Performance and attitude of home economics student teachers as affected by the system used in grading them

Clawson, Barbara N.

doi:10.31274/rtd-180813-4518

Cited by 3 publications

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“…The Analysis of Teaching instrument was used to assess observed teaching behaviors of each teacher, providing data which answered the questions, &dquo;What teaching behaviors are exhibited by home economics teachers of physically handicapped students?&dquo; and &dquo;To what degree are those specific behaviors demonstrated ?&dquo; The instrument chosen for use was developed by Clawson (1973) and Morgan (1973). Interrater reliabilities for the Analysis of Teaching instrument were established by the investigator and two home economics educators viewing and independently rating videotaped and live classroom teaching sessions of physically handicapped students.…”

Section: Instrumentationmentioning

confidence: 99%

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Redick

Hughes

1981

Home Economics Research Journal

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The purpose of this exploratory study was to ascertain selected attitudes, characteristics, and instructional behaviors of teachers implementing home economics programs for physi cally handicapped students. Twenty‐six teachers employed in fifteen public day or residential schools in six Midwestern states made up the deliberate sample. Data were collected by observation, questionnaires, and selected attitudinal and knowledge devices. On the Analysis of Teaching Instrument, teachers scored highest on items which involved students in the learning process, provided a combination of activities, and exhibited concern for their pupils. Less experienced teachers tended to score higher on the Analysis of Teaching Instrument and the Ambiguity Tolerance Scale, whereas more experienced teachers scored higher on the Attitude Toward Disabled Persons Scale. While teachers considered knowledge of handicap ping conditions and contact with disabled persons important, they did not score high on instruments which measured these characteristics; they did score high on the attitudinal device. Results suggest that teachers of mainstreamed classes need to have a command of the subject matter presented, basic knowledge of handicapping conditions, and training which includes experiences that foster realistic, positive attitudes by working with and teaching handicapped students.

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Section: Instrumentationmentioning

confidence: 99%

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Redick

Hughes

1981

Home Economics Research Journal

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“…The overall objective in the study by Clawson (1973) In summarizing the findings resulting from the analysis of the two audiotaped lessons taught by the student teacher, the researcher stated that method of grading was the only significant source of variance for Item 9, clarification of statements when questioned or rephrasing of con tent when it was not understood. The A-F student teachers received higher ratings on this item than those on S-F.…”

Section: Clawsonmentioning

confidence: 99%

“…Grades earned by the 49 student teachers under the two grading systems in courses in home economics education are shown in Table 5. (Clawson, 1973).…”

Section: Teacher Behaviormentioning

confidence: 99%

“…The authors further stated that behavior of supervisors and teachers cannot be fully understood without reference to the content around which they interact (Blumberg & Cusick, 1970, p. 130).A perusal of the literature produced no instrument appropriate for analyz ing content of conferences. After summarizing ideas from the literature, studying evluation instruments(Gritzmacher, 1967;Forgrave, 1970;Clawson, 1973), and listening to audiotaped conferences between cooperating teachers and student teachers, a tentative list of items that might be dis cussed during supervisory conferences was made.To establish content validity, five members of the investigator's committee along with a home economics education staff member were asked to study the list of items and offer suggestions for additions or deletions.Each person asked to respond was directly involved with student teaching or had previously supervised student teaching. After individual conferences with each person, revisions were made.…”

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Supervisory conferences under two grading systems for student teaching

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“…To score this instrument, each correct response was given one point, thus the possible range of scores was 0 to +20. This instrument was developed by Clawson (1973) and Morgan (1973) .95, and ,95. Following this, the investigator and the same two home eco nomics educators observed two teachers teaching home economics to physi cally handicapped students and independently rated the teaching behaviors.…”

Section: Ambiguity Tolerancementioning

confidence: 99%

Selected characteristics of home economics teachers and programs for physically handicapped students

Redick

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This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "'sectioning" the material, it is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essentia! to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, titie, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received.

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Performance and attitude of home economics student teachers as affected by the system used in grading them

Cited by 3 publications

References 0 publications

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Characteristics of Teachers Implementing Home Economics Programs for Physically Handicapped Students

Supervisory conferences under two grading systems for student teaching

Selected characteristics of home economics teachers and programs for physically handicapped students

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