71-22,510 MILLER, Sandra Waggett, 1940- INDEPENDENT STUDY UNITS: THEIR EFFECTIVENESS IN PREPARING COOPERATING TEACHERS FOR SUPERVISORY RESPONSIBILITY. The Ohio State University, Ph.D., 1971 Education, teacher training University Microfilms, A XEROX Company, Ann Arbor, Michigan © 1971 SANDRA WAGGETT MILLER ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED INDEPENDENT STUDY UNITS: THEIR EFFECTIVENESS IN PREPARING COOPERATING TEACHERS FOR SUPERVISORY RESPONSIBILITY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Sandra Waggett Miller, B.S., M.S. * * # # * The Ohio State University 1971 Approved by Adviser School of Home Economics ACKNOWLEDGMENTS Grateful acknowledgment is made to Dr. Marie M. Dirks, my major advisor, Professor and Chairman of the Division of Home Economics Education, for her cooperation, patience, and positive attitude through out the planning, administration, and writing of this study. Deep appreciation is expressed to all who in any way assisted with the study, and particularly to the following people: my committee members. Dr. Julia I. Dalrymple, Professor in Home Economics Education; Dr. L. 0. Andrews, Professor in Teacher Education; and Dr. Willard H. Wolf, Professor in Agriculture Education, for guidance in planning the study, for reading the dissertation and offering suggestions; the panel members, Miss Janet Fentress, Mrs. Lillie Glover, and Miss Mary Lou Thomas, who so graciously critiqued the conference tapes; the cooperating and student teachers for so kindly providing the research data; and my husband, whose convictions about higher education provided the initial inspiration for me to pursue the doctoral program. VITA July 7, 1940 Born - Sharon, Pennsylvania 1958-1960.............. Wittenberg University, Springfield, Ohio 1962 .................. B.S.in Home Economics, The Ohio State University, Columbus, Ohio 1962-196 3 .............. Home Economics Teacher, Copley Junior High School, Copley, Ohio 1963-196 6 .............. Home Economics Teacher, Lakewood High School, Hebron, Ohio 1966-196 7 .............. Teaching Assistant, Home Economics Education, The Ohio State University, Columbus, Ohio 1967 ................ M.S., The Ohio State University, Columbus, Ohio 1967-196 8.............. Home Economics Teacher and Department Chairman, Lakewood High School, Hebron, Ohio 1968-196 9 .............. Research Associate, The Center for Voca­ tional and Technical Education, The Ohio State University, Columbus, Ohio 1969-197 1.............. Lecturer, Home Economics Education, The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: Home Economics Education Studies in Home Economics Education. Professor Marie Dirks Studies in Family and Child Development. Professor Claribol Taylor Studies in Teacher Education. Professor L. 0. Andrews i i i TABLE OF CONTENTS Page ACKNOWLEDGMENTS.................................................... VITA ............................................................... i LIST OF TABLES .................................................... v LIST OF FIGURES.................................................... x Chapter I. INTRODUCTION AND STATEMENT OF PROBLEM.................... I Purpose of Study ......................................... 6 Research Questions ....................................... V Definitions of Terms .................................... 8 II. REVIEW OF LITERATURE ....................................... 10 The Cooperating Teacher.................................. 10 Role of the Cooperating Teacher....................... II Qualifications for Cooperating Teachers.............. 12 Needs and Problems of Cooperatinn-Teachers......... 15 Preparation Programs for Cooperating Teachers. 23 Status of Programs .................................. 23 Descriptions of Programs ........................... 28 Evaluation of Programs ............................. 33 Independent Study in Teacher Education ................ 39 Pre-Service............................................. 40 I n - S e r v i c e ............................... 47 Summary.................................................... 49 III. METHODOLOGY.................................................. 51 Pre-Active Phase ......................................... 52 Definition of Population .............................. 52 Development of Independent Study Materials ......... 54 Determination of Topics............................. 54 Design of Learning Activity Packages for Cooperating Teachers........................... 55 Development of Measurement Instruments and Techniques......................................... Cooperating Teacher Attitude Scale ......... ^8 Confidence Scale for Cooperating Teachers......... Conference Evaluation Form ......................... iv Cooperating Teacher Satisfaction Scale: Help Received from Special Materials................ 61 Interview Schedule ..... ......................... 63 Areas of Assistance Checklist......................... 63 Anecdota I Record L o g .................................. 65 Active Phase ..................... 65 Contacts with Cooperating Teachers .................. 66 Initial Contacts .................................... 66 First Visits to Cooperating Teachers .............. 67 Second Visits to Cooperating Teachers.............. 68 Third Visits to Cooperating Teachers .............. 69 Final Visits to Cooperating Teachers .............. 69 Student Teacher Measurement........................... 70 Post-Active Phase......................................... 71 Panel of Judges......................................... 71 Criteria for Selection of Pane! Members........... 71 Training Sessions for Panel of Judges.............. 72 Rating Sessions...................................... 73 Analysis of D a t a ...................................... 74 IV. ANALYSIS OF DATA ........................................... 77 Supervision Attitudes.................................... 78 Supervisory Confidence .................................. 85 Supervisory Performance.................................. 90 Satisfaction with Approach ............................. 105 Teacher Interview Statements Concerning Learning Activity Packages for Cooperating Teachers.................................... 117 Concluding Statement .................................... 122 V. SUMMARY, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS ........................................... 123 Summary.................................................... 123 Conclusion ...................................... 132 Implications and Recommendations ....................... 133 v TABLE OF CONTENTS— CONTINUED Page APPENDIXES ........................................................ 137 A. Table 25 - Years Classroom Experience of Beginning and Experienced Cooperating Teachers .................. 138 B. Table 26 - Number Student Teachers Previously Supervised by Experienced Cooperating Teachers .... 139 C. "How To Help Your Student Teacher Through Evaluation" Learning Activity Package for Cooperating Teachers .................................... 140 D. Cooperating Teacher Attitude Scale ....................... 148 E. Confidence Scale for Cooperating Teachers................. 152 F. Conference Evaluation F o r m ................................ 154 G. Cooperating Teacher Satisfaction Scale: HelD Received from Special Material for Cooperating Teachers .................................... 157 H. Interview Schedule Questions .............................. 162 I. Areas of Assistance Checklist.............................. 163 J. College Supervisor's Introductory Letter to Beginning Cooperating Teachers ......................... 166 K. Letter Notifying Beginning Cooperating Teachers of Interview Schedule Questions......................... 167 L. Case Studies of Cooperating Teachers ..................... 168 M. Case Study Evidence......................................... 207 N. Table 38 - Categories of Questions in Cooperating Teacher Attitude Scale .................... 224 0. Tables 39-42, Activities Cooperating Teachers Reported Doing in Learning Activity Packages for Cooperating Teachers ................................ 225 BIBLIOGRAPHY ...................................................... 229 vt LIST OF TABLES Table Pa0e 1. Meeds and Problems of Cooperating Teachers as Suggested by the Review of Literature .................... 54 2. Change in Attitude Scores from Pre-Test to Post-Test. 79 3. Individual Scores and Mean Gains in Attitudes Toward Supervision........................................... 00 4. Mean Change in Attitude Options Elected .............. 01 5. Pre-test and Post-test Attitude Scale Items Ordered by Mean Difference.................................. 82 6. Mean Gain in Attitude Scores by Area......................... 85 7. Change in Confidence Scores from Pre-test to Post-test by Teacher......................................... 86 8. Mean Gain in Confidence Scores from Pre-test to Post-Test.................................................. 87 9. Pre-test and Post-test Confidence Scale Items Ordered by Mean Scores....................................... 88 10. Mean Gain on Individual Items on Confidence Scale ......... 90 11. Change in Individual Conference Scores from Pre­ test to Post-test ........................................... 92 12. Pre-test and Post-test Conference Evaluation Items Ordered by Mean Difference........................... 93 13. Pre-test and