught at least a year.

Results of studies concerning the attitudes of graduates

toward their academic and professional studies are somewhat

ambiguous. However, research conclusions seem to indicate

23

that the graduates feel a thorough grounding in their sub-

ject matter is essential, and that student teaching is the

most valuable part of their professional preparation.

Trends in teacher preparation include an increase in

graduate programs in education, performance-based certifica-

tion programs, decentralizing teacher certification through

the concept of responsibility sharing, and continued expan-

sion of reciprocity agreements and nationwide teacher accredi-

tation .

CHAPTER TWO BIBLIOGRAPHY

1. Arbrecht, Gustav, "A Survey of Teacher Opinion in California," Phi Delta Kappan, XLII (December, I960), 103-108.

2. Andrews, L. 0., "The Future of Student Teaching- Whose Responsibility," Teacher Education Looks to the Future, The American Association of Colleges for Teacher Education, Washington, D. C., 1964.

3. Andrews, Theodore E., New Directions in Certification, Association of Teacher Educators, National Education Association, Washington, D. C., 1971.

4. Art, E. P., "Pre-Student Teaching Laboratory Experiences," Partnership in Teacher Education, American Associa-tion of Colleges for Teacher Education, Washington, D. C., 1968.

5. Association for Student Teaching, Internships in Teacher Education, Forty-Seventh Yearbook, Washington, D. C., National Education Association, 1968.

6. Atkinson, Carroll and Eugene T. Maleska, The Story of Education, New York, Bantam Books, 1964.

7. Auger, Ferris Keith, "Student Teaching and Perceptions of Student Teachers, Cooperating Teachers, and Col-lege Supervisors," unpublished doctor's dissertation, University of Illinois, Urbana, Illinois, I 9 6 6 .

8. Ballantine, Francis, Monroe Rowland, and William Wetherwill, "Perceptions of Elementary School Teach-ers Trained at San Diego State College With Respect to the Value of Several Aspects of Their College Preparation," Journal of Teacher Education, XVII (Summer, 1966) , 218-223.

9- Barr, A. S. and Arthur Singer, Jr., "Evaluative Studies in Teacher Education," Journal of Teacher Education. IV (March, 1953), 6 5 - 7 3 .

10. Beaty, Edgar, "Follow-up of Teacher Education Graduates as a Basis for Institutional Improvement," Peabody Journal of Education. XLV (March, 1969) , 29«-302.

24

25

11. Beggs, Walter K., The Education of Teachers, The Center for Applied Research in Education, Inc., New York, 1965.

12. Bosley, Howard E., An Experiment in Change, Vol. I of Teacher Education in Transition, Baltimore, Maryland, Multi-State Teacher Education Project, 1969 .

13. Bosley, Howard E., Emerging Roles and Responsibilities, Vol. II of Teacher Education in Transition, Baltimore, Maryland, Multi-State Teacher Education Project, 1969* ;

14. Boyer, Ernest L., "Campus-Wide Preparation of Teachers: An.Exercise in Collaboration," Journal of Teacher Education, XVI (September, 19^5)» 271-275-.

15. Butterweck, Joseph S., Preparing Teachers for Secondary Schools; Pilot Study II of an Experimental Program in Teacher Education, Philadelphia, Temple Univer-sity, I960.

16. Christensen, Dean C., "An Evaluation of the Secondary Teacher Education Program at the University of Oregon," unpublished doctor's dissertation, University of Oregon, Eugene, Oregon, 1957-

17. Conant, James B., The Education of American Teachers, New York, McGraw-Hill Book Co., 1964.

18. Davis, Don E., "An Evaluation of a Pre-Service Program of Teacher Education Based Upon the Opinions of In-Service Teachers," unpublished doctor's disser-tation, Wayne State University, Detroit, Michigan, 1952.

19. Dawson, George E., "The Professional Training of Teach-ers in College Departments of Education," School Review, XVII (I909), 171-179-

20. De Vault, M. Vere, "Pupils Perceptions of Teacher," The Journal of Educational Research, LIX (July-August, I966T7 446-449.

21. Donovan, Charles F., Tradition and Innovation in Teacher Education, Chicago, Illinois, The Eighth Charles W. Hunt Lecture of the American Association of Colleges for Teacher Education, 1967.

26

22. Drabeck, Lawrence W., "Perceivers of the Teachers Role," The Journal of Teacher Education, XVIII "(Spring, 1967T, 51-57.

23. Edmiston, Vivian, "An Evaluation of the Integrated Pro-fessional Curriculum at Milwaukee State Teachers College," unpublished doctor's dissertation, University of Chicago, Chicago, Illinois, 19^3 •

2k. Elam, Stanley, Improving Teacher Education in the United States, Bloomington, Indiana, Phi Delta Kappa, Inc., 196?.

25. Etten, John F., "Expanding the School Plant for Teacher Education Facilities," Education, LXXXVIII (February-March, 1968), 238-2 -0.

26. Footlick, Ferrold K., Editor, Education: A New Era, Silver Spring, Maryland, Newsbook: The National Observer, 1966.

27. Foshay, Arthur W., Editor, The Rand McNall.y Handbook of Education, Chicago, Illinois, Rand McNally and Co., TWT.

28. Foster, Robert W., "An Exploration of Perceptions of the Role of the Cooperating Teacher," unpublished doctor's dissertation, University of Missouri, Columbia, Missouri, 1967.

29. Franty, Merlin, "An Analysis of Professional Laboratory Experiences Provided Prior to Student Teaching for Students Preparing to be Secondary School Teachers," unpublished doctor's dissertation, University of Nebraska, Lincoln, Nebraska, 1959'

30. Fred, T. H., "An Appraisal of the Pre-Service Education Program in Secondary Education at Pfeiffer College Based on a Follow-up Study of_..its Graduates," un-published doctor's dissertation, Pennsylvania State University, University Park, Pennsylvania, 1963.

31. Fuller, Edger and Jim B. Pearson, Editors, Education in the States: Nationwide Development Since 1900, Washington, D. C., National Education Association of the United States, I969 .

32. Furse, Bernarr S., Editor, Comprehensive Planning in State Education Agencies, Salt Lake City, Utah, Utah State Bo^rd of Education 1968.

27

33- Green, Katherine Smith, "The Effectiveness of Teacher Education Programs as Perceived by Business Teachers in Arkansas," unpublished doctor's dissertation, University of Mississippi, Oxford, Mississippi, 1964.

34. Gutek, Gerald Lee, An Historical Introduction to American Education, New York, Thomas Y. Crowell Co., 1970.

35. Harap, Henry, The Teaching Internship Program, Teacher Education Series 0E-59004, Washington, D. C., Division of Higher Education, Office of Education U. S. Department of Health, Education, and Welfare, 1961.

36. Hardt, Walter F., "An Evaluation of the Professional Education Program in Two Lutheran Teachers Colleges," unpublished doctor's dissertation, University of Nebraska, Lincoln, Nebraska, I96I.

37• Hermanowicz, Henry J., "The Real World of the Beginning Teacher," New York State Education, LIII (October, I965), 24.

38.. Hughes, James Monroe, Education in America, New York, Harper and Row, i960.

39 • Isle, Walter W., "The Stanford University Follow-up Study- A Study of Stanford's Teacher Preparation Services," unpublished doctor's dissertation, University of Stanford, Palo Alto, California, 1942.

40. Johnson, Jr., Maurity, American Secondary Schools, New York, Harcourt, Brace and World, Inc., 1965-

41. Katz, Jeffrey M., "Seniors View Their Student-Teaching," Kappa Delta Pi Record, IV (February, 1968), 75-76.

42. "Keep Abreast in Education," Phi Delta Kappan, XLVII (June, 1966), 593.

43. Keller, William D., "Certified to Teach Everywhere: Progress on Three Fronts Toward Uniform Teacher Certification," The Journal of Teacher Education, XXIII (Spring, 1972), 40-41.

44. Kincheloe, James, "Educational Planning Through the Edu-cational Cooperative," An Address to the Region III Interstate Project on State Planning and Program Consolidation, Virginia Beach, Virginia, 1970.

28

45. Kinney, Lucien B., Certification in Education, Englewood Cliffs, N. J., Prentice-Hall, Inc., 1964.

46. Knight, Edgar W., Education in the United States, Boston, Massachusetts, Ginn and Company, 1929*

47. La Grone, Herbert F., "A New Direction for Professional Teacher Education," Teacher Education Looks to the Future, American Association of Colleges for Teacher Education, Washington, D. C., 1964.

48. Lane, R. V., "Teacher Education," Illinois School Journal, XLYII (Fall, 1967), 195-196.

49. Lantz, Everett, "Education as a Profession," Peabody Journal of Education, XLV (January, 1968), 218-219.

50. Lawrence, W. A., and others, A Report on the Functions, Services, and Needs of the College of Education of the LSU and Agricultural and Mechanical College, Baton Rouge, Louisiana, The Bureau of Educational Statistics, Materials, and Research, LSU and Agricultural and Mechanical College, 19^, 22-27.

51. Lemons, Lawrence, "Education Courses: Opinions Differ on Their Value," National Education Association Journal, LVII (October, 1965), 26-28.

52. Lien, Ronald L., "Professional Laboratory Programs in Russia," The Journal of Teacher Education, XVIII (Fall, 196*717 313-319.

53• Lindsey, Margaret, "Speculations on the Future of Teacher Education," Partnership in Teacher Education, American Association of Colleges for Teacher Educa-tion and Association for Student Teaching, Washington, D. C., 1968.

5^. Luchsinger, Robert Dudley, "A Study of Student Teacher Perceptions of the Secondary Teacher Education Pro-gram of Colorado State College," unpublished doctor's dissertation, Colorado State College, Greeley, Colorado, 1969.

55- Mabrey, C. W., "Off-Campus Student Teacher Program," Schools and Community, L (February, 1966), 12-13.

56. McPhie, Walter E., "Mickey Mouse and Teacher Education," The Journal of Teacher Education, XVIII (Fall, 1967).

29

57. Melaro, Constance L. and Don Davies, "Comments on Teach-er Certification," National Education Association Journal, VI (September, 1966), l8.

58. Morphet, Edgar L. and David L. Jesser, Editors, Emerging Designs for Education, Denver, Colorado, An Eight-State Project, May, 1968.

59. Moss, Robert H., "Redefining the Internship," The Jour-nal of Teacher Education, XVIII (Winter, 1967T. 399-^02.

60. Owen, George H., "The View from the Other Side: The Role of the Public Schools in Student Teaching," Part-nership in Teacher Education, American Association of Colleges for Teacher Education, Washington, D. C., 1968 .

61. Pearl, A., E.' C. Pomeroy and J. L. Burdin, "Opinions Differ on Teacher Education," National Education Association Journal, LVII (May, 1968), 14—18.

62. Pendergast, David M., "A Study of Changes in Role Per-ceptions Held by Beginning Social Studies Teachers," unpublished doctor's dissertation, Ohio State Uni-versity, Columbus, Ohio, 196?.

63. Pettit, Maurice C., "What College Graduates Say About Education Courses," Journal of Teacher Education, XV (December, 196^), 378-389.

6k. Pilgrim, Beverly, "An Appraisal of Selected Aspects of The Teacher Education Program at East Texas State University, Based Upon a Follow-up Study of Begin-ning Secondary Teachers," unpublished doctor's dissertation, East Texas State University, Commerce, Texas, 1970.

65. Pittman, Kathleen, "An Evaluation of a Teacher Education Program by the Graduates of a State College," un-published doctor's dissertation, University of Mississippi, Oxford, Mississippi, 196^.

66. Powers, F. R., "Team Trains Teachers," The Educational Forum, XXX (January, 1966), 205-208.

67. Preston, Ralph C., "Education Graduates View Education and Academic Courses," School and Society, XCII (Summer, 1964-), 233-237.

30

68. Reed, Helen M., "An Appraisal of Selected Aspects of the Undergraduate Teacher Education Program for Secon-dary School Teachers at the University of Kentucky," unpublished doctor's dissertation, Indiana University, Bloomington, Indiana, 195^-

6 9 . Rice, A. H., "Can't Anyone Change the Way Teachers Are Taught?" Nations Schools, LXXIX (May, 1 9 6 7 ) , 10-12.

70. Richey, Robert W., Planning for Teaching, New York, McGraw-Hill Book Co., 1952.

71. Salley, Homer E., "Ohio Survey-How Seniors in Education from Ohio Colleges and Universities Rated Their Undergraduate Teacher Preparation: Their Pattern or Response Compared to that of Experienced Classroom Teachers," Audio-Visual Instruction, X (September, 1965), 5 6 6 - W T T

72. Sarason, Seymour B. and others, The Preparation of Teacherss An Unstudied Problem in Education, New York, John Wiley and Sons, Inc., 1962.

73• Saxe, Richard, Editor, Educational Comment 1969 , Toledo Ohio, The University of Toledo, 1969*

7 -. Schacht, Elmer J., "The Building Approach to Student Teaching," Partnership in Teacher Education, American Association of Colleges for Teacher Education, Washington, D. C., 1 9 6 8 .

75* Simandle, Sidney, "Certification Across State Lines," National Education Association Journal, LV (December, 1965)> 56-57•

7 6 . Smith, Charles H., "Let's Get Teacher Education on Target," The Journal of Teacher Education, XVII (Winter, 1966).

77. Smith, Frank, "Method Courses as Seen by Students," Improving College and University Teaching, XIV (Spring, I 966),120-121.

78. Smith, Thomas E., "The Image of High-School Teachers: Self and Other, Real and Ideal," unpublished doctor's dissertation, Central Michigan University, Mt. Pleasant, Michigan, 1 9 6 5 .

31

79. Steeves, Frank L., "Crucial Issues in Student Teaching," The Journal of Teacher Education, XVI (September, 1965)> 307-310.

80. Stiles, Lindley J. and Fred D. Carver, "Who Makes Policy for Teacher Education," The Record, LXIX (December, 1967). 203-211.

81. Stinnett, T. M., A Manual on Certification Requirements for School Personnel in the United States, National Education Association, Washington, D. C., 1970.

82. Swartz, J. F., Walter John, and Samuel Aven, "A Student-Teaching Laboratory," Improving College and University Teaching, XVI (Spring, 1968), 116-117.

83. Taylor, Robert, "Teacher Education: Put It Where the Action Is," The Clearinghouse, XLV (May, 1971)» 532-53^*

8*f. "Teacher Education, Certifications Everyone's in the Act," The Texas Outlook, LVI (November, 1972), 2^.

85. "Teacher Opinion Poll," National Education Association Journal, LII (December, 1963). 3^«

86. Thomas, Violet Schuler, "The Secondary Teacher Education Program as Perceived by Selected Graduates of the University of Arizona," unpublished doctor's disser-tation, University of Arizona, Tucson, Arizona, 1969»

87. Todd, Hollis E., "A Role Analysis of the Perceptions of the Beginning Vocational-Agriculture Teachers, and Their Professional Difficulties in Role Performance," unpublished doctor's dissertation, Ohio State University, Columbia, Ohio, 1965*

88. Trow, William Clark, "Debate vs. Discussion on the Edu-cation of Teacher," The Journal of Teacher Education, XVI (September, 196577"259-262.

89. Troyer, Maurice E. and Robert Pace, Evaluation in Teacher Education, American Council on Education, Washington, D. C., 19^.

90. "Upgrading Teacher Training," Phi Delta Kappan, XLIX (June, 1968), 611.

91. Van Til, William, The Year 2000: Teacher Education, Terre Haute, Indiana, Indiana State University, 1968.

32

92. Walton, John, Toward Better Teaching in the Secondary Schools, Boston, Massachusetts, Allyn and Bacon, 1966.

93- Wampler, Francis F., "An Evaluation of the Strengths and Weaknesses of the Teacher Education Program at Bridgewater College, Based Upon a Follow-up Inquiry of Graduates of Three Consecutive Years," unpublish-ed doctor's dissertation, University of Maryland, College Park, Maryland, 1959*

9k. Weldon, Lynn L., "Is Teacher Education an Illusion?"-The Journal of Teacher Education, XIX (Summer, 1968). 193-195^

95• Wynn, Richard and Chris A. DeYoung, American Education, New York, McGraw-Hill, 1950.

96. Zulauf, Romeo M., "An Appraisal of Selected Aspects of a Teacher Education Program at the Northern Illinois State Teachers College Based on a Follow-up Inquiry of Beginning Teachers," unpublished doctor's disser-tation, Indiana University, Bloomington, Indiana, 1956.

CHAPTER III

RESEARCH PROCEDURES

The procedures utilized in this follow-up study included

review of the literature, the construction of an evaluating

questionnaire, and the administration of the instrument to

the selected population. The secured data were analyzed accord-

ing to accepted statistical procedures.

Sources of Data

The data which were included in this study were obtained

from the questionnaire responses given by the graduates of

Texas A & I University at Kingsville who were graduated and

certified through its secondary teacher education program

during the years 1969 ~b° 1971 • Seven hundred and sixty-nine

graduates were included in the study.

Instrument

In preparation for the construction of a questionnaire

for use in this study, a review of the educational litera-

ture was made to obtain follow-up instruments from other

institutions which have teacher preparation programs simi-

liar to the one at Texas A & I University at Kingsville.

Twenty-two institutions and individuals responded to a letter

requesting information about their programs. Ten sent copies

33

3 4 ' /

/

of follow-up studies which they had conducted including the

instruments used. The inter-library loan service at Texas

A & I University at Kingsville was utilized to obtain three

unpublished doctoral dissertations which were otherwise un-

available .

The instrument used to secure the data for this study

was designed utilizing items from these follow-up studies.

The questionnaire which was of the greatest assistance was

designed by Beverly Pilgrim for use in a similiar study at

East Texas State University, Commerce, Texas. Adaptations %

- £

and modifications were made where necessary to make the

questionnaire applicable to this study.

Items chosen from these studies were compiled in a pre-

liminary instrument and administered to two classes of upper

level and graduate students at Texas A & I University at

Kingsville during the second summer term of 1972. These stu-

dents were requested to comment and make recommendations on

individual items.

Items chosen for the final questionnaire were validated

by a panel of judges. The panel members, two research design

specialists from Region II Education Service Center, one high

school principal and two university secondary education pro-

fessors, were selected for their expertise in the field of

secondary teacher education.

The final questionnaire consisted of the following four

partss Part One was designed to obtain general background

35

information of the respondent; Part Two consisted of an in-

formation section concerning the attitudes of the respondent

about the two years of academic foundation courses which were

required of all degree and certification candidates; Part

Three was concerned with the academic content of the courses

in the student's teaching field(s); and Part Four dealt with

the student's preparation in his professional education

courses ,-

^he first section of the questionnaire.concerning the

background information of the graduates, was designed to ascer-

tain where the graduates were located at the present time,

whether or not they were teaching, and, if teaching, the sub-

jects taught. Also, graduates were asked to supply informa-'

tion regarding the grade level taught, and whether.or not

they were pursuing a graduate program.

Part Two of the questionnaire the graduates were asked

to what extent the required academic foundations courses were

of value to them as individual members of society and as

teachers. Each item was rated on a one-to-four-point rating

scale, (1) no extent, (2) little extent, (3) some extent and

(*0 great extent. In addition, a fifth choice was added to

make it possible for those graduates who had not taken some

or all of these courses at Texas A & I University at Kingsville

to so indicate.

The same four-point rating scale was used in answering

the ten questions concerning the academic foundations in the

36

next part of this section. The final two open-end questions

in this part of the questionnaire asked the graduates to list

specific academic foundations courses which they believed

should be added or deleted.

Seventeen questions in Part Three were designed to ascer-

tain various aspects of the graduates' feelings about their

individual teaching field(s). Four questions placed at the

end of this section were included to enable the graduates to

list what they believed to be the strengths and weaknesses of

their teaching field(s).

The last Section, Part Four, of the questionnaire con-

tained four areas as follows: (1) professional education

courses which the graduates were asked to rate on the same

four-point rating scale that was used in previous sections of

the questionnaire; (2) two open-end questions which asked the

graduates to list education courses which they thought should

be added or deleted; (3) forty-five teacher competencies

which were rated on a four-point rating scale; and (4) two

open-end questions which asked the respondents to list their

greatest strengths and weaknesses as beginning teachers.

Collection of Data

The total population of 769^graduates was determined by

obtaining ajy §t.v..oi:,..seconda y----©<iia;eati.€i ...@3 ua £RQ% the

Office of the Executive V i c e - J ^ ^ ^ Dean of

Texas A & I University at Kingsville for the years 1969 to

37

1971- In addition, a list of graduates in arts, sciences and

business who had received teacher certification was secured

from the teacher certification officer's files and included

in the survey population. Current addresses for the graduates

were obtained by checking the files of the job placement

officer at Texas A & I University at Kingsville for the years

included in the study.

The questionnaire and a cover letter signed by the Dean

of the School of Education at Texas A & I University at

Kingsville were mailed in August, 1972, to each graduate. If

no response had been received in four weeks of the mailing

date, a second questionnaire and cover letter were sent. For

those letters which had been returned marked ("not forward-

able" or "no forwarding address known"), an attempt to obtain

a more current address was made by checking the files of the

Alumni Office at Texas A & I University at Kingsville. Further

efforts to obtain returns were employed when,four weeks after

the second mailing, another follow-up letter and questionnaire

were mailed to those who still had not returned a question-

naire .

The procedures used to obtain returns resulted in a re-

sponse of 4-70 usable returns from a total response of 516, for

a total of 67 per cent return. This surpassed the return of

60 per cent which, for the purposes of this study, was con-

sidered adequate.

38

Procedure for Treating Data

The questionnaire answers were coded in terms of numeri-

cal values, marked on computer answer card forms and processed

by the computation center at Texas A & I University at

Kingsville. The programmed data were tabulated, categorized

and placed in tables from which frequencies, percentages and

arithmetic means for individual items were analyzed.

Weighted arithmetic means were calculated for individual

items for comparative purposes. The level of 2.5 on a four-

point rating scale was established as suggestive of adequacy

for any item. In some, cases an overall mean was calculated

for groups of questions.

Data from the open-end questions were treated by two

different methods. For questions to which specific answers

were sought, specific courses, for example, data were placed

in tables with frequencies also indicated. Those questions

which elicited general suggestive responses were included in

the chapter in narrative form.

The data from the questionnaire responses for this study

were carefully examined, warranted conclusions were drawn and

recommendations based on these conclusions were made for im-

proving the secondary education program at Texas A & I

University at Kingsville.

CHAPTER IV

AN ANALYSIS OF THE DATA

Introduction

The questionnaire used in this study provided data to

analyze the attitudes of the graduates of Texas A & I

University at Kingsville who were certified through the secon-

dary education program. The data obtained disclosed graduates'

attitudes toward their academic and professional preparation.

Also reported are reasons why the graduates were not teaching.

These and other aspects of the secondary teacher preparation

program at Texas A & I University at Kingsville will be pre-

sented in this chapter.

Since the Academic specialization fields of economics,

physics, psychology and science-integrated major received

fewer than five responses, no attempt was made to analyze or

draw significant conclusions from these data. Tables have

been constructed for presentation of the data.

. • /

v" Part Is Background Information

Seven hundred sixty-nine questionnaires were mailed to

individuals who were graduated and certified through Texas

A & I University at Kingsville during the years ^^6^ to 1971

inclusively. The 516 questionnaires returned represent a

39

40

67 per cent response. Of the 516 respondents forty-six were

largely incomplete and unusable and therefore not included in

the results of this study. Table I shows age levels and male

and female population totals of the respondents.

TABLE I

AGES AND SEX OF GRADUATES IN THE STUDY

Age

Male *

N %

Female

N %

Total

N % 20-25 145 30.7 168 35.8 313 66.6

26-30 68 14.4 33 7.0 101 21.5

31-35 14 2.9 8 1.6 22 4.7 '

36-4-0 2 .4 11 2.3 13 2.8

41 & over 7 1.4 14 2.9 21 4.4

Totals 470 100.0

Of the 4-70 usable returns the largest number of males and

females, a total of 313 > were in the 20-25 age level category

which made up 66.6 per cent of the respondents. The age level

category with the second largest number of both males and

females was 26-30, with a total of. 21.5 per cent. These and

other data are summarized in Table I.

Teaching Experience

Reference to the number of graduates now teaching is

made in Table II. Questionnaire respondents reported 166

males, or 71 per cent, and 170 females, or 73 per cent, were

teaching. When the population is dichotomized another way,

a total of 279, or 71 per cent, of the secondary education

TABLE II

GRADUATES NOW TEACHING ACCORDING TO SEX AND UNIVERSITY CLASSIFICATION

Male

!h <D

!

-P £ CD o u 0 Ph

Female

u 0

! -P C 0 O U 0 Ph

Education

u CD p § 525

-p c CD O

CD

Arts, Sciences and Business

Sh 0 rQ s s

-p c 0 o

0 Ph

166 71 170 73 279 71 57 76

graduates, and 57 > or 76 per cent, of the arts and sciences

and business graduates responding indicated that they were

now teaching.

The data presented in Table III show the number of years

of teaching experience of the graduates. Teaching exper-

ience ranged from none, which included 30 per cent of the

males and 22 per cent of the females, to a total of eight

years for one female. Twenty-five per cent of the males

and 35 per cent of the females reported having taught one

year while 22 per cent of the males and 20 per cent of the

females had had two years of teaching experience. The

42

TABLE III

GRADUATES* YEARS OF TEACHING EXPERIENCE

Years Male Female Taught % % 0 30 22

1 25 35

2 22 20

3 14 16

4 6 5

Over 4 3 2

percentages are 14 and 16 respectively for males and females

with three years of teaching experience. Only 9 per cent of

the male and 7 per cent of the female graduates in the study

had more than three years classroom experience.

The data presented in Table IV report the grade levels

which the graduates were teaching. Only 310 of the 336 who

had taught responded to the item which indicated which grade

level they had taught. Of these the largest percentage,

4-7.7 per cent, reported that they taught the high school

level; 38 per cent taught junior high school; 5 per cent

taught middle school; and 9 per cent taught elementary school.

Several all-level graduates in art, music and health and

physical education indicated that they had taken positions

on the elementary level.

^3

TABIE IV

GRADE LEVELS TAUGHT BY THE GRADUATES

Elementary -p

£ JH CD <D O § ^ 3 0) S P H

Middle School -p

£ ^ Q) 0) O

p a) S PH

Junior High -p

A

k <L> a) o & S K

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High School-" -p

a J-H 0)

CD O § h

3 CD S P H

Male 10 3.2 9 2.9 59 19 69 22.3

Female 18 5-8 7 2.2 59 19 79 2 5 . 4

Totals 28 9.0 16 5.1 118 38 1^8 47.7

In response to a related questionnaire item concern-

ing their teaching assignment,137 males and 153 females in-

dicated that they were teaching in a field for which they

had been prepared. Sixteen males and eight females reported

that they were teaching on more than one level.

Table V data report the frequency of responses for the

various reasons the graduates were not teaching. Of the 13^

who reported that they were not now teaching, twenty-six

listed graduate work as the reason; sixteen males were serv-

ing in the military; and twenty-four females listed homemaking

as the reason for not teaching. Nineteen said that they could

not find a job in their teaching field(s), and eleven could

not find a job in-a specific geographic location. Others re-

ported federal, state and municipal employment and positions

TABLE V

GRADUATES' REASONS FOR NOT TEACHING

44

Reasons Male Female

Homemaker Military Service Illness Counselor Federal Agency Service State Agency Service Couldn't find job in my

teaching field Couldn't find job in specific

geographic location Graduate student Peace Corps Adult Basic Ed. Coordinator Living in undesirable geo-

graphic location Operate day care center Substituting Miscellaneous School attendance officer Work in business or industry Insufficient pay Municipal Agency Service Unknown or no response

Totals

24 0 1 0 1 1

8

9 9 1 0

2 0 4 0 0 1 0 0 4

65

in business and industry as reasons for not teaching. School-

related jobs accounted for eight responses, while only two

listed insufficient pay as the reason.

Educational Background

Table VI shows how the graduates1 subject area teaching

fields were distributed. History and English were clearly

TABLE VI

GRADUATES' TEACHING FIELDS DISTRIBUTION

45

'Ci I—I 0 •H

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N N N N N N 9S N His tory English Government H .P .E. Mathematics Art Spanish Business Biology I . A . Geography Speech Journalism Socia l Sc. Chemistry Music French Drama Ear th Sc. Economics Physics Psychology Sociology Science

Tota ls

36 11 16 33. 17 15

8 12 18 37 4 2 4 8 7 6 0 0 1 0 1 0 0 0

58 8

27 5 8 2

12 3 3 0

19 7 6 0 2 0 1 1 3 0 1 0 1 1

19 71

5 20 29 18

7 22 13

0 3 4 1 6 3 5 4 3 0 0 0 1 o 0

62 37 14

3 5

16 18

7 5 0 5

14 5 o 2 0 3 3 0 2 0 1 1 0

55 82 21 53 46 33 15 34 31 37

7 6 5

14 10 11 4 3 1 0 1 1 0 o

120 45 41

8 13 18 30 10

8 0

24 21 11

0 4 0 4 4 3 2 1 1 2 1

236 168 234 203 470 371

11.7 17.4

4 .5 11.3

9 .7 7.0 3.2 7.2 6 .6 7-9 1 .5 1 .3 1.1 3.0 2.1 2 .3

• 9 .6 .2

0.0 .2 .2

0.0 0 .0

99-9

175 127

62 61 59 51 45 44 39 37 31 27 16 14 14 11

8 7 4 2 2 2 2 1

841

20.8 15.1

7.37 7.25 7.02 6 . 0 6 5.35 5 . 2 3 4.63 4.39 3.68 3.21 1.9 1.66 1.66 1 .3

.95

.83

.47

.23

.23

.23

.23

.11

99.88 *N, Number.

k 6

the largest teaching fields, having been selected as first

and second teaching fields by 20.8 per cent and 15.1 per

cent respectively. The total drops sharply to 7-37 per cent

for health and physical education, 7.02 per cent for math-

ematics, and 6.06 per cent for art. The other fields were

listed in largest order of combined total frequencies.

Although sociology and psychology are not listed in the

official university bulletin as teaching fields, they were

reported by a small percentage of arts and sciences graduates.

Twenty-one areas were designated by the respondents as

first teaching fields. English was reported as the largest

field,with 17.^ per cent followed by history,with 11.7 per

cent, health and physical education,with 11.3 per cent, math-

ematics,with 9-7 per cent, industrial arts,with 7.9 per cent,

business,with 7.2 per cent, art,with 7 per cent and biology,

with 6.6 per cent. The other first teaching fields received

less than 5 per cent each of the total.

Some graduates had composite teaching fields,which

accounts for the fact that the second teaching field total

is not double that of the first. Composite teaching fields

were available in the areas of business, industrial arts,

science-integrated major and social science-integrated major.

These and other data are presented in Table VI.

Data presented in Table VII show the institutions of

higher learning from which 237 or 5 0 p e r cent of the

^7

TABLE VII

INSTITUTIONS WHERE TRANSFER STUDENTS SPENT FRESHMAN AND SOPHOMORE YEARS

Del Mar College 83 Victoria College 21 Laredo Jr. College 21 Out-of-state-colleges 20 Texas Southmost 20 San Antonio College 8 Southwest Texas Jr. College 7 Bee County College 7 University of Texas-Austin 6 Christopher College , 4 Wharton County Jr. College 3 Blinn Jr. College 3 Texas Tech University 3 Texas Woman's University. 3 Southwest Texas State U 3 Lamar State University 2 Le Tourneau College 2 Pan American University 2 University of Corpus Christi 2 University of Houston 2 Texas Lutheran College 2 Angelo State College Austin College Howard County Jr. College Kilgore Jr. College Odessa Jr. College Rice University Sul Ross Tarlton Jr. College Texas A & M Trinity University Sam Houston State University of Texas-Arlington West Texas State U

237

questionnaire respondents transferred. Del Mar College in

Corpus Christi contributed eighty-three, or 35 per cent, of

the transfers, while Victoria College and Laredo Junior

48

College contributed twenty-one each. Twenty transfers

came to Texas A & I University at Kingsville from Texas

Southmost College at Brownsville. Twenty of the graduates

had transferred from out-of-state colleges, and the rest

of the transfers came from other Texas institutions of

higher education. The four junior colleges from which

61 per cent of the graduates transferred are located in

the South Texas area within a one-hundred-fifty-mile radius

of Kingsville.

The data in Table VIII indicate the population totals

and the arbitrarily set levels of completed semester hours

TABLE VIII

GRADUATE WORK COMPLETED

Semester Hours

None *

N

1-10

N

11-20

N

21-30

N

Over 30

N

Masters

N

Masters Plus N

Male 111 50 31 15 10 14 1

Female 140 38 31 10 1 11 0

Totals 251 88 62 25 11 25 1 *N, Number,

of the 463 responding to the questionnaire item which indi-

cated whether the graduate had done graduate work. Two-

hundred-twelve respondents replied affirmatively and 251

replied negatively. Eighty-eight respondents had completed

49

one to ten semester hours of post-bachelor's work; sixty-two

had completed eleven to twenty hours; twenty-five had completed

twenty-one to thirty hours; and eleven had completed more than

thirty hours "but had not earned a master's degree. Fourteen

males and eleven females had earned the master's degree, while

one male had taken post-master's work. While fewer than half

of the graduates had taken work beyond the bachelor's degree,

the men outnumber the women in this regard.

The data in Table IX show the number of graduates who

are now actively pursuing a graduate program. Of the 15^

TABLE IX

GRADUATES WHO ARE NOW PURSUING A GRADUATE PROGRAM

Texas A & I Other than A & I Total

Male 63 29 92

Female Zi4 18 62

Total 107 ^7 15k

total respondents, 10? reported that their program was at

Texas A & I University at Kingsville, while forty-seven were

attending other colleges and universities.

Part II: Academic Foundations

The secondary education preparation and certification

program at Texas A & I University at Kingsville included a

50

section of Academic Foundations. This part of the student's

preparation consisted, in part, of required courses from

eight areas that provided the basis of a liberal education.

The eight required academic foundations courses in-

cluded English, history, government, speech, mathematics,

health and physical education, science and foreign language.

Science courses were selected from the areas of biology, geol-

ogy, physics or chemistry. The student could elect to choose

a foreign language, Spanish, French or German, in lieu of

mathematics.

The Academic Foundations section of the questionnaire

included a listing of specific courses and ten questions

which asked the graduate to rate various aspects of the pro-

gram. Two open-end questions which asked the graduate to

enumerate specific courses that he believed should be added

to the program or deleted from the program were also included.

The first part of this section listed the required aca-

demic foundations courses and asked that each respondent indi-

cate on a four point rating scale to what extent the 100 and

200-level courses had been of value to him as an individual

member of society and as a teacher. A fifth possible choice

was added to the rating scale for those courses not taken at

Texas A & I University at Kingsville.

The data presented in Table X show how the graduates

who took their first two years at Texas A & I University at

51

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52

Kingsville rated the value of each subject area. The rating

was also dichotomized between education graduates and arts,

sciences and business graduates.

The data were tabulated, showing the number of frequen-

cies for each subject. Weighted means were computed for

each item and a mean rating above 2.5 was established as

suggestive of adequate value assigned to any item.

The highest mean rating, 3-18 on a four-point scale, was

given to Speech 101 by the graduates. This was followed

closely by freshman and sophomore level English courses, with

mean ratings of 3*03 and 3-02 respectively. Government was

next highest, followed by history and biological science.

The 100-level health and physical education courses with,

a 2.^9 mean rating, were just below the adequate value rating,

which was set at 2.5. Other subject areas with mean ratings

slightly below the 2.5 value were mathematics, Spanish,

geological or earth science and chemistry. The lowest mean

ratings were given to physics, French and German.

. When the data are dichotomized between education grad-

uates and arts, sciences and business graduates, they show

that ten areas were given higher ratings by the education

graduates compared to four areas for the arts, sciences and

business graduates. The average weighted mean overall total

was 2.51, compared to 2.52 for education graduates.

53

It appears that the respondents felt the academic

foundations courses in the humanities were more helpful to

them as teachers and individual members of society. With

the exception of biological science, the sciences, foreign

languages, health and physical education and mathematics

courses were all given inadequate ratings.

The remaining ten questions in Part II of the question-

naire were answered on a four-point scale in response to the

extent the respondent believed the question was applicable

to the academic foundation courses. Table XI indicates the

weighted means and distribution of the responses.

With one exception, all the total mean ratings of the

responses exceeded the adequate value of 2.5. The question

concerning the appropriate use of audio-visual aids had a

total rating of 2.2. Question two, which concerns the

relevance of content of the academic foundation courses to

classroom materials, had a total mean rating of 2.76.

The methods of teaching question was given a total mean

rating of 2.78. Although the ratings by both the education

and arts, sciences and business graduates exceeded the value

of 2.5, the education graduates rated it higher; 2.82 to

2.55.

The third highest mean rating of 2.9 was given ques-

tion number four concerning the practice of employing graduate

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56

students to instruct some of the academic foundations courses.

Again, the education graduates approved to a greater extent

than did the arts, sciences and business graduates.

When asked to what extent the academic foundations courses

had stimulated the graduates' concern with the values facing

mankind, the education graduates' mean rating was 2.64 compar-

ed to 2.51 for arts, sciences and business graduates. The

total mean rating for both groups was 2.63.

Question six, concerning the extent of encouragement the

graduates received for thinking and acting responsibly for

their behavior, was rated slightly higher by the arts, sciences

and business graduates than by the education graduates. The

total mean rating was 2.8.

Concerning the relevancy of the courses in meeting to-

day's needs, the education graduates rated them at 2.68, while

a less than adequate rating of 2.37 was given by the arts,

sciences and business graduates. A mean rating of 2.65 was

given by the total number of respondents.

The highest mean ratings, of 3-07 and 3-39»were given to

questions eight and nine respectively. These questions per-

tain to the extent to which the graduates now believe that

there were courses in other departments which would have been

valuable, and that there should have been more flexibility in

choosing electives.

57

The last question in Part II, dealing with the concerns

of the home, community, and personal and social problems,

elicited a total mean rating of 2.53» which was slightly-

higher than the established level of adequacy rating of 2.5.

However, the education graduates felt that these courses

were more significant' in this regard than did the arts,

sciences and business graduates.

The total overall mean rating was 2.77. The overall

mean rating of the education graduates was 2.8, compared to

an overall mean rating of 2.56 of the arts, sciences and

business graduates, which was just slightly above the adequate

level of 2.5.

Seemingly there is a discrepancy between the graduates'

rating of the courses in the Academic Foundations Program

and the ten questions regarding the extent to which the

graduates had developed certain competencies, methodologies

and attitudes through their exposure to these courses.

While the overall mean of 2 .77 for the ten related questions

was very satisfactory, eight of the fourteen academic foun-

dations courses were given an inadequate rating by the

graduates.

In response to the two open-end questions, the graduates

were asked to give specific courses which they believed should

be added to or deleted from the program. Table XII contains

58

TABLE XII

COURSES WHICH THE GRADUATES BELIEVE SHOULD BE ADDED TO THE ACADEMIC FOUNDATIONS

Course p* Course F

Psychology 5^ Vocational-Technical 7

Sociology kz Audio-Visual Aids 6

Philosophy 2? Foreign Language 6

Human Relations 14 Anthropology 5

Problems Course 13 Education 5

Business 12 Methods of Research 5

Free Electives 12 Ecology k

Ethnic Studies 11 Health & Physical Ed. 4

Fine Arts 11 Public Relations 4

History 10 Community Life 3

Mathematics 9 Counseling & Guidance 3

Speech 9 Bible 2

English 8 Basic Law 2

Government 8 New Fields 1

Humanities 7 Science 1

Subject Areas 7 Geography 1 337

*F, Frequency.

the courses the graduates believed should be added to the

Academic Foundations Program.

59

The areas with the largest number of frequencies were

psychology, sociology and philosophy with fifty-four, forty-

two and twenty-seven responses respectively. Fourteen grad-

uates believed that there should be a course dealing with

human relations, and thirteen mentioned that courses in

student and world problems should be offered. In this same

general area eleven graduates listed ethnic and cultural re-

lations as an area that should be formally explored; seven

graduates wanted more courses in the humanities added to the

program; four graduates believed public relations should be

offered; and three graduates saw a course in community life

and living as an important area.

Practical courses such as business, mathematics, creative

writing, speech, audio-visual aids and vocational-technical

were specified by several of the graduates. Other courses

which graduates believed should be added include fine arts,

health and physical education, Bible, geography, government,

research methods, education and science.

Twenty-nine graduates believed that the academic foun-

dations courses in mathematics should be deleted. A few

qualified their statements by adding that, if kept, they

should be made more practical. Twenty-four graduates said

history should be deleted, and eighteen felt the science

courses should not be included. Table XIII contains these data.

60

TABLE XIII

COURSES WHICH THE GRADUATES BELIEVE SHOULD BE DELETED FROM THE ACADEMIC FOUNDATIONS PROGRAM

Course F

Mathematics 29

History 2k

English (200-level) 18

Science 18

Health & Physical Education 1^

Foreign Language 13

Biology 10

Government 9

Education 101 9

All except teaching fields 7

English 7

Freshman English. 7

All except free electives 7

Chemistry 7

Speech 2

Physics 2

Eighteen graduates would delete the 200-level English

courses; and seven did not qualify their statements, but

simply said the English courses should be deleted. Other

courses mentioned for deletion in fewer numbers are health

61

and physical education, foreign language, biology, government,

chemistry, speech and physics. Other graduates believed that

all academic foundations courses except electives should be

deleted, and still others that all courses except those which

are a part of a graduates' teaching field should be deleted.

Since the graduates offered few suggestions for the deletion

of academic foundations courses, they apparently believed the

courses included in this part of their teacher preparation

program were beneficial.

Part Ills Academic Specialization

The third section of the questionnaire concerning the

academic specializations of the graduates consisted of seven-

teen questions. The same four-point rating scale which was

used in Part II was utilized in this section in appraising

the extent to which the various aspects of their teaching

fields were effective in preparing them to become teachers.

Four open-end questions were included concerning the weak-

nesses and'strengths of their teaching fields(s).

The data presented in Table XIV show that all teaching

fields were given a mean rating above the 2.5 value which

was established as suggestive of adequacy. Only four fields,

English, art, Spanish and music, received a mean rating under

3.0. The two science integrated-major graduates gave that

field a 4.0 mean rating. The next highest mean ratings were

62

TABLE XIV

GRADUATES' APPRAISAL CONCERNING THE EXTENT TO WHICH THE SUBJECT MATTER PRESENTED IN THEIR TEACHING FIELDS PREPARED THEM TO TEACH THOSE SUBJECTS

First Field Second Field Total

N M N M N M

History 54 3.09 114 3.06 168 3.07 English 80 2 .88 43 2 .90 123 2.89 Government 21 3.57 38 2.84 59 3.10 H .P .E. 52 3.65 6 4.00 58 3.69 Mathematics 46 3.13 13 3.53 59 3.22 Art 33 3.07 17 2 .64 50 2.92 Spanish 14 2.85 27 2.88 41 2.87 Business 31 3.25 9 3.00 40 3.19 Biology 31 3.48 8 3.00 39 3.38 I .A. 35 3.48 0 0.00 35 3.48 Geography 7 3.28 22 3.13 29 3.17 Speech 6 3-33 20 3 .44 26 3.41 Journalism 5 3.19 11 3.09 16 3.12 Soc. St. 14 ' 3.57 0 0.00 14 3.57 Chemistry 10 3.50 4 3.75 14 3.57 Music n 2.54 0 0 .00 11 2.54 French 4 3.75 4 2.75 .8 3.25 Drama 3 4.00 4 3.00 7 3.43 Earth Sc. 1 4.00 2 3.50 3 3.66 Economics 0 0.00 1 3.00 1 3.00 Physics 1 4.00 1 3.00 2 3.50 Science I .M. 1 4.00 1 4.00 2 4.00

*N, Number; M, Mean.

health and physical education, chemistry and social studies

integrated-major and industrial arts.

When the mean ratings of the first and second teaching

fields of the same subject are compared, and excepting the

composite fields, the graduates rated their first teaching

fields higher by about a two-to-one ratio. Since only four

63

teaching fields were rated below 3.0, it appears that the

graduates believed the academic departments did a good job

in preparing them for their classroom teaching experience.

The data presented in Table XV concerning the extent to

which the graduates believed they needed additional courses in

TABLE XV

GRADUATES' APPRAISAL CONCERNING THE NEED FOR ADDITIONAL COURSES IN THEIR TEACHING FIELDS

First & Field * Second Field Total

N M N M N M

History- 5^ 2.81 112 2.58 166 2.65 English 81 2.96 ^3 3.02 124 2.98 Government 21 2 .66 39 2 .71 60 2.69 H .P .E. 52 3.00 6 2.50 58 2 .94 Mathematics 46 2 .32 13 2.07 59 2.26 Art 32 2.91 16 3.31 48 3.04 Spanish 14 3.35 28 2.75 42 2.95 Business 31 2 .80 9 2.88 40 2.81 Biology 31 2.61 8 2.37 39 2.56 I .A. 35 2 .74 0 0.00 35 2.74 Geography 7 2 .14 22 2.50 29 2 .41 Speech 6 2 .50 20 2.14 26 2.22 Journalism 5 2.00 11 2.45 16 2 .30 Soc. Sc. 13 2.53 0 0.00 13 2.53 Chemistry 10 1 .69 4 2 .50 14 1.92 Music 11 3^5 0 0.00 11 3-^5 French 4 2 .50 4 3.50 8 3.00 Drama 3 2.33 4 3.25 7 2.85 Earth Sc. 0 0.00 2 2.50 2 2.50 Economics 0 0.00 1 4.00 1 4.00 Physics 1 1 .00 1 3.00 2 2.00 Science I.M. 1 1.00 0 0.00 1 1.00

*N, Number; M, Mean.

6k

their teaching fields show that only three teaching fields

with more than five responses were rated above 3*0, while

eight fields were rated below 2.5. Art, music and French

received the highest ratings.

These data might be interpreted as meaning the graduates

felt the need for additional courses to increase their knowl-

edge in their teaching fields, or they might be interpreted

negatively in tnat the graduates believed that they had not

received the type of knowledge which they believed was needed

in helping them teach the subject. Therefore, a high rating

might not necessarily mean a high rating for the department.

Caution should be exercised in interpreting the data in

Table XV.

Data presented in Table XVI indicate that the effective-

ness of instructors' methods and techniques was rated below

2.5 in the teaching field of music. The highest mean ratings

were given to industrial arts and speech.

The graduates rated the instructors' effective use of

methods and techniques higher in ten first fields, and equal

between first and second fields in three others. It appears

the graduates were generally satisfied with .the utilization

of methods and techniques by instructors in their teaching

fields since only two departments were given inadequate

ratings.

6 5

TABLE XVI

GRADUATES' APPRAISAL CONCERNING THE EFFECTIVENESS OF METHODS AND TECHNIQUES OF INSTRUCTORS IN

THEIR TEACHING FIELDS

First

N

Field *

M

Second Field

N M

Total

N M

History 54 2.81 115 2.83 I69 2.82 English 81 2.85 41 2.80 122 2.83 Government 20 3.04 39 2.74 59 2.84 H .P .E. 52 3.13 6 3-33 58 3.15 Mathematics 46 2.71 13 3.23 59 2 .82 Art 33 2.97 16 2 .81 49 2 .91 Spanish 14 2.92 27 2 .92 41 2 .92 Business 31 2.77 9 2.77 40 2.77 Biology 31 3.29 8 3-00 39 3.23 I .A. 36 3.36 0 0.00 36 3.36 Geography 7 3.14 22 2.90 29 2.95 Speech 6 3-33 20 3.25 26 3.26 Journalism 5 3.19 11 2 .90 16 2.99 Soc. Sc. lk 3.00 0 0.00 14 3.00 Chemistry 10 3.29 4 3.50 14 3.35 Music 11 2.45 0 0.00 11 2.45 French k 3.25 3 2 .66 7 2.99 Drama 3 3.66 4 2.75 7 3.14 Earth Sc. 1 4.00 2 4.00 3 4.00 Economics 0 0.00 1 2 .00 1 2.00 Physics 1 4.00 1 3.00 2 3.50 Science I.M. 1 4.00 0 0.00 1 4.00

*N, Number; M, Mean

The data in Table XVII show that the graduates in

only one field, music,rated the effectiveness and com-

petency of their academic specialization instructors below

3.0. The highest rated teaching fields, with more than

five responses,were industrial arts and chemistry, with

3.36 and 3.35. The instructors in areas listed as first

66

TABLE XVII

GRADUATES' APPRAISAL CONCERNING THE EFFECTIVENESS AND COMPETENCY OF THE INSTRUCTORS IN

THEIR TEACHING FIELDS

First Field * *

N M

Second Field

N

Total

M N M

3.26 169 3.32 3.09 124 3-22 3.43 60 3-46 3.50 58 3.15 3.30 59 3 . U 2 .81 49 3.05 3.11 41 3-12 3.22 40 3-01 3.12 39 3.35 0.00 36 3.19 3.31 29 3.33 3.34 26 3.29 3.45 16 3.49 0.00 14 3.35 3.75 14 3.63 0.00 11 2.72 3.25 8 3.50 3.00 7 3-28 4.00 3 4.00 3.00 1 3.00 4.00 2 4.00 0.00 1 4.00

History English Government H .P .E. Mathematics Art Spanish Business Biology I. A. Geography Speech Journalism Soc. Sc. Chemistry Music French Drama Earth Sc. Economics Physics Science I.M.

54 81 21 52 46

11 31 31 36

7 6 5

14 10 n

4 3 1-0 1 1

3.46 3-30 3.52 3.11 3.06 3.17 3.14 2 .96 3.^1 3.19 3.42 3.16 3.59 3.35 3.59 2 .72 3.75 3.66 4.00 0.00 4.00 4.00

115 43 39

6 13 16 27

9 8 0

.22 20 11 0 4 0 4 4 2 1 1 0

*N, Number; M, Mean

teaching fields were rated higher by a two-to-one ratio over .

those in the same areas listed as second teaching fields.

Since only one field was rated below 3>00, this seemed to

indicate the graduates were well satisfied with the instructors

in their teaching areas.

67

Data presented in Table XVIII indicate that nine

fields were rated between 2.5 and 3.0, while thirteen

fields were given mean ratings above 3*0. The graduates

TABLE XVIII

GRADUATES' APPRAISAL CONCERNING THE EXTENT TO WHICH INSTRUCTORS IN THEIR TEACHING FIELDS WERE PERSONALLY INTERESTED IN THEM AS STUDENTS

First Field * *

N M

Second Field

N M

Total

N M

History English Government H .P .E. Mathematics Art Spanish Business Biology I .A. Geography Speech Journalism Soc. Sc • Chemistry Music French Drama Earth Sc. Economics Physics Science I.M.

54 81 21 52 45 33 14 31 31 36 7 6 5 14 10 11 4 3 1 0 1 1

2.62 2.82 3.04 2 .90 2.55 3-33 2 .64 2 .61 2.87 3.25 3.28 3.33 3-39 3.00 3.29 3.00 3.75 4.00 4.00 0.00 4.00 3.00

115 43 38 6 13 17 27 8 8 0

22 20 11 0 4 0 4 4 2 1 1 0

2 .71 2 .48 2.71 3.00 2 .69 2 .94 2 .70 2 .50 2 .62 0.00 3.04 3.14 3. 81 0.00 3.25 0.00 3.00 3.50 2.50 2 .00 4.00 0.00

169 124 59 58 58 50 41 39 39 36 29 26 16 14 14 11 8 7 3 1 2 1

2.68 2 .70 2 .82 2.91 2.58 3.19 2.67 2.58 2 .81 3.25 3.09 3.18 3.67 3.00 3.27 3.00 3.37 3.71 3.00 2 .00 4.00 3.00

*N, Number; M, Mean.

rated instructors of the first teaching fields as being more

personally interested in them as students by a ratio of

approximately three -to-one.

68

The data tabulated in Table XIX show that six teaching

fields were given a mean rating below 2.5; that six fields

TABLE XIX

GRADUATES' APPRAISAL CONCERNING THE AMOUNT AND QUALITY OP GUIDANCE RECEIVED

IN THEIR TEACHING FIELDS

First * Field * Second Field Total

N M N M N M

History 53 2.37 115 2 .43 168 2.41 English 80 2 .66 43 2.32 123 2.54 Government 21 2 .52 38 2.42 59 2 .45 H .P .E. 51 2 .92 6 3.33 57 2 .96 Mathematics 45 2.33 13 2 .69 58 2.41 Art 33 2 .85 17 2.58 50 2.75 Spanish 14 2.21 28 2.42 42 2.35 Business 32 2 .50 8 2.62 40 2.52 Biology 31 2.77 8 • 2.12 39 2 .63 I.A. 36 2 .91 0 , 0.00 36 2 .91 Geography 7 2.71 22 2.59 29 2.61 Speech 6 3.00 20 3.00 26 3-00 Journalism 5 3.19 11 3.45 16 3.36 Soc. Sc. 14 2.64 0 0.00 14 2 .64 Chemistry 10 2.59 4 3.25 14 2.77 Music 11 2 .45 0 0.00 11 2 .45 French 4 3.50 4 2.75 8 3.12 Drama 3 4.00 4 2.75 7 3.28 Economics 0 0.00 1 2 .00 1 2 .00 Physics 1 4.00 1 4.00 2 4.00 Science I.M. 1 3.00 0 0.00 1 3.00

*N, Number; M, Mean.

were rated above 3•0; and that the others received ratings

between 2.5 and 3-0. The teaching fields receiving the

highest mean rating concerning the amount and quality of

guidance which the graduates had received were physics,

69

journalism, drama and French. The fields receiving the

lowest mean ratings were Spanish, mathematics, history,

government and music.

Graduates gave subjects listed as first teaching fields

a slight eight-to-six edge in providing students with guid-

ance . The field of speech had its first and second fields

rated equally.

There was agreement among the graduates concerning the

extent to which the instructors in their academic speciali-

zations were personally interested in them as individuals and

the teaching fields in which the graduates felt the amount

and quality of guidance received were more than adequate. It

appears that the graduates "believed their instructors were

interested in them as individuals, and that they were, to a

lesser degree, willing to provide guidance activities.

Concerning the extent to which the graduates believed

their teaching fields developed in them a commitment to con-

tinue studies and research, data tabulated in Table XX show

that graduates rated Spanish highest. The only teaching

field rated lower than 2.5 was music. The overall mean

rating was 2.97.

Two factors, the relatively high overall mean rating

and the fact that only one field was lower than 2.5, indi-

cated that the graduates believed the commitment to continue

70

TABLE XX

GRADUATES' APPRAISAL CONCERNING THE EXTENT TO WHICH THEIR TEACHING FIELDS DEVELOPED IN THEM THE COMMITMENT

TO CONTINUE STUDY AND RESEARCH

Total • * *

N M

171 2 .89 12^ 2.7^ 6l 3.13 59 2.99 58 2.53 51 2 .88 ^3 3-30

2 .63 39 3.12 36 2 .9k 30 2 .70 26 2.65 16 3.12 13 3.00 1^ 2.71 11 2 .36 8 3.13 7 2 .71 *4- 3.75 2 2.50 2 3.50 1 3.00 1 4-.00 1 3.00

2.97

History English Government H .P .E . Mathematics Art Spanish Business Biology I.A. Geography Speech Journalism Soc. Sc. Chemistry Music French Drama Earth Sc. Economics Physics Psychology Sociology Science

Overall Mean

*N, Number; M, Mean.

study and research in their academic specializations was well

developed by their undergraduate preparation in those fields.

These and other data are tabulated in Table XX.

71

The data in Table XXI revealed that only four teaching

fields were given a mean rating 3-0 or above on the question

concerning the extent to which the academic specializations

TABLE XXI

GRADUATES' APPRAISAL CONCERNING THE EXTENT TO WHICH THEIR TEACHING FIELDS DEVELOPED IN THEM AN OBLIGATION TO

READ THE RELATED PROFESSIONAL PUBLICATIONS

Total

* *

N M

168 2.62 125 2 . 9 60 2.64 59 2 .96 59 2.28 51 2 .80 42 2.64 42 2.42 38 2.76 36 2.88 30 2 .43 26 2.62 16 2.87 14 2.64 14 2.64 11 2 .63 8 2.75 7 2.71 4 3.00 2 3-00 2 3.00 1 2.00 1 • 4.00 1 3.00

History English Government H .P .E. Mathematics Art Spanish Business Biology I .A. Geography Speech Journalism Soc. Sc. Chemistry Music French Drama Earth Sc. Economics Physics Psychology Sociology Science I.M.

Overall Mean

*N, Number; M, Mean.

2 .70

72

had developed in the graduates an obligation to read the

professional publications related to their fields. All four

of these fields contained four or fewer responses. Four

fields were rated below 2.5. These were mathematics, busi-

ness, geography and English. The mean rating for all fields

was 2.7.

Although five of the teaching fields had mean ratings

below 2.5, an overall mean rating of 2.7 indicated several

of the graduates' academic specializations had satisfactorily

developed in them a commitment to keep abreast of develop-

ments in professional research in their field(s). However,

none of the teaching fields with an N of seven or more was

given a mean rating above 3.0. These and other data are pre-

sented in Table XXI.

Data presented in Table XXII concerned the extent to

which the graduates' fields made them feel the importance of

belonging to and participating in professional associations

for the improvement of their fields. Eleven fields were

rated below 2.5, and only three fields were rated above 3.0.

The highest rating was given to health and physical education.'

Of the teaching fields which received more than five responses,

chemistry was the lowest. The overall mean was an inadequate

2.48.

The graduates of nearly half the teaching fields be-

lieved those fields had inadequately made them feel the

73

TABLE XXII

GRADUATES' APPRAISAL CONCERNING THE EXTENT TO WHICH THEIR TEACHING FIELDS MADE THEM FEEL THE IMPORTANCE OF

BELONGING TO PROFESSIONAL ASSOCIATIONS

Total

*

N *

M

History English Government H -.P.E . Mathematics Art Spanish Business Biology I.A. Geography Speech Journalism Soc. Sc. Chemistry Music French Drama Earth Sc. Economics Physics Psychology Sociology Science I.M.

Overall Mean

170 125

60 59 59 51 42 42 38 36 30 26 16

14 11 8 7 4 2 2 1 1 1

#N, Number; M, Mean.

2.61 2.53 2 .70 3.06 2.21 2 .40 2 .78 2.50 2 .47 2 .94 2 .46 2 .49 2 .75 2.42 1.99 2 .90 2.88 2 .14 2 .75 1.50 3.00 1.00 4.00 1 .00

2 .48

importance of belonging to and participating in the work of

professional associations for the improvement of their fields.

The data reported in Table XXIII rated the overall effec-

tiveness of the graduates' first teaching field. The highest

74

TABLE XXIII

GRADUATES* APPRAISAL CONCERNING THE OVERALL EFFECTIVENESS OF THE EDUCATION PROGRAM OF THEIR FIRST

TEACHING FIELD DEPARTMENT

Total *

N M

54 3.20 81 2.98 20 3.04 51 3.13 45 2.91 32 3.03 14 3.00 32 2 .78 29 3.24 36 3.27 7 3.28 6 3.00 5 3.39 14 3.14 10 3-39 10 2 .50 4 3.75 3 3.66 1 4.00 1 4.00 1 3-00

3.22

History English Government H .P .E. Mathematics Art Spanish Business Biology I .A. Geography Speech Journalism Soc. Sc. Chemistry Music French Drama Earth Sc. Physics Science I.M.

Overall Mean

*N, Number; M, Mean.

mean ratings were given to French, chemistry, geography and

industrial arts. These were the highest of seventeen fields

given mean ratings above 3-0. The graduates in the field of

music gave their department the lowest mean rating of 2.5.

The overall mean rating was 3-22. This very high overall

mean rating which was given the effectiveness of the

75

graduates* first teaching fields indicated that they be-

lieved the materials presented to them in their subject

areas were useful to them as beginning teachers. These

data are presented in Table XXIII.

No second teaching field in the data presented in

Table XXIV was rated below 2.5, and only five fields were

rated below the 3-0 level. These were government, art,

drama, English and business. Of the fields with more than

five responses, speech and journalism were rated highest, at

3.29 and 3.27.

The overall mean rating given to fields designated by

the graduates as second teaching fields, exclusive of com-

posite fields and fields which contained no frequencies,

was 3-09« This was slightly lower than the 3*22 mean rating

given to the designated first teaching fields. These specific

questionnaire items were not given a response by either the

psychology or sociology graduates who had indicated these

subjects as first or second teaching fields.

Although the overall mean rating given to the second

teaching fields was slightly lower than first teaching fields,

it appears the graduates of Texas A & I University at

Kingsville believed their undergraduate teacher preparation

in their academic specializations to be highly satisfactory.

No first or second teaching field received an inadequate

rating. This rating of the academic specializations

76

TABLE XXIV

GRADUATES* APPRAISAL CONCERNING THE OVERALL EFFECTIVENESS OF THE EDUCATION PROGRAM OF THEIR SECOND

TEACHING FIELD DEPARTMENT

Total * *

N M

History 111 3.00 English ^3 2 .69 Government 39 2.97 H .P .E. 6 3.00 Mathematics 13 3.07 Art 17 2.88 Spanish 27 3.07 Business 9 2 .66 Biology 8 3.12 Geography 22 3.09 Speech 20 3.29 Journalism 11 3.27 Chemistry 3 3-33 French k 3.00 Drama k 2.75 Earth Sc. 2 3.50 Economics 1 3.00 Physics 1 4.00

Overall Mean 3.09 *N, Number; M, Mean,

compared favorable with the graduates' rating of their pro-

fessional program.

The four open-end questions at the end of this section

were designed to ascertain the strengths and weaknesses of

the specific teaching fields as expressed by the graduates

and to give them the opportunity to list courses which they

believe should be added or deleted from their academic spe-

cializations. The responses were categorized and listed by

77

specific area in order of the frequency mentioned.

History

Graduates with teaching fields in history indicated that

the greatest strengths of that department were the following!

1. Excellent, interested and interesting instruc-

tors (sixty-eight responses)

2. Relevant and interesting courses (twenty-

five responses)

3. Research projects (seven responses)

4. A good selection and variety of courses

(seven responses)

5. Methods and techniques of teaching (six

responses)

6. Good textbooks (three responses)

The greatest weaknesses of the history department were

1. Poor instructors (twenty-five responses)

2. The lecture only method utilized (thirteen

responses)

3- Lack of a teaching methods course for history

(ten responses)

^. Lack of relevant course materials (six

responses)

5- No relationship "between college courses and

what is taught in high school (six responses)

6. Too much course work for time in which to

accomplish it (five responses)

78

7. Courses cover too long a time period (four

responses)

8. Courses were cut-and-dried; didn't require

thinking (four responses)

9. Lack of modern or contemporary courses (three

responses)

10. Too much rote memory work (three responses)

11. Lack of a variety of courses (three responses)

The graduates with history teaching fields listed several

courses which they believed should be added to their academic

specialization as follows:

1. Methods of teaching history (twenty-three

responses)

2. World history courses (nine responses)

3. Cultural and ethnic studies (five responses)

4. Current or contemporary history (four responses)

5. Free electives (three responses)

6. Diplomatic history (three responses)

The courses which the history graduates believe should

be deleted are as follows:

1. Texas history (three responses)

2. World history (three responses)

English

According to the responses of its teaching field grad-

uates, the strengths of the English department at Texas A & I

University at Kingsville were the following:

79

1. Excellent, talented, knowledgeable and inter-

ested professors (fifty-three responses)

2. A variety of relevant courses and materials

(twenty-eight responses)

3. The literature courses (thirteen responses)

. The methods course (six responses)

5. Good methods and techniques (five responses)

6. Research (five responses)

7. Grading procedures (three responses)

The greatest weaknesses of the English department as

delineated by its graduates were

1. Poor instructors (nineteen responses)

2. Lack of grammar, composition, reading and cre-

ative writing courses for prospective teachers (seventeen

responses)

3. The department doesn't teach what is needed to

teach in the public schools (seventeen responses)

k. Poor teaching techniques (twelve responses)

5« Lack of a variety of courses (ten responses)

6. Courses aren't offered often enough, selection

limited (five responses)

7. The advanced grammar course (four responses)

8. Some classes too large (three responses)

The specific courses the English graduates would like

to see added to the academic specialization program are the

following:

80

1. Methods or "how to teach" courses including

teaching poetry, fiction, drama, composition, mythol-

ogy, creative writing, grammar, phoenetics and secondary

reading (sixty-one responses)

2. Modern and contemporary authors and courses

(five responses)

3. Grading procedures (three responses)

The English graduates would delete the following courses:

1. Advanced grammar (seven responses)

2. Courses covering one author or area (three

responses)

3. History of the English language (three responses)

Courses not relevant to high school curriculums

(three responses)

Government

According to the graduates in government the strengths

of that department were as follows:

1. Effective, competent and experienced instructors

(twenty-six responses)

2. A good selection of courses (seven responses)

3. Techniques and teaching methods (three responses)

The interest of the students (three responses)

The greatest weaknesses of this field were

1. Poor instructors (nine responses)

.2. Lack of variety or selection of courses (five

responses)

81

3. Lack of methods course (five responses)

Lack of individual attention (four responses)

5. Too much internal controversy (three responses)

6. Too much work for the time allowed (three

responses)

Courses which the graduates in government would add to

the program were

1. Methods for teaching government (twelve responses)

2. Ethnic studies (three responses)

Courses which government graduates would delete from the

program were

1. Comparative government (three responses)

2. Everything except free electives (three responses)

Health and Physical Education

The greatest strengths as seen by graduates of this teach-

ing field were i

1. Interesting and interested instructors (eighteen

responses)

2. Variety and range of teaching activities (ten

responses);

3. Students made class presentations (six responses)

k. Taught practical knowledge (six responses) /

5' Qood courses (three responses) I

6. ^he upper level courses (three responses)

The greatjst weaknesses attributed to this field by its

graduates were las follows:

82

1. Poor professors (sixteen responses)

2. Courses (nine responses)

3. Poor facilities for women (three responses)

Lack of course variety and advanced courses

(three responses)

5. Lack of methods of teaching games and health

(three responses)

6. The grading system (three responses)

Graduates in health and physical education believed the

following types of courses should be added to this field:

1. Methods of teaching individual activity courses

(ten responses)

2 i Prevention and treatment of athletic injuries

(eight responses)

3. Coaching courses (seven responses)

Selection and care of equipment (three responses)

5. Recreation and outdoor education (three responses)

Health and physical education graduates believed the fol-

lowing courses should be deleted from their teaching fields

1. Foundations of physical education courses (three

responses)

2. Introduction to physical education (three re-

sponses)

3« Tests and measurements (three responses)

83

Mathematics

The greatest strengths of the math department as seen by

the graduates were

1. Fine quality of good instructors (twenty-three

responses)

2. Courses (eight responses)

3. Students interests (three responses)

k. Tutoring program for students (three responses)

The greatest weaknesses of this field were

1. Poor instructors (twenty-one responses)

2. Courses (seven responses)

3. Material learned in college courses not taught

in high school (four responses)

k. Use of audio-visual materials (four responses)

5. No practical application of courses (three

responses)

6. Required courses not offered each semester

(three responses)

7. Prejudice against education majors (three re-

sponses)

The graduates would add the following types of courses

to their program:

1. A methods of teaching mathematics course (thir-

teen responses)

2. Advanced calculus courses (three responses)

84

According to the graduates, the following should be

deleted:

1. The geometry course in secondary teaching (five

responses)

2. Calculus- not needed for high school teaching

(four responses)

3. Courses not relevant to high school mathematics

(three responses)

Art

In the opinion of its graduates the greatest strengths

of the art department were

1. Competent, talented and interested instructors

(seventeen responses)

2. Students' freedom of expression (five responses)

3. The practical courses (five responses)

The variety of courses (five responses)

5. The communication between students and in-

structors (four responses)

6. The varieties of philosophies in the department

(three responses)

The greatest weaknesses of this field were

1. Courses not practical for conditions in the

schools (sixteen responses)

2. Poor instruction (seven responses)

3. 'Overcrowded and poor facilities (three responses)

85

Courses which the graduates "believed should be added to

this field are

1. Methods and techniques of teaching art in sec-

ondary and elementary schools (nine responses)

2. Industrial arts and crafts including: photog-

raphy, ceramics and metals (five responses)

3. Art history (three responses)

The art graduates said the following should "be deleted:

1. Art 101-102 (three responses)

2. Art appreciation (three responses)

Spanish

The strengths of the Spanish field were listed "by its

graduates as follows:

1. Good, competent, interested instructors

(fifteen responses)

2. The variety of courses available (six responses)

3. Effective teaching methods (five responses)

4. Spanish grammar (four responses)

5. The methods courses (three responses)

The weaknesses of this field were

1. Not enough grammar courses (eight responses)

2. Classes too large (four responses)

3. Too much emphasis on literature (three responses)

4. No student involvement in some classes (three

responses)

86

5. Courses not relevant to high school teaching

(three responses)

According to the graduates the following courses should

"be added:

1. More grammar courses (eight responses)

2. Courses in Mexican and South American history

(three responses)

3. Methods of teaching Spanish (three responses)

Courses which the graduates believed should be deleted

are

1.. Less emphasis on literature (six responses)

2. Foundations courses by examination (three

responses)

Business

The greatest strengths of this area as seen by its

graduates were

1. The variety of good courses (nine responses)

2. Course materials relevant to high school teach-

ing (six responses)

3- Good professors (five responses)

The greatest weaknesses of business were

1. Poor instructors (seven responses)

2. Courses (seven responses)

3. Lack of a variety of subjects (four responses)

The business graduates believed the following courses

should be added:

87

1. Methods of teaching individual areas of business

(six responses)

2. General business courses (three responses)

3. A machine repair course (three responses)

The graduates would have deleted the following:

1. Business law course (three responses)

2. Data processing (three responses)

Biology

The greatest strengths of this academic specialization,

according to its graduates,were

1. Creative, competent and interested instructors

(fifteen responses)

2. Courses (six responses)

3. Laboratory experiences (five responses)

k. Student and instructor relationships (four

responses)

5. Field work (three responses)

The greatest weaknesses of this field were

1. Poor instructors (twelve responses)

2. Courses (six responses)

3. Lack of a methods of teaching course (five

responses)

Courses the graduates felt should be added were

1. Methods course in teaching biology (nine re-

sponses)

88

2. More electives (three responses)

Courses graduates would delete were

1. Plant taxonomy courses (three responses)

2. Those taught predominantly by one professor

(three responses)

Industrial Arts

The greatest strengths regarding the industrial arts

department were

1. A good selection and variety of courses

(fifteen responses)

2. Good professors (seven responses)

3. Individual help (three responses)

The greatest weaknesses were

1. Poor instructors (four responses)

2. Lack of flexibility in choosing courses (four

responses)

3. Courses not relevant to what is taught in

public schools (four responses)

4. Lack of courses in woods, metals and drafting

(four responses)

5. Courses in the field (three responses)

6. Lack of equipment and tools (three responses)

The industrial arts majors would add the following

courses to their specialization:

1. Advanced drafting (five responses)

89

2. Advanced woods (four responses)

3. Welding (three responses)

Industrial education (three responses)

According to its graduates, the industrial arts depart-

ment should delete the following:

1. Lapidary (three responses)

2. Leather (three responses)

3. Ceramics (three responses)

Geography

The greatest strengths of the geography department as

related by its graduates were

1. Good courses (nine responses)

2. Good, interested professors (seven responses)

3- Good faculty and student relationships (three

responses)

4. Laboratory materials and equipment available

(three responses)

The greatest weaknesses were

1. Limited course offerings (three responses)

2. Poor instructors (three responses)

The geography graduates would have added the following

courses:

1. A course in methods of teaching (three responses)

2. Advanced courses (three responses)

The graduates in geography indicated that they would

not delete a single course.

90

Speech

The speech graduates listed the following strengths of

that department:

1. Instructors were concerned and competent

(eleven responses)

2. Good courses covered variety of materials (six

responses)

3. Practical experiences (three responses)

The graduates listed the following as weaknesses of the

department:

1. Poor instructors (five responses)

2. No preparation for teaching speech (three

responses)

3. Lack of advanced courses (three responses)

The speech graduates "believed these courses should be

added:

1. Methods of teaching speech (four responses)

2. Speech pathology (three responses)

One graduate thought drama courses should be deleted •

from the speech curriculum.

Journalism

The greatest strengths of this academic area were

1. Excellent and interested professors (six

responses)

2. Practical application of materials (six

responses)

91

3. News editing, radio and television reporting

(three responses)

The weaknesses of this department were as follows:

1. Poor facilities (four responses)

2. Small faculty (three responses)

The graduates would have added the following courses:

1. Classroom teaching methods (three responses)

2. A required laboratory course (three responses)

The journalism graduates said that no courses should

be deleted.

Social Science-Integrated Major

The greatest strengths of this field, according to the

graduates were

1. Excellent, competent professors (six responses)

2. Encouraged awareness of social problems (three

responses)

The weaknesses of this field were

1. Professors (three responses)

2. Practical courses left out (three responses)

The graduates mentioned the following as courses which

should be added:

1. World History (three responses)

2. Practical courses like investments, mortgages

(three responses)

92

Chemistry

The graduates listed as strengths of this department

the following:

1. Well qualified, competent and interested

instructors (eleven responses)

2. Student interest and hard work (three responses)

The weaknesses of this field were

1. Poor facilities (six responses)

2. Lack of a science teaching methods course

(three responses)

The courses which the graduates felt should be added to

the program were

1. Physical chemistry (three responses)

2. Bonding theory (three responses)

According to the graduates, no courses should "be deleted.

Music

The greatest strengths of the music department were the

following:

1. Good, competent professors (three responses)

2. Courses and training (three responses)

3. Small classes (three responses)

The weaknesses of the department were listed as the

following:

1. Lack of methods on directing band, teaching music

(three responses)

2. Lack of performance required (three responses)

93

Graduates indicated that the following courses should

"be added to the program:

1. Methods of teaching band (three responses)

2. Instrument repair (three responses)

Two graduates mentioned Music 315 and historical, in-

tellectual and memorization courses as those which should "be

deleted.

French

The greatest strengths of this department, according to

its graduates were

1. Effective teachers who were interested in

students (four responses)

2. Good courses (three responses)

Weaknesses stated by the graduates were

1. Selection of courses limited due to lack of

students (three responses)

2. Lack of oral practice in classes (three

responses)

Courses which the graduates would have added were

1. Conversational French (three responses)

2. Modern authors (three responses)

No courses were deleted by the graduates.

Drama

The greatest strength of the drama department was the

instructors.

9^

The greatest weaknesses were

1. Poor instructors (three responses)

2. Practice (three responses)

The courses which the graduates would have added were

1. Drama practice for credit (three responses)

2. Advanced speciality courses, dance, stagecraft,

and voice (three responses)

No courses were deleted by the graduates.

Part IV: Professional Education

This part of the questionnaire contained the following

four sections: (1) professional education courses that were

rated on a one-to four-point rating scale; (2) two open-end

questions concerning professional education courses which

the graduates felt should "be added or deleted; (3) forty-

five teacher competencies educators deemed necessary and/or

desirable; and (^) two open-end questions that elicited the

graduates' responses concerning their strengths and weaknesses

as beginning teachers.

The professional secondary education courses which are

required for secondary education majors were rated on the

same four-point rating scale that was utilized in Parts Two

and Three. These data are presented in Table XXV. A fifth

possible choice was provided for the courses which the

graduates had not taken at Texas A & I University at

Kingsville.

95

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Student teaching was given the highest mean rating of

the required courses, with a total of 3-59 • It was given

similiar mean ratings by both the education and arts,

sciences and business graduates.

The second highest rating was given to Education 391:

Educational Media, followed by Education 302: Behavior of the

Secondary Child, Education 421: Secondary Methods, Materials

and Observation. Education 304: The Secondary School was

rated lowest of the required courses. The education grad-

uates rated three of these five courses higher than did the

arts, science and business graduates.

The overall mean rating for the required professional

education courses was 3-01. This satisfactory overall mean

rating compares favorably, although slightly lower, with the

ratings given by the graduates to their academic specializa-

tion courses.

The data concerning the elective professional education

courses are reported in Table XXVI. The most highly rated

of the elective courses was Education 371: Principles and

Practices in Guidance, followed by Education 428: Current

Problems and Issues in Secondary Education, Education 306:

Secondary Methods, Materials and Techniques and Education

355: Secondary Curriculum and Problems. Education 315:

Tests and Measurements was the only professional education

course rated below the suggested adequacy level of 2.5.

Education 315: Tests and Measurements also had the highest

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number of frequencies of the educational electivesf follow-

ed by Education 355: Secondary Curriculum and Problems and

Education 371: Principles and Practices in Guidance. Educa-

tion 306: Secondary Methods, Materials and Techniques, was

taught only during the summer sessions.

Education graduates gave the professional education elec-

tives a higher mean rating than arts, sciences and business

graduates by a margin of four courses to two. These courses

were given an overall mean rating of 2.59» which was much lower

than the rating given to the required education courses. How-

ever, the required course group was skewed because of the

inclusion of the highly rated student teaching course.

Table XXVII relates the data concerning the types of

education courses which the graduates believed should be added

to the secondary education program at Texas A & I University

at Kingsville. The course most frequently mentioned by the

graduates for addition to the program was one which would

place them in the public schools earlier in their program.

Sixty-one graduates said that they would like to see students

become involved during their freshman, sophomore or junior

year.

Thirty-nine graduates listed methods courses for specific

subject areas for inclusion in their secondary education pro-

gram. Twenty-three graduates believed a course in discipline

and classroom management would be beneficial enough to be

99

TABLE XXVII

GRADUATES* APPRAISAL OF THE TYPES OF COURSES WHICH THEY BELIEVE SHOULD BE ADDED TO THE PROFESSIONAL EDUCATION PROGRAM

Course F

Practical Field Application and Early Observation 6l

Specific Methods Courses for Subject Areas 39

Classroom Discipline and Management Techniques 23

None Should Be Added .21 Special Education 19 Realistic and Practical Courses 17 Psychology 1? Guidance 10 Advanced Audio-Visual Aids 9 Lengthen Student Teaching 9 Current Problems 9 Human Relations 7 Learning Theories and Principles 6 Ethnic Studies ^ School Law 4 Drug Education 4 Individualized Instruction 3 Motivation Techniques 3

included in their professional program, while nineteen grad-

uates thought courses should be provided which deal specifically

with problems of the slow learner and handicapped child. Re-

sponses by twenty-one graduates indicated they felt that no

courses need to be added to the professional program in secon-

dary education.

Other additions which the graduates would make included

realistic and practical courses, psychology courses, courses

in guidance, an advanced course in audio-visual aids, a

lengthened student teaching experience, current problems in

100

education, human relations and learning theories and princi-

ples. Other courses were also listed "by the graduates for

addition to the Professional Education Program.

Courses which the graduates felt should "be deleted from

the secondary education program are listed in Table XXVIII.

Fifty-seven graduates said no deletion should be made.

TABLE XXVIII

COURSES WHICH THE GRADUATES BELIEVE SHOULD BE DELETED FROM THE SECONDARY EDUCATION PROGRAM

Course F

Delete None • • 57 Education 304: The Secondary School • • 35 Education 315 s Tests and Measurements 33 Education 421: Secondary Methods,

Materials and Observation 20 Education 101: Orientation 15 Education 355 s Secondary Curriculum

and Problems 12 Education 302: Behavior of the Secondary Child . . . 11 Combine Some 10 All Should Be Revised and Improved 10 Theory Courses . 8 Education 319: The Modern Junior High School . . . . 6 All Should Be Deleted 5 Most Education Courses . . . . . 5 Some Repetitive Courses 4 All Except Student Teaching 3 Education 423: Student Teaching 3 Education 428: Current Problems, and Issues

in Secondary Education 3 Education 371s Principles and Practices of

Guidance 3 All Methods Courses. 3

Ten graduates thought that some of the professional

education courses should be combined} ten graduates said

that all should be revised and improved; and eight believed

101

that theory courses should be deleted. Five graduates re-

sponded that all should be deleted; five others stated that

most education courses should not be offered; and three re-

ported that all except a course in student teaching should be

deleted. Data reported in Table XXVIII list these and other

courses which fewer than four graduates would delete.

The graduates were instructed to indicate to what extent

or degree the secondary education program at Texas A & I

University at Kingsville had provided opportunities to the

students for the development of each of the forty-five teach-

er competencies. Each item was rated on a one-to four-point

rating scale; (1) no opportunity at all provided, (2) empha-

sized or provided to a small degree, (3) emphasized or provided

to some degree, and (4) emphasized or provided to a high de-

gree .

Arithmetic means were calculated for each of the forty-

five items and a mean rating above 2.5 was established as

suggestive of an adequate opportunity for development of a

specific teacher competency. These data are presented in

Table XXIX.

Items one through six in this section of the question-

naire appraised the extent of the opportunities for the

graduates to understand the psychological and physiological

principles of growth and development in adolescent personal-

ity and behavior. All six items were rated above the accepted

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2.5 level, with a total mean range from 3«08 for item one to

2.71 for item five.

Questionnaire items seven through eleven, which dealt

with historical, cultural and legal aspects of educational

theory and practice, were given total mean ratings that

ranged from a slightly above adequate 2.6 for item eight to

a very low 2.09 for item eleven. All items in this group

were slightly above the adequate mean level of 2.5 except

item eleven, which appraises the extent of opportunities

provided for the students to acquire a knowledge of the

economic bases for the operation of schools. The overall

total mean rating for this category was 2.46. Education

graduates rated all competencies in this group higher than

did the arts, sciences arid business graduates.

Items twelve through fifteen on the questionnaire assessed

the graduates* opportunities to gain insight and understanding

of individual differences and special problems of students and

those individuals who work with them in helping relationships.

The overall mean rating for these four competencies was a less

than adequate 2.44. Competencies in this group were all rank-

ed more highly by education graduates than by graduates of

arts, sciences and business. It is apparent from the low

total mean ratings of the items that opportunities had not

been provided for the development of these competencies.

Competencies in items sixteen through twenty-one con-

cerned various aspects of the secondary school curriculum.

112

Only two of these, item sixteen and item nineteen, were above

the adequate level of 2.5. The overall mean rating for this

category was 2.46, and education graduates rated all compe-

tencies higher than arts, sciences and business graduates.

It appears that the opportunities for the development of these

competencies were not provided the graduates through their

education program.

The largest category in this section of the questionnaire,

with thirteen competencies, covered the topics of teaching

methodologies, strategies and technologies in items twenty-

two through thirty-four. Every competency in this group with

one exception was given a total mean rating above 2.5. Two

items concerning the importance of praise and recognition of

students in the classroom and educational technology were J i i

given the highest total mean ratings in this section of the |

questionnaire. The lowest mean rating of 2.14 was given to

item thirty-four, pertaining to the opportunities presented to

the graduates in developing skill in planning and supervising

extra-curricular activities. The total overall mean rating

given these competencies was 2.82. The education graduates

gave all the items a higher mean rating than did the graduates

of arts, sciences and business.

In items thirty-five, thirty-six and thirty-seven the

graduates appraised the extent to which opportunities to

develop competencies in pupil appraisal had been present.

113

Items thirty-five and thirty-six were given similiar total

mean ratings, of 2.61 and 2.62 respectively. A "below-adequate

total mean rating of 2 .**- was given to item thirty-seven, con-

cerning the use and interpretation of standardized tests. All

three competencies were rated higher "by the education gradu-

ates than by the arts, sciences and business graduates.

Item thirty-eight, regarding the assistance of lay groups

in understanding the school program, was given the lowest total

mean rating of any item in this section of the questionnaire.

The graduates gave it an overall mean rating of 2,02, while

the education graduates rated it 2.05 and arts, sciences and

business graduates rated it 1.9-

The ability to provide a creative atmosphere and guide

students in realistic goal setting were the two competencies

rated by the graduates in items thirty-nine and forty. Both

items were given above-adequate total mean ratings, of 2.66

and 2.5^ respectively. Again, the higher ratings were given

by the education graduates.

The last five items in this section, relating to the re-

sponsibilities of teachers to others in the school and commun-

ity, were all given total mean ratings 2.7^ and above. The

highest total mean rating of 3»0^ was given in regard to the

item concerning the awareness of self as a professional teach-

er with the responsibility of continuous growth. These

competencies, like all the others except number one, were

rated higher by the education graduates.

Ilk

All forty-five competencies were rated within a total

mean range from 2.02 to 3.2k. Five of the items were rated

above 3-0, and thirty-five of the forty-five competencies

were given a total mean rating above 2.5. Ten items received

total mean ratings which were less than adequate in developing

the desired teacher competencies.

In the last section the graduates were asked to respond

to two open-end statements relating to their strengths and

weaknesses as beginning teachers. Data presented in Table

XXX show the greatest strengths the respondents felt they

possessed as beginning teachers.

The twenty-four strengths were listed in descending

order according to the number of frequencies reported by the

graduates. One hundred thirty-four respondents reported

knowledge of the subject matter in their teaching field(s)

as their greatest strength. The ability to accept, relate

and communicate with the students was listed by ninety-seven

graduates and effective discipline by forty-six.

Thirty-two reported that their own personality was

their greatest strength, and twenty-nine graduates mentioned

their background as their greatest asset. Their student

teaching preparation was their greatest strength, according

to twenty-one respondents. Twenty graduates each reported

an interest in and love for children and the desire to teach.

Other strengths listed included enthusiasm, ability to

115

TABLE XXX

GRADUATES' OPINIONS OF THEIR GREATEST STRENGTHS AS BEGINNING TEACHERS

Strengths F

Knowledge of subject matter 13*1-Accepted, related and communicated

easily with students 97 Effective discipline 46 My personality 32 My background 29 Student teaching preparation 27 My age 21 Interest in and love for children 20 A desire to teach 20 Enthusiasm 19 Creativity and freshness of new ideas 15 Ability to operate the A-V equipment 11 Knowledge gained in Education courses 11 Flexibility 9 Teaching techniques 9 Lesson planning 8 My organization 7 My speaking ability 2

operate A-Y equipment, education courses, flexibility, teach-

ing techniques, lesson planning and organization. Other

strengths were reported by fewer graduates.

Data presented in Table XXXI show several weaknesses

which were reported by the graduates. The responses were

grouped into forty-four categories for presentation. Disci-

pline problems were reported by the graduates as their greatest

weaknesses as beginning teachers, with ninety-six responses.

The second category, lack of subject knowledge, was well

below this, with thirty-eight frequencies. Other weaknesses

included working with slow learners, lack of teaching

116

TABLE XXXI

GRADUATES' OPINIONS OF THEIR GREATEST WEAKNESSES AS BEGINNING TEACHERS

Weaknesses F

Discipline problems 96 Lack of subject knowledge 38 Lack of teaching techniques 37 Working with slow learners 21 Lack of actual teaching experiences 17 Lack of organization .17 Understanding human relations . . 15 Lack of a good grading system . 15 Lack of preparation in non-teaching activities Ik Student motivation 1^ My personality 12 Working with different ability levels . 9 Lack of flexibility 8 Teaching outside field 8 Finding outside resources 7 Lack of knowledge in school procedures 7 Limited time to get things done 7 Lack of self-confidence 7 Lack of patience with the system. 5 Being too idealistic 5 Fear 5 Insecurity in dealing with students 5 Unprepared for unexpected situations k The school administration . . . . 4 Lack of creativity. 3 Overzealous ' 3 Tended to expect too much from students 3 Putting theory into practice 3

experience, lack of organization, understanding human relations,

lack of a good grading system, lack of preparation in non-

teaching activities and student motivation.

The graduates reported strengths which were grouped into

twenty-six different categories, as delineated in Table XXX;

however, forty-four categories were developed from responses

the graduates made in reacting to the open-end statement

117

concerning their weaknesses as beginning teachers. The latter

data are reported in Table XXXI.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The purpose of this study was to solicit an appraisal

of the secondary teacher education program at Texas A & I

University at Kingsville from its recent graduates; to

utilize the resulting data in making an appraisal of the

extent to which the program was meeting the graduates' needs;

and to make suggestions for program improvement based on the

results.

The data for this study were obtained by use of a

questionnaire which consisted of four parts: (1) Background

Information; (2) Academic Foundations; (3) Academic Speciali-

zation; and (^) Professional Education. The questionnaire

items were validated by a panel of judges who were selected

for their expertise in the field of secondary education.

The study was limited to individuals who had completed

their secondary teacher education program at Texas A & I

University at Kingsville during the years 1969-1971 inclu-

sively. Graduates in home economics, agricultural education

and speech and hearing therapy were excluded.

..Five, hundred sixteen responses, which represented a 67

per cent return, were received from 769 graduates to whom

118

119

questionnaires were mailed. Of these, the 4-70 usable

questionnaires were numerically coded, marked on computer

answer cards and processed by the Texas A & I University at

Kingsville Computation Center.

The programmed data, along with the graduates' responses

to open-end questions, were tabulated and arranged in tables

from which individual items were analyzed. Frequencies, per-

centages, and arithmetic means were calculated in order to

compare individual items and groups of items.

Two hundred thirty-six males and 23^ females partici-

pated in the study, and 88.1 per cent of the participants

were thirty years of age or younger. Two-hundred-thirty-

three graduates completed most or all of their first two years

of preparation at Texas A & I University at Kingsville;

however, over half, 50.4 per cent or 237 graduates, trans-

ferred from thirty-three Texas colleges and colleges in other

states. Eighty-three (35 per cent) of the transfers came

from Del Mar College while Victoria College, Laredo Junior

College and Texas Southmost College contributed 8 per cent

each. All of these institutions are located in the South

Texas area. Another 8 per cent transferred from out-of-state

institutions of higher education.

Seventy-one per cent of the males and 73 per cent of the

females were teaching. When the results are categorized

another way, 71 per cent of the education graduates were

120

teaching compared to ?6 per cent of the arts, sciences and

business graduates.

Thirty per cent of the males indicated they had not

taught or were in their first year of teaching compared to

22 per cent of the females. The largest combined total per-

centage (60) of both males and females had taught only one

year.

The largest number of graduates 148 (47-7 per cent) were

teaching in high school; 118 (38 per cent) were teaching in

junior high school; 16 (5.1 per cent) were teaching in middle

school; and 28 (9 per cent) were teaching at the elementary

level. Two-hundred-ninety graduates were teaching in a field

for which they had been prepared and 24 graduates were teach-

ing on more than one level.

The largest teaching fields were history with 20.8 per

cent, English with 15-1 per cent, government with 7 >37 per

cent, health and physical education with 7^25 and mathematics

with 7^02. The largest first teaching field was English, which

was selected by 82 graduates while the largest second field,

history, had 120 graduates.

Of the 134 graduates who were not teaching, twenty-six

were in school; nineteen could not find jobs in their field(s);

sixteen males were in the military; and fifteen females were

homemakers. Only two males listed insufficient pay as the

reason they were not teaching.

121

Two hundred twelve graduates reported that they had

taken graduate work; 15^ graduates said that they were pur-

suing a graduate program; and 107 of these reported that

their program was at Texas A & I University at Kingsville.

Of the 251 who replied negatively, 140 were females and 111

were males.

Findings

1. The humanities, including speech, English, history,

government, and biological science were the most valuable

courses. The other eight foundations received inadequate

ratings.

2. The foundations area questions were rated above 2.5,

the suggested level of adequacy, except the instructors' appro-

priate use of audio-visual aids.

3. The program should be made more flexible by offer-

ing more electives.

k. Education graduates rated all foundations areas

higher than arts, sciences and business graduates.

5. The courses most frequently mentioned for addition

to the program were psychology, sociology and philosophy.

6. The courses most frequently mentioned for deletion

were mathematics, history, English, science, health and physi-

cal education and foreign language.

The more important findings concerning the academic

specializations were

122

1. All the academic specialization fields were rated

above the 2.5 level of adequacy.

2. The first teaching fields were rated higher than

second teaching fields by about a two-to-one ratio.

3. The graduates in several fields, especially art,

music and French, indicated that they needed additional

specialization courses.

The methods and techniques of the instructors in

all fields except music were given adequate ratings.

5. The instructors in all academic specializations

were rated competent, effective and interested in their

students.

6. Almost half of the teaching fields were given in-

adequate ratings concerning the amount and quality of guid-

ance given the graduates.

7. The commitment to continue to study and do research

was adequately developed by all specializations except music.

8. Fewer than half of the academic specializations were

successful in making their graduates aware of the importance

of associating with their professional organizations.

9. The most frequently mentioned academic speciali-

zation strength was "excellent instructors" while "courses"

was second.

10. "Poor instructors" and "courses" were also most

frequently mentioned as the greatest weaknesses of the teach-

ing fields.

123

11. While very few courses were mentioned for deletion,

a methods or "how to" course was most frequently listed for

addition to the academic specializations.

12. The overall mean rating of 3*22 for the first teach-

ing fields was slightly higher than the 3-09 mean rating of

the second fields; however, "both were considered to be very

satisfactory.

The more important findings concerning the professional

education program were

1. Student teaching,with a mean rating of 3-59,was the

highest rated required education course; however, all of the

required courses were given ratings above the 2.5 suggested

level of adequacy.

2. Only one elective education course, Tests and

Measurements, was given an inadequate rating.

3. The course most frequently mentioned for addition

to the program was one which would involve the students in

the secondary schools earlier in their program.

The second most frequently mentioned course for

addition was a methods course for thier specific subject area.

5. The professional education courses most often men-

tioned for deletion were the Secondary School and Tests and

Measurements.

6. The teacher competencies which appraised the oppor-

tunities for learning to understand the psychological and

125

12. The two teacher competencies involving the pro-

vision of a creative atmosphere and guidance of students in

setting realistic goals were both rated slightly above 2.5.

13- Teacher competencies relating to the responsibil-

ities of teachers to others in the school and community were

given ratings of 2.7^ and above.

1*K Thirty-five of the teacher competencies were rated

above the adequate level of 2.5 while only ten received less

than adequate ratings.

15. The graduates listed knowledge of their subject

matter as their greatest strength as a beginning teacher.

16. Discipline was rated as the greatest weakness of

the graduates as beginning teachers. Others listed were

lack of subject knowledge, lack of teaching techniques and

working with slow learners.

17• Forty-four of the forty-five teacher competencies

and seven of the eleven professional education courses were

given higher ratings by the education graduates.

Conclusions

Based on the information provided by the graduates who

participated in this study, the following conclusions rela-

tive to the Secondary Teacher Education Program at Texas A & I

University at Kingsville have been reached.

1. A majority of the graduates are well prepared to

enter the teaching profession by the overall secondary

teacher education program.

126

2. The Academic Foundations Program is satisfactory?

however, improvements could be made (1) by the addition of

courses in human relations, world problems, ethnic and cul-

tural relations and vocational-technical courses, and (2) by

the deletion of repetitious or outdated courses.

3. A majority of the graduates are adequately prepared

to teach their academic subjects in the secondary schools.

4. The professional education courses satisfactorily

provided the respondents with knowledges and competencies to

perform successfully as beginning teachers. The professional

semester including student teaching is the most satisfactory

part of their professional education program.

5. The knowledge of subject matter was the greatest

strength the graduates possessed as beginning teachers, and

student discipline was their greatest weakness. The lack of

training in working with the slow learner was also a handicap.

Recommendations

1. The Teacher Education Council should be made aware

of the graduates' appraisal of the Academic Foundations Pro-

gram, including the suggestions which the graduates made for

the addition or deletion of courses. The council could then

decide whether or not to implement the graduates* suggestions.

2. The chairmen of the academic departments represent-

ed in the study should review the suggestions and criticisms

made by the graduates in their areas to determine what im-

provements need to be made.

127

3. The Department of Education Advisory Council and

secondary education faculty should examine the results of

this study to determine what changes should be made to im-

prove the content and sequence of courses offered "by the

department. The study should also be reviewed for the pur-

pose of determining to what extent opportunities are being

provided for the development of teacher competencies in the

secondary education program.

It is further recommended that consideration be

given to the concept of continuous and systematic appraisal

of the secondary education program,with particular attention

paid to those areas with which this study is concerned.

APPENDIX

TEXAS A&I UNIVERSITY KINGSVIIXE. TEXAS 7 8 3 6 3

S C H O O L O F T E A C H E R E D U C A T I O N August 4, 1972

(Copy of Initial Letter Sent to Secondary Education Graduates)

Dear Graduate:

The School of Education is conducting a follow-up study in order to appraise its professional secondary education program. You^as a recent* graduate from this program, can szgniftcantly contribute to this appraisal by. completing the enclosed questionnaire.

We need every^ questionnaire returned so that we might have a complete picture of our graduates' views. To protect the anonymity of your comments, individual biographical data w%U not be used in the processing. We would appreciate your reply by August 18, 1972.

We are interested in your progress and invite your comments and questions.

diaIly,

!hool of Teacher Education

rWG:bal

128

QUESTIONNAIRE

PART I. BACKGROUND INFORMATION

Name Male . . . . Female . . . .

Age 20-25 26-30 . 31-35 . 3640 . Over 41

Did you spend your first two years of college at Texas A&I?

Yes If not, where?

How many years have you taught?

What was your first teaching field in college?

What was your second teaching field in college? *

What degree did you take at Texas A&I? B.S. in Education B.S. or B.A. in Arts and Science

Are you now teaching? Yes No

If yes, what subject(s) are you now teaching?

If no, why?

Are you now teaching in the field(s) for which you were prepared at Texas A&I?

What is the name of the school system in which you now teach? Location

At what grade level do you teach? Elementary Middle School Junior High High School

If you teach on two or more grade levels, please indicate the courses on each level

How many semester hours have you taken since receiving your B.S. or B.A. degree? None ... ; MO semester hours . . . . ; 11-20

semester hours .. . ; 21-30 semester hours ... ; more than 30 semester hours ... ; Blaster's degree . . . . ; Master's degree plus

additional hours ,

Are you now pursuing a graduate program at any university? Yes No

If yes, where?

PART II. ACADEMIC FOUNDATIONS

General Directions: The following questionnaire consists of ques-tions grouped under three categories: Academic Foundations, Academic Content, and Professional Education. This checklist has been prepared for your convenience in furnishing information for this study. Please read each question carefully and indicate to what extent you rate each question by circling the appropriate number opposite the question.

Bating Scale:

0—Not applicable, did not take at Texas A&I 1—To no extent 2—To little extent 3—To some extent 4—To a great extent

Below are listed the academic foundation courses which were required at Texas A&I. Indicate to what extent the 100 and 200 level courses were of value to you as an individual member of society and as a teacher.

English (101-102) 0 1 2 3 4 English (200 level courses) 0 1 2 3 4 History (201-202) 0 1 2 3 4 Government (215-216) 0 1 2 3 4 Speech (101) 0 1 2 3 4 Science-Biology (104-111) 0 1 2 3 4 Science-Geology (101-102) 0 1 2 3 4 Science-Physics (Ul-112) 0 1 2 3 4 Science-Chemistry (105-106) 0 1 2 3 4 Math (105-106) 0 1 2 3 4 Foreign Language-Spanish (Introductory Courses) 0 1 2 3 4 Foreign Language-French (Introductory Courses) 0 1 2 3 4 Foreign Language-German (Introductory Courses) 0 1 2 3 4 Health and Physical Education (100 level courses) 0 1 2 3 4

129

130

PART II. ACADEMIC FOUNDATIONS (Continued)

Please answer the remaining questions in this section.

Rating Scale:

1—To no extent 2—To little extent 3—To some extent 4—To a great extent

To what extent:

1. Did you think the use of audio-visual aids was appropriately utilized in these courses? 1 2 3 4

2. Did the academic foundation courses provide the foundation of the content for which you were to be responsible in the classroom? 1 2 3 4

3. In general, were the methods and techniques of teaching academic foundation courses appro-priate for the content and students being taught? 1 2 3 4

4. Do you agree with the practice of partial staffing of academic foundation courses with instructors who are working toward Master's degrees? 1 2 3 4

5. Did these courses stimulate your concern with the changing values facing mankind? 1 2 3 4

6. Did these courses encourage you to think and act with responsibility for your behavior? 1 2 3 4

7. Was the instruction you received in these courses relevant to your needs for today's world? 1 2 3 4

8. Were there courses offered in other departments which you did not take, but which you now feel would have been more valuable to you? 1 2 3 4

9. Do you think the academic foundation program should be more flexible by offering more elec-tives? 1 2 3 4

10. Overall, do you feel that the academic foundation program was significant in dealing with the range of common problems and human concerns such as the home, the community, and personal and social problems? 1 2 3 4

What course(s) should be added to the program?

What course(s) should be deleted from the program?

PART III. ACADEMIC SPECIALIZATION

If you have a composite teaching field in business, industrial arts, science-integrated major or social science-integrated major, please omit the questions which pertain to a second teaching field.

Rating Scale:

1—To no extent 2—To little extent 3—To some extent 4—To a great extent

To what extent:

1. Did the subject matter presented in your first teaching field prepare you to teach that subject? 1 2 3 4

2. Your second teaching field? 1 2 3 4

3. Did you feel that you needed additional courses in your first teaching field? 1 2 3 4

4. Your second teaching field? 1 2 3 4

5. Did you feel that the methods and techniques of instruction in your first teaching field were effective? 1 2 3 4

6. Your second teaching field? 1 2 3 4

7. Would you rate the instructors in your first teach-ing field as effective, competent instructors? 1 2 3 4

8. Your second teaching field? 1 2 3 4

9. Did you feel that course instructors were per-sonally interested in you as a student in your first teaching field? 1 2 3 4

10. Your second teaching field? 1 2 3 4

11. Was the amount and quality of guidance that you received in your first teaching field satisfactory? 1 2 3 4

12. Your second teaching field? 1 2 3 4

13. Did your study develop in you a commitment to continue post-collegiate study and research in your fields either independently or in graduate school? 1 2 3 4

14. Did your study develop in you an obligation to read the profcssioinal publications related to your teaching field(s)? 1 2 3 4

15. Did your study make you feel that it is important to belong and participate in the work of local, regional, and national associations for the im-provement of your field(s)? 1 2 3 4

16. To what extent would you rate the overall effec-tiveness of the instructional program of your first teaching field department? 1 2 3 4

17. To what extent would you rate the overall effec-tiveness of the instructional program of your second teaching field department? 1 2 3 4

The greatest strengths of my first teaching field department were:

The greatest weaknesses of my first teaching field department

were:

The greatest strengths of my second teaching field department

were:

131

PART III: ACADEMIC SPECIALIZATION (Continued) Directions:

The greatest weaknesses of my second teaching field department ^ o f ^ t i onna i r e contains a ltet of 45 * r - competencies that educators deem necessary and/or desirable

were: for effective teaching in the secondary school. Please indicate by using the scale below to what extent the Texas AM profes-sional education program provided opportunities to students for developing each competency.

What academic course(s) should be added to your teaching A ^ Certain of the competencies may have been studied and prac-

field(s)? ticed in the education classes or they may have been actually employed hi the classwork; for example: "teacher-pupil plan-ning; may have been studied and practiced as a teaching technique and/or may have been actually used by the professor

What academic course(s) should be deleted from your teaching and students in the conduct of the class. If either case were true. the opportunity for development of the competency will have

field(s)? been present.

Listed above are the professional education courses which are offered at Texas A&I University. If the opportunity for de-veloping the following was presented in any of these courses,

PART IV. PROFESSIONAL EDUCATION please indicate the extent by circling the appropriate number on the rating scale.

Directions: The following section contains a list of the professional education courses which are offered for secondary education majors at Texas A&I University. Please indicate by using the rating scale to what extent each course was helpful in providing you with knowledges and strategies necessary to perform successfully as a fully functioning beginning teacher.

Rating Scale:

Not applicable—did not take at Texas A&I 1—To no extent 2—To little extent 3—To some extent 4—To a great extent

What professional education course(s) should be added to the

program?

What professional education course(s) should be deleted from

the program?

Required Courses:

Education 302: Behavior of the Secondary School Child 0 1 2 3 4

Education 304: The Secondary School 0 1 2 3 4 Education 391: Educational Media (A-V) 0 1 2 3 4 Education 421: Secondary Methods,

Materials & Observation 0 1 2 3 4 Education 423: Student Teaching 0 1 2 3 4

Elective Courses:

Education 306: Secondary Methods, g Materials & Techniques 0 1 2 3 4

Education 315: Tests and Measurements 0 1 2 3 4 Education 319: The Modern Junior High School 0 1 2 3 4 Education 355: 7.

Secondary Curriculum and Problems 0 1 2 3 4 Education 371: Principles and Practice in Guidance 0 1 2 3 4 Education 428: Current Problems and Issues in

Secondary Education 0 1 2 3 4 8.

Rating Scale:

1—No opportunity at all provided 2—Emphasized or provided to a small degree 3—Emphasized or provided to some degree 4—Emphasized or provided to a high degree

TEACHER COMPETENCIES

1. Understanding of the growth and development of adolescents, and the things they are capable of understanding and doing in the physical, intellec-tual, moral, social, and emotional areas.

2. Understanding of biological and environmental influences on student's behavior.

1 2 3 4

3. Knowledge of personality development.

4. Understanding of the conditions, major prin-ciples, and theories of learning.

5. Understanding of the psychological principles of motivation and readiness and their effect on the learning process.

Understanding of the problems of physical and emotional health of adolescents which affect learning success.

7. Understanding of the historical and cultural im-pact of education on American life and the im-pact of society on education.

8. Understanding of the purpose of education in the perpetuation of a free and responsible society.

9. Knowledge of the historical development of edu-cational theory and practice.

10. Understanding of the growth, organization, and function of the American secondary school.

11. Knowledge of the economic bases for the opera-tion of schools in Texas and other states.

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

12. Understanding of the special problems of ex-ceptional students—gifted, retarded, partially sighted, blind, deaf, crippled, speech handicaps, socially maladjusted, and emotionally disturbed. 1 2 3 4

132

PART IV. PROFESSIONAL EDUCATION (Continued)

13. Knowledge of guidance and counseling techniques with which to assist pupils to face their world realistically and to inspire maximum perfor-mance toward worthy educational, vocational, and personal goals.

14. Understanding of the work of counselors, special guidance workers, and the teacher's role in the guidance program.

15. Understanding of the individual differences in relation to the problem of mass instruction.

16. Understanding of the curriculum of the American secondary schools and the types of secondary school curriculum organization.

17. Knowledge of the relationship of the secondary school curriculum to the various theories of education.

IS. Skill in adapting the curriculum to the needs of all pupils and the demands oi society.

19. Utilization in the curriculum of knowledge gained by students from such sources as radio, televi-sion, current events, and home and community experiences and resources.

20. Knowledge of reading materials available on appropriate age-grade level in your teaching areas.

21. Knowledge of technological influences in the cur-riculum.

22. Understanding of the influences of the various philosophies of education on methods of teach-ing.

23. Knowledge of methods for effective teaching of subject matter for the development of values, the ability to think rationally and creatively, and to read critically.

21. Awareness of the importance of recognition and praise in the classroom.

25. Skills in teacher-pupil planning on a co-operative basis.

26. Skill in formulating and selecting objectives in teaching and skill in stating these objectives in behavorial terms.

27. Skill in organizing subject matter in sequential order.

28. Ability to plan and develop resource units, teach-ing units, and assignments.

29. Awareness of the need for providing variation in procedures.

30. Understanding of the nature of discipline and the ability to maintain a balance of controlled freedom and security in the classroom.

31. Knowledge of the characteristics, advantages, limitations, and implementations of the various teaching methods, procedures, and techniques-lecture, problem-solving, demonstration, group discussion, individualized instruction, drill, role-playing, question-and-answer techniques, team teaching, programmed instruction, homework, use of textbooks, notebooks, and the library.

32. Ability to recognize a controversial issue and deal with it positively. 1 2 3 4

33. Knowledge of the sources and proper utilization of audio-visual materials—motion pictures, tele-vision, radio, tape recordings, filmstrips, post-ers, slides, transparencies, opaque pictures,

1 2 9 4 bulletin boards, maps and globes, charts, graphs, and community resources. 1 2 3 4

_ _ 34. Skill in planning and supervising extra-curricular 1 3 4 activities. 1 2 S 4

35. Understanding of the principles and procedures * 3 * in marking and appraising pupil progress. 1 2 3 4

36. Ability to construct and use the various kinds of tests for measuring pupil progress. 1 2 3 4

2 3 4 37. Ability to use and interpret standardized tests

—aptitude, achievement, diagnostic, interest, in-telligence—for diagnostic remedial, and guidance

* 3 * purposes. 1 2 3 4

38. Ability to assist lay groups in developing an un-* 3 4 derstanding of modern education and in inter-

preting the school program to the public. 1 2 3 4

39. Ability to provide a classroom atmosphere which fosters creativity. 1 2 3 4

2 3 4 40. Ability to guide students in realistic goal-setting

and self-evaluation of progress. 1 2 3 4

2 3 4 41. Ability to participate effectively as a member of discussion groups and to speak to informal and/or formal audiences. 1 2 3 4

2 3 4 41 Awareness of yourself as a member of a profes-

sion and of personal responsibility for continuous . _ . growth. 1 2 3 4 2 3 4

43. Understanding of the legal and ethical role of the teacher in our free public school system. 1 2 3 4

44. Understanding of the teacher's role in school-2 3 4 community, teacher-administrator, and teacher-

parent relationships. 1 2 3 4

2 3 4 45. Understanding of the importance of participating in local, state, and national professional organiza-tions. 1 2 3 4

2 3 4

As a beginning teacher, my greatest strengths were:

2 3 4

2 3 4

2 3 4 As a beginning teacher, my greatest weaknesses were:

2 3 4

2 3 4

If you would like a copy of the results of this study, plea$e in-dicate your address below:

Street:

City and State:

2 3 4 Zip Code:

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13^

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Butterweck, Joseph S., Preparing Teachers for Secondary Schools: Pilot Study II of an Experimental Program in Teacher Education, Philadelphia, Temple University, I960.

Donovan, Charles F., Tradition and Innovation in Teacher Education, Chicago, Illinois, The Eighth Charles W. Hunt Lecture of the American Association of Colleges 'for Teacher Education, 1967.

Fuller, Edger and Jim B. Pearson, Editors, Education in the States; Nationwide Development Since 1900, Washington. D. C., National Education Association of the United States, 1969.

Furse, Bemarr S., Editor, Comprehensive Planning in State Education Agencies, Salt Lake City, Utah, Utah State Board of Education, 1968.

139

La Grone, Herbert P., "A New Direction for Professional Teacher Education," Teacher Education Looks to the Future, American Association of Colleges for Teacher Education, Washington, D. C., 1964.

Lierheimer, Alvin P., "Parsing the Paradox: Assuring Quality in School Personnel Preparation," ERIC Clearing House on Teacher Education, Washington, D. C., March, 1971.

Lindsey, Margaret, "Speculations on the Future of Teacher Education," Partnership in Teacher Education, American Association of Colleges for Teacher Education and Association for Student Teaching, Washington, D. C., 1968.

Owen, George H., "The View from the Other Sides The Role of the Public Schools in Student Teaching," Partnership in Teacher Education, American Association of Colleges for Teacher Education, Washington, D. C., 1968.

Saxe, Richard, Editor, Educational Comment 1969. Toledo, Ohio, The University of Toledo, I969.

Schacht, Elmer J., "The Building Approach to Student Teaching," Partnership in Teacher Education, American Association of Colleges for Teacher Education, Washington, D. C., 1968.

Stinnett, T. M., A Manual on Certification Requirements for School Personnel in the United States, National Educa-tion Association, Washington, D. C., I970.

Troyer, Maurice E., and Robert Pace, Evaluation in Teacher Education, American Council on Education, Washington, D. C., 19W.

Public Documents

Harap, Henry, The Teaching Internship Program, Teacher Edu-cation Series 0E-59004, Washington, D. C., Division of Higher Education, Office of Education, U. S. Department Health, Education, and Welfare, I96I.

United States Department of the Interior, Bureau of Education Bulletin, Number 19, "State Laws and Regulations Govern-ing Teachers Certificates," 1928.

140

Unpublished Materials

Auger, Ferris Keith, "Student Teaching and Perceptions of Student Teachers, Cooperating Teachers, and College Supervisors," unpublished doctor's dissertation, University of Illinois, Urbana, Illinois, 1966,

Christensen, Dean C., "An Evaluation of the Secondary Teacher Education Program at the University of Oregon," unpub-lished doctor's dissertation, University of Oregon, Eugene, Oregon, 1957-

Davis, Don E., "An Evaluation of a Pre-Service Program of Teacher Education Based Upon the Opinions of In-Service Teachers," unpublished doctor's dissertation, Wayne State University, Detroit, Michigan, 1952.

Edmiston, Vivian, "An Evaluation of the Integrated Profes-sional Curriculum at Milwaukee State Teachers College," unpublished doctor's dissertation, University of Chicago, Chicago, Illinois, 19^3-

Foster, Robert W., "An Exploration of Perceptions of the Role of the Cooperating Teacher," unpublished doctor's dissertation, University of Missouri, Columbia, Missouri, 1967.

Franty, Merlin, "An Analysis of Professional Laboratory Exper-iences Provided Prior to Student Teaching for Students Preparing to be Secondary School Teachers," unpublished doctor's dissertation, University of Nebraska, Lincoln, Nebraska, 1959-

Fred, T. H., "An Appraisal of the Pre-Service Education Pro-gram in Secondary Education at Pfeiffer College Based on a Follow-up Study of its Graduates," unpublished doctor's dissertation, Pennsylvania State University, University Park, Pennsylvania, 19&3-

Green, Katherine Smith, "The Effectiveness of Teacher Edu-cation Programs as Perceived by Business Teachers, in Arkansas," unpublished doctor's dissertation, University of Mississippi, Oxford,Mississippi, 1964.

Hardt, Walter F., "An Evaluation of the Professional Edu-cation Program in Two Lutheran Teachers Colleges," unpublished doctor's dissertation, University of Nebraska, Lincoln, Nebraska, I96I.

Isle, Walter W., "The Stanford University Follow-up Study-A Study of Stanford's Teacher Preparation Services," unpublished doctor's dissertation, University of Stanford, Palo Alto, California, 19^2.

141

Luchsinger, Robert Dudley, "A Study of Student Teacher Perceptions of the Secondary Teacher Education Pro-gram of Colorado State College," unpublished doctor's dissertation, Colorado State College, Greeley, Colorado, 1969.

Pendergast, David M., "A Study of Changes in Role Percep-tions Held by Beginning Social Studies Teachers," unpublished doctor's dissertation, Ohio State University, Columbus, Ohio, 196?.

Pilgrim, Beverly, "An Appraisal of Selected Aspects of the Teacher Education Program at East Texas State University, Based Upon a Follow-up Study of Beginning Secondary Teachers," unpublished doctor's dissertation, East Texas State University, Commerce, Texas, 1970.

Pittman, Kathleen, "An Evaluation of a Teacher Education Program by the Graduates of a State College," unpub-lished doctor's dissertation, University of Mississippi, Oxford, Mississippi, 196^.

Reed, Helen M., "An Appraisal of Selected Aspects of the Undergraduate Teacher Education Program for Secondary School Teachers at the University of Kentucky," un-published doctor's dissertation, Indiana University, Bloomington, Indiana, 1954.

Smith, Thomas E., "The Image of High-School Teachers: Self and Other, Real and Ideal," unpublished doctor's dis-sertation, Central Michigan University, Mt. Pleasant, Michigan, 1965*

Thomas, Violet Schuler, "The Secondary Teacher Education Program as Perceived by Selected Graduates of the University of Arizona," unpublished doctor's disser-tation, University of Arizona, Tucson, Arizona, 1969.

Todd, Hollis E., "A Role Analysis of the Perceptions of the Beginning Vocational-Agriculture Teachers, and Their Professional Difficulties in Role Performance," unpub-lished doctor's dissertation, Ohio State University, Columbia, Ohio, 1965*

Wampler, Francis F., "An Evaluation of the Strengths and Weaknesses of the Teacher Education Program at Bridgewater College, Based Upon a Follow-up Inquiry of Graduates of Three Consecutive Years," unpublished doctor's dissertation, University of Maryland, College Park, Maryland, 1959-

Zulauf, Romeo M., "An Appraisal of Selected Aspects of a Teacher Education Program at the Northern Illinois State Teachers College Based on a Follow-up Inquiry of Beginning Teachers," unpublished doctor's disser-tation, Indiana University, Bloomington, Indiana, 1956.