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Freedman, Mark Stewart Follow—Up of Physical Education Graduates Froh a Teacher Preparation Program: a Descriptive Analysis

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Freedman, Mark Stewart Follow—Up of Physical Education Graduates Froh a Teacher Preparation Program: a Descriptive Analysis 7902129 FREEDMAN, MARK STEWART FOLLOW—UP OF PHYSICAL EDUCATION GRADUATES FROH A TEACHER PREPARATION PROGRAM: A DESCRIPTIVE ANALYSIS. THE OHIO STATE UNIVERSITY, PH.D., 1978 University. Microfilms International 300 n. zeeb r o a d , a n n a b b o r . mi <8<o6 PLEASE NOTE: Some pages have small and indistinct p rin t Filmed in the best possible way. UNIVERSITY MICROFILMS. FOLLOW-UP OF PHYSICAL EDUCATION GRADUATES FROM A TEACHER PREPARATION PROGRAM: A DESCRIPTIVE ANALYSIS DISSERTATION Presented-in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Mark S. Freedman, B.S., M.A. A ft * * * The Ohio State University 1978 Reading Committee: Approved By Dr. Daryl Siedentop Dr. Edward Coates Dr. Joseph Quaranta Idvi& ei School of Healtlji, Physical Education and Recreation For my parents... ii ACKNOWLEDGMENTS I would like to thank Dr. Daryl Siedentop for his guidance in this effort and in my program the last two years. Behaviorally, I found him to be a fine source of reinforcement for my development in research and teaching. Dr. Charles Mand and Dr. Joseph Quaranta are both owed thanksi these visionary men allowed me to grow professionally within the programs they supervise. I also would like to thank Dr. Kevin Ryan and Dr. Mary Jensen for their time and help during my general examination. To my wife, Elaine, my thanks for the long hours involved in decoding a small mountain of data. To Gary DeVoss, a special thank you for "being there" during the days on the road. To Linda Arena, Bob Corran, Jane Crossman, and Garth McHattie, I am indebted for their time and effort during the collection of student teacher data. To Ron Perez, a debt of thanks for the computer work. This final draft was prepared by Linda Holsinger, and for her a iii million thanks would barely be enough. And, finally, to the subjects in schools all over Ohio, thanks for your willingness to participate and your commitments and devotions to teaching in our fine field. VITA August 27, 1951.... Born - New York City 19 7 3................. B.A., Political Science, Bard College, Annandale-on-Hudson, New York 1973-1974-........... Assistant Athletic Director, Bard College, Annandale-on- Hudson, New York 19 74-19 76 ........... Graduate Teaching and Research Associate, University of North Carolina, Chapel Hill, North Carolina 1976 ................. M.A., Physical Education, University of North Carolina, Chapel Hill, North Carolina 1976-1978 Graduate Teaching Associate, The Ohio State University, Columbus, Ohio 1978- .. Assistant Professor, Department of Health and Physical Education, Rutgers University, Douglass College, New Brunswick, New Jersey PUBLICATIONS ,TSystematic Units of Instruction for a College Course in Intramurals." 2 7th Annual Conference Proceedings, National Intramural-Recreational Sports Association, 1976, 120-134. (With Crable, E. A.) The Physical Fitness Survey: Admini- strative Manual, Durham, North Carolina: IBEX Inc., 1976 . v FIELDS OF STUDY Major Field: Physical Education Studies in Teacher Education. Professor Daryl Siedentop Minor Field: Studies in Guidance and Counseling. Professor Joseph Quaranta TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iii VITA V LIST OF TABLES ix LIST OF FIGURES xi Chapter I . INTRODUCTION................................... 1 Statement of the Problem................. 6 Limitations of the Study................. 8 Assumptions of the Study................. 8 Definition of Special Terms............. 9 Summary............................... 9 II. REVIEW OF RELATED LITERATURE................ 11 Follow-up Studies in Teacher Education.. 12 Descriptive-Analytic Research................. 2 5 Other Pertinent Literature............... 32 Summary.................................... 36 III. SOURCES OF DATA, PROCEDURES. AND METHODS OF DATA ANALYSIS............................. 38 Subjects and Settings.................... 38 Definition of Classroom Climates........ 50 Definition of Teacher Behaviors......... 52 Definition of Classroom Interactions.... 57 Description and Training of Observers... 61 Other Instrumentation Employed in the Study........................................... 6 3 Methods of Data Analysis...................... 6 7 Summary........................................ 6 8 IV. ANALYSIS AND DISCUSSION OF DATA............. .70 Reliability............•................... 70 Inservice Teacher Observational Data.... 74 vii Chap ter Page Analysis of Inservice Teacher Observational Data 7 7 Inservice Teacher Attitude/Behavior Rating...................................... 99 Teacher Behavior Differences in Elementary and Secondary Settings....... 102 Student Teacher Observational Data...... 10 4 Student Teacher Attitude/Behavior Ratings.................................... 10 8 Results and Analysis of the Personal Interview.................................. 12 8 Summary of Interview Data................ .137 Combined Analysis of Results............ 138 Correlational Analysis................... 141 S ummary.................................... 142 V. SUMMATION OF THE STUDY....................... 14 3 A Review of the Study.................. 14 3 Conclusions................................ 145 Future Follow-up Efforts................. 150 Recommendations for Further Study 15 5 APPENDICES............................................ 157 Appendix A ................................. 158 Appendix B ................................. 153 Appendix C ................................. 178 Appendix D ................................. 181 BIBLIOGRAPHY.......................................... 212 viii LIST OF TABLES Table Page 1. Summary Background Data Inservice Teachers*......... 41 2. Summary Background Data Student Teachers........... 4 3 3. Summary of Settings - Follow-up Subjects........... 44 4. Summary of Settings - Student Teachers............. 46 5. Interobserver Reliability 7 3 6. Inservice Teachers (17-30) Teacher Behaviors in the Natural Environment Percent of Total Intervals 7 5 7. Inservice Teachers (17-30) Classroom Climate and Teacher Interactions in the Natural Environment Percent of Total Intervals 7 6 8. Inservice Teachers (17-30) Mean Percent of Total Intervals for Behaviors, Climates, Interactions 7 9 9 . Median Response to the Attitude/ Behavior Questionnaire Inservice Teachers (17-3 0) ....................... 101- 10. Student Teachers (1-16) Teacher Behaviors in the Natural Environment Percent of Total Intervals. ......................................... 105 11. Student Teachers (1-16) Classroom Climate and Teacher-Interactions in the Natural Environment Percent of Total Intervals............ 106 12. Student Teachers (1-16) Mean Percent of Total Intervals for Behaviors, Climates, Interactions..........................................107 ±x i Table Page 13. Median Response to the Attitude/Behavior Questionnaire Student Teachers (1-16)............ 126 14. Inserviee Teachers-(17-30) Mean Percent Differences between Elementary Level (K-6) and Secondary Level (7-12) Teachers: Teacher Behaviors, Climates and Interactions.............. 127 15. A Comparison of Mean Percent Differences between the Inservice Teachers (17-30) and the Student Teachers (1-16)........................ 140 16. Mean Percent Differences for Teacher Behaviors and Classroom Climates: A Comparison between the Follow-up Study and the Stewart (19 77 ) Study....................... 15 2 x LIST OF FIGURES Figure Page 1. Cassette Tape Recorder Program Format for Observation with TOS ............................ 48 2. Teacher Observation System (TOS)......... 59 3. Attitude/Behavior Questionnaire.................... 64 4. Overall Comparison of Graduates for Activity (A) and Manage CM)...................... • • 80 5. Overall Comparison of Graduates for Conninst CC) and Instruct Cl)...... ............................ , . 6. Overall Comparison of Graduates for Individ Cl) and Class CC)................................... 83 7. Overall Comparison of Graduates for Group CG) •••.84 8. Overall Comparison of Graduates for Lecture CLO) and Direct *(G)..................... 87 9. Overall Comparison of Graduates for Listen (L) and Askquest (AQ).................................... 88 10. Overall Comparison of Graduates for Ansquest (Q) and Nonfunct (NF).................................... 89 11. Overall Comparison of Graduates for Monitor CM), and Maintain (MT).................................... 90 12. Overall Comparison of Graduates for Spotting (SP) and Hustle CH) , , ,, , .91 13. Overall Comparison of Graduates for Posmodel (TM+) and Negmodel (TM-)......................... , .92 14. Overall Comparison of Graduates for Gpraise CPG) and Spraise (PS)..................................... 93 15. Overall Comparison of Graduates for Nags CN) and Punish (P)............................ 94 xi Figure Page 16. Overall Comparison of Graduates for Official CO) and Teapart (TP)...................... 95 17. Overall Comparison of Graduates for Corrfeed (CF) and Pgfeed (G+)................................ 96 18. Overall Comparison of Graduates for Ngfeed (G-) and Psfeed *(S+)...................................... 97 19. Overall Comparison of Graduates for Nsfeed (S-) and Skiltrac (S/C)...................................98 20. Overall Comparison of Student Teachers for Acivity (A) and Manage (M)........................ 109 21. Overall Comparison of Student Teachers for Conninst (C) and Instruct (I)..................... 110 22. Overall Comparison of Student Teachers for Individ (I) and Class (C)......................... Ill
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