Perceived effectiveness of teacher education programs in the Bahamas

MISSING IMAGE

Material Information

Title:
Perceived effectiveness of teacher education programs in the Bahamas
Physical Description:
xxvi, 447 p. : ill., map ; 29 cm.
Language:
English
Creator:
Bethel, Keva Marie
Donor:
Bethel, Keva M. ( donor )
Publisher:
University of Alberta
Publication Date:
Copyright Date:
1981

Thesis/Dissertation Information

Degree:
Doctorate
Degree Grantor:
University of Alberta
Degree Divisions:
Education
Degree Disciplines:
Educational Administration

Subjects

Subjects / Keywords:
Teachers -- Training of -- Evaluation -- Bahamas   ( lcsh )
Genre:
Non-fiction   ( rbgenr )

Notes

Thesis:
This thesis discusses issues in teacher education program effectiveness.

Record Information

Source Institution:
The College of The Bahamas
Holding Location:
The College of The Bahamas
Rights Management:

This item is licensed with the Creative Commons Attribution No Derivatives License. This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to the author.
Resource Identifier:
oclc - 70323137
System ID:
AA00000002:00001


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Full Text







THE UNIVERSITY OF ALBERTA


RELEASE FORM

NAME OF AUTHOR: Keva Marie Bethel

TITLE OF THESIS: Perceived Effectiveness of Teacher Education Programs

in The Bahamas

DEGREE FOR WHICH THESIS WAS PRESENTED: Ph.D.

YEAR THIS DEGREE GRANTED: 1981


Permission is hereby granted to THE UNIVERSITY OF ALBERTA

LIBRARY to reproduce single copies of this thesis and to lend or sell

such copies for private, scholarly or scientific research purposes

only.

The author reserves other publication rights, and neither the

thesis nor extensive extracts from it may be printed or otherwise

reproduced without the author's written permission,





PERMANENT ADDRESS:
Johnson Road

NASSAU, N.P.

Bahamas

DATED












THE UNIVERSITY OF ALBERTA


PERCEIVED EFFECTIVENESS OF TEACHER EDUCATION

PROGRAMS IN THE BAHAMAS




by


KEVA MARIE BETHEL


A THESIS

SUBMITTED TO THE FACULTY OF GRADUATE STUDIES AND RESEARCH

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE

OF DOCTOR OF PHILOSOPHY

IN

EDUCATIONAL ADMINISTRATION


EDMONTON, ALBERTA


FALL, 1981










THE UNIVERSITY OF ALBERTA


FACULTY OF GRADUATE STUDIES AND RESEARCH


The undersigned certify that they have read, and recommend to
the Faculty of Graduate Studies and Research, for acceptance, a
thesis entitled "Perceived Effectiveness of Teacher Education Programs
in The Bahamas" submitted by Keva Marie Bethel in partial fulfilment
of the requirements for the degree of Doctor of Philosophy in
Educational Administration.


(Supervisor)




........ .Z........ .... . ..........



...... o... ...............


(External Examiner)







DATE .. ... ........




























To

Clement, Nico and Eddie












ABSTRACT


The major purpose of the study reported in this dissertation was

to discover the extent to which teacher education programs in The

Bahamas were perceived as being effective in providing prospective

teachers with the competence needed for successful performance. A

further purpose was to discover specific areas of strength and possible

weaknesses in those programs, The conceptual framework within which

the study was conducted suggested that successful teaching performance

fight be defined in terms of the major functions teachers perform in

the schools -- i.e., the promotion of the academic, social and personal

growth of students. Results of recent research in teaching and in

teacher education provided specific indicators which might serve as

criteria in the assessment of such performance. A review of literature

which focused upon the problems and weaknesses of teacher education

revealed the prevalence of conceptual and organizational shortcomings

within teacher education practices in a variety of settings. Empirical

studies which evaluated actual programs confirmed many of the

theoretical propositions advanced,

Data for the present study were sought from a group of teachers

who had recently graduated from teacher education programs at the

College of The Bahamas, and who had been teaching in Bahamian schools

for approximately one year. Supervisors of those teachers were also

included as sources of data. Teachers were asked to provide their

perceptions of their own performance and of the adequacy of their

preparation in thirty-seven items of teacher behaviour included in a

v










questionnaire which was designed specifically for this study.

Supervisors were asked to rate the performance of teachers on those

same items. Teachers and supervisors were also afforded the opportunity

to provide additional information concerning their perceptions of the

adequacy of the teacher education programs through open-ended

questionnaire items and in semi-structured interviews.

Following a pilot test of the instruments, data were collected

oyer the period of January to May, 1981, and written responses were

obtained from thirty-seven teachers and thirty-one supervisors.

Twenty-three teachers and seventeen supervisors were interviewed.

The results of the study indicated that, generally, both

teachers and supervisors perceived that teachers' performance during

thetr first year of teaching after training was satisfactory, although

both groups identified weaknesses which might be related to

inadequacies in their preparation. These weaknesses were most

consistently perceived in relation to skills of diagnosis and assessment.

On the whole, teachers rated their performance higher than did their

supervisors, and sometimes the differences were quite marked.

Detailed analysis of results revealed that teachers of primary and

all-age rural schools viewed their performance more favourably than

did junior secondary school teachers, There was, however, least

agreement between primary teachers and their supervisors concerning

teachers' performance.

Teachers' views of their preparation were generally very

positive, but, once again, junior secondary teachers provided the

leas-t favourable ratings. In addition, both the type of program

teachers had followed, and experience in teaching prior to professional
vi









training seemed to account for some differences in perception

concerning the adequacy of preparation.

Major strengths of the programs appeared to lie in those aspects

of teaching related to the preparation for and presentation of lessons,

and the effective management of the classroom. Weaknesses were

perceived in the preparation offered in diagnostic and remedial skills,

interpersonal relationships, and in administrative aspects of teaching.

Programs were also seen as not having provided adequate information

concerning the diversity of school situations teachers would have to

face.

Various organizational aspects of the teacher education programs

were seen as needing revision: the specification of program-guidelines;

the length of the programs; the weighting given to various program

components; and the arrangements for teaching practice. However, the

quality of instruction provided within the programs was seen to be a

positive strength, although there were some suggestions that too

little demonstration teaching had been done.

From the findings of the study it was concluded that, in general,

the programs were capable of producing graduates who could function

competently in the schools. Contextual factors appeared to play a

mediating role in the degree to which preparation received might be

applied in actual school settings., In this regard, the preparation

currently provided seemed to be more suitable to the demands of

primary and all-age schools than to those of secondary level schools.

The ability of the procedures undertaken in this study to

provide insights into the strengths and weaknesses associated with

the design and the implementation of the teacher education programs
vii










investigated appeared to confirm the utility of the approach as a means

of improving organizational planning and practices.


viii











ACKNOWLEDGEMENTS


This study would not have been possible without the cooperation

and assistance of a great many individuals. The writer wishes to express

first a particular debt of gratitude to Dr. Eugene W. Ratsoy, thesis

supervisor, who provided expert guidance and direction throughout all

stages of the project. His unfailing encouragement and support during

the production of the research report were especially appreciated,

The writer is grateful also for the valuable suggestions and

advice offered by the committee members, Dean Walter Worth, Dr. Erwin

Miklos, Dr. Robert Bryce and Dr. Al MacKay, and by the external examiner,

Dr. Frank Oliva. Special thanks are due to Dr, Edward Seger, Chairman

of the Department of Educational Administration, who kindly consented to

participate in the oral examination.

The writer wishes also to acknowledge her gratitude to

Mrs. Christiane Prokop, who provided prompt and expert assistance in

the analysis of data, as well as warm and cheerful friendship, and to

Mrs. Doreena Matheson, whose patience and skill in typing the manuscript

were invaluable,

The conduct of this research would have been impossible without

the cooperation received from officials of the Ministry of Education

and Culture in The Bahamas, and in particular from the Director of

Education, Miss Marjorie Davis, who freely allowed the researcher access

to the schools. Further, the study could not have been completed

without the contribution of the writer's colleagues at the College of

The Bahamas, who gave of their time and knowledge to assist her, Special
ix










thanks are due to Mrs. Inez Peet, Chairman of the Education Division,

who was a constant source of information and friendly support

throughout the course of the study.

A deep debt of gratitude is owed to all the teachers and

supervisors who so willingly participated in the pilot phase of the

research and in the main study. Many of them warmly welcomed the

researcher into their schools and afforded her privileged access to

their thoughts and opinions. For this demonstration of confidence

s~e is humbly grateful.

Without the financial support provided through in-service awards

from the College of The Bahamas and the Ministry of Education and

Culture, this project could never have been brought to fruition.

This support is gratefully recognized.

This list of acknowledgements would not be complete without an

expression of the author's gratitude for the affection and support of

all her colleagues in the doctoral program. Their warm friendship and

encouragement made it possible to continue when personal circumstances

made this very difficult. Particular thanks are due to the Alwards,

the Barringtons, the Birds, the Kaidas, the Marches and the Wagners who

so freely opened their hearts and their homes.

The writer would also like to express her appreciation to her

friend Joanne Clovis, who has been a constant source of comfort and

companionship throughout the past two years.

Unreserved gratitude is also due to family and friends in The

Bahamas for their affection and expressions of confidence. The writer

is particularly happy to have an opportunity to record publicly her
x










thanks to her mother, Mrs. Rowena Eldon, for a lifetime of love,

sacrifice and support.

Finally, the writer wishes to acknowledge her heartfelt

appreciation for the faith, patience and sustaining love of her. husband.

Clement, and of her children, Nicolette and Edward. To them this

dissertation is affectionately dedicated.










TABLE OF CONTENTS


CHAPTER PAGE

1 INTRODUCTION .............. ..... ................................. 1

PURPOSE OF THE STUDY ....................................... 2

STATEMENT OF THE PROBLEM ................................... 3

BACKGROUND TO THE STUDY .................................... 4

JUSTIFICATION OF THE STUDY ................................. 5

BASIC ASSUMPTIONS .......................................... 6

DEFINITION OF TERMS ........................................ 7

All-Age Schools .......................................... 7

Cooperating Teacher ...................................... 7

Effectiveness ............................................ 7

Family Islands .......... ................................. 8

First-Year Teacher ....................................... 8

Head of Department ....................................... 8

Junior Secondary Schools ................................. 8

Primary Schools ......................................... .10

Senior Secondary Schools ................................. 10

Supervisor ............................................ 10

Teacher Behaviours ....................................... 10

Teacher Education Program ................................ 10

Teaching Division ........................................ 10

Teaching Practice ...................................... 11

DELIMITATIONS AND LIMITATIONS .............................. 11

Delimitations ....... .. ................................ 11

Limitations ...,....... .. ......................... . ... 11
xii









CHAPTER PAGE

1 ORGANIZATION OF THE THESIS ................................ 11


2 CONCEPTUAL FRAMEWORK ..................................... 14

The Purposes of Teacher Education ........................ 14

Purposes and Functions of the Schools and Roles and
Functions of the Teacher ............................... 16

Implications for Teacher Education ...................... 22

Effectiveness in Teaching ................................ 24

Characteristics of Effective Teaching .................... 25

Effective Teacher Behaviours ............................ 27

Teacher Effectiveness Research in Developing Countries ... 37

PROGRAM EVALUATION ........................................ 42

Definitions of "Evaluation" ............................. 43

Program Effectiveness ................................... 44

Evaluation for Decision Making .......................... 46

Methodological Framework ................................ 47

SUMMARY .................................................. 53


3 REVIEW OF RELATED LITERATURE .............................. 57

CRITICISMS OF TEACHER EDUCATION ............................ 57

Criticisms from Outside Teacher Education ................ 58

Summary ................................................. 63

Criticisms from Within Teacher Education ................. 64

Summary ....................................... . ..... 74

Problems of Teacher Education in Developing Countries ..... 75

Summary ........,,...... .... ... ............. .. .......... 79

EVALUATION OF TEACHER EDUCATION PROGRAMS ................. 80

xiii










CHAPTER PAGE

3 Reviews of Evaluative Research in Teacher Education ...... 81

Institutional Evaluation of Teacher Education ............ 84

Summary ................................................ 102

Regional Evaluations of Teacher Education ............... 103

Summary ................................................ 107

Evaluation Studies from Developing Countries ............. 108

Summary ................................................ 113

CHAPTER SUMMARY ............................................ 114


4 RESEARCH DESIGN AND METHODOLOGY ........................... 117

RESEARCH DESIGN .................................. ......... 117

Sources of Data ....................................... 118

Teachers ............................................. 118

Supervisors ....................................... .....

Instrumentation .......................................... 120

Methodological Procedures ............................... 122

DEVELOPMENT AND VALIDATION OF INSTRUMENTS ................. 122

Teachers' Questionnaire ............................... 122

Part I ................................................ 122

Part II ................................................ 123

Part III ............................................... 127

Supervisors' Questionnaire ............................. 127

Part I ....................................... ...... 127

Part II ...................................... . ..... 128

Part III ...... .............. ......... ........ ..... 128

Interviews .......................... ........... . ..... 128










Pilot Testing of Instruments ...................
Questionnaires ............. .................
Interviews .................................. .
Analysis and Results of Pilot Test Data ........


RELIABILITY AND VALIDITY OF INSTRUMENTS


Reliability .....................................
Validity ........................................
RESEARCH METHODOLOGY ......................... ....
Permission to Conduct the Research ..............
Identification of the Research Population .......
Data Collection ...............................
Interviews ,,,, .............................
Characteristics of Respondents: Teachers .......
Sex and Age of Respondents ....................
College of The Bahamas Program Followed .......
Certification-Received ........................
Subject specializations .......................
Teaching Experience Prior to Entering College .
Type of School ...............................
Size of School ................................
Characteristics of Respondents: Supervisors ....
Sex and Age of Supervisors ....................
Years of Teaching Experience ..................
Current Positions .............................
Supervisory Experience ........................
Size of Schools .............. .............


CHAPTER
4


PAGE
130
131
132


...........


I


1111111111
. .........
.. .......
. .. . ....


135
136
136
139
139
139
140
142
144
144
144
144
147
149
150
150
152
153
154
155
156
158










CHAPTER PAGE

4 Treatment and Analysis of Data .......................... 160

Questionnaire Responses ............................... 160

Interviews ....... ..................................... 160

SUMMARY .................................................... 161


5 ANALYSIS OF FINDINGS CONCERNING THE PERFORMANCE OF FIRST-
YEAR TEACHERS .............................................. 166

I. TEACHERS' AND SUPERVISORS' PERCEPTIONS CONCERNING
TEACHER PERFORMANCE ................................... 167

Most Important Behaviours ............................... 167

Discussion ............................................. 169

Teachers' Self-Ratings of Performance .................... 170

Findings .............................................. 170

Discussion .......................................... 175\

Supervisors' Ratings of Teacher Performance .............. 176

Findings ............................................... 176

Discussion ............................................. 180

Comparison of Teachers' and Supervisors' Ratings ......... 181

Discussion ..................................... ...... 183

II. TEACHERS' AND SUPERVISORS' PERCEPTIONS OF TEACHER
PERFORMANCE BASED ON SIGNIFICANT VARIABLES ............ 185

Teachers' Perceptions of Performance Based on Type of
School ................................................... 186

Findings ............................................. 187

Discussion .............. ....... ........................ 192

Supervisors' Perceptions of Teachers' Performance Based
on Type of School ...................................... 197

Findings ............ . .................................. .. 197

Discussion ............. ................................ 200

xvi










CHAPTER PAGE

5 Comparison of Teachers' and Supervisors' Perceptions
Based on Type of School ................................. 203

Discussion ................................... . ..... 206

Teachers' Perceptions of Their Performance Based on Type
of College Program Followed ............................. 209

Discussion .................................... ....... 212

Teachers' Perceptions of Their Performance Based on
Previous Teaching Experience ............................ 213

Findings .............................................. 213

Discussion ................................... ...... 215

SUMMARY OF FINDINGS ................................. ... 216

Research Question 1 ...................................... 216

Research Question 2 ................................... 218


6 ANALYSIS OF FINDINGS CONCERNING TEACHERS' PERCEPTIONS OF
THE ADEQUACY OF THEIR PREPARATION ......................... 220

I. TEACHERS' PERCEPTIONS CONCERNING THEIR PREPARATION ..... 221

Findings ................................................. 221

Discussion .......................................... 225

Comparison of Teachers' Ratings of Performance and
Preparation ........................................... ... 228

Discussion ....... ................................ .. 230

II. TEACHERS' PERCEPTIONS OF THEIR PREPARATION BASED ON
SIGNIFICANT VARIABLES ................................ 232

Teachers' Perceptions of Preparation Based on Type of
School . ..1... ................................ .. 232

Findings ........... ,, ..... ..... .. ..... ......... 232

Discussion .............................................. 240

Comparison of Performance and Preparation Based on
Type of School ........................... ...... ..... 244
xvii










CHAPTER PAGE

6 Discussion ............................................. 255

Comparison of Teachers' Ratings of Their Preparation on
the Basis of Type of Program Followed ................... 258

Findings ............................................... 258

Discussion ............................................. 261

Comparison of Teachers' Ratings of Performance and
Preparation on the Basis of Program Followed ............. 262

Discussion ............................................. 267

Comparison of Teachers' Ratings of Their Preparation on
the Basis of Previous Teaching Experience ............... 268

Findings ............................................... 268

Discussion ............................................. 272

Comparison of Teachers' Ratings of Performance and
Preparation Based on Previous Teaching Experience ........ 273

Discussion ............................................ 277

III. TEACHERS' PERCEPTIONS CONCERNING AREAS OF STRENGTH
AND WEAKNESS IN PREPARATION PROGRAMS ................ 278

Areas of Strength and Weakness .......................... 279

Findings ............................................... 279

Discussion ..................................... ...... 280

Most Valuable and Least Valuable Courses ................ 281

Discussion ................................... .......... 282

SUMMARY OF FINDINGS ..................................... 283

Research Question 3 ...................................... 283

Research Question 4 ...................................... 284

Research Question 5 ................................... 286

7 PERCEPTIONS OF TEACHERS AND SUPERVISORS CONCERNING
ORGANIZATIONAL FACTORS IN TEACHER EDUCATION PROGRAMS ....... 288

xviii










CHAPTER PAGE

7 I. ORGANIZATIONAL CHARACTERISTICS ....................... 289

Structure ............................................... 289

Decentralization ...................................... 289

Specialization ........................................ 291

Formalization ......................................... 292

Discussion ............................................ 293

Technology .............................................. 294

Lack of Specificity Concerning Requirements ........... 295

Timing, Sequencing and Duration of Training
Experiences ........................................... 295

Discussion ................. ...................... .. 299

II, ENVIRONMENTAL CHARACTERISTICS ....................... 301

External Environment .................................... 301

Interpretation of the Environment .................... 302

Discussion ............................................ 304

Interorganizational Relationships .................... 304

Discussion ............................................ 305

Organizational Climate .............................. 306

Discussion ........................................... 308

III. EMPLOYEE CHARACTERISTICS ........................... 310

Qualifications ....................................... .. 310

Role Performance ..... ................................ 312

Discussion ................................. . ....... 313

IV, POLICIES AND PRACTICES .............................. 314

Resources . . , , . . . 314

Physical Facilities ,,,..................... .. ........ 314

xix










CHAPTER PAGE

7 Library Resources ........... ......................... 315

Communication ............................................ 316

Discussion ..................................... . ..... 317

SUMMARY .................................................... 319

Summary of Findings ..................................... 319

1. Organizational Characteristics .................... 319

2. Environmental Characteristics ..................... 320

3. Employee Characteristics .......................... 320

4. Managerial Policies and Practices ................. 320


8 SUMMARY, CONCLUSIONS AND IMPLICATIONS ..................... 322

SUMMARY OF THE STUDY ......... ............................ 322

Purpose of the Study .................................. 322

The Problem .............................................. 322

Justification of the Study .............................. 323

Conceptual Framework .................................. 324

Review of Related Literature ............................ 325

Sources of Data .. ....................................... 327

Instrument Development .................................. 327

Data Collection ......................................... 329

Data Analysis ..................................... ..... 330

Characteristics of Respondents .......................... 331

Summary of Findings ............................... .... .. 331

Comparison With Other Studies ............ ,....... ..... 342

1. Importance of Teacher Behaviours .............,... 342

2. Program Strengths and Weaknesses ................. 342

xx












CONCLUSIONS ................................................

Limitations of the Study .................................


Conclusions Based on the Findings of This Study


IMPLICATIONS

Implicatio

Theory .

Research

Practice

Implicatio

Theory .

Research

Practice

CONCLUDING CI


..........................................

ns for Educational Administration .........

...........................................



..........................................

ns for Teacher Education ..................



MMENT,, ... ............................ ....



OMMENT ....................................


BIBLIOGRAPHY ........ ................................................


APPENDIX

A BACKGROUND TO COLLEGE OF THE BAHAMAS TEACHER EDUCATION
PROGRAMS ....... ... ................ ...........................

B LETTER AND PRELIMINARY LIST OF TEACHER ATTRIBUTES
DISTRIBUTED TO EDUCATORS IN THE BAHAMAS ....................

C TEACHERS' RATINGS OF PERFORMANCE AND PREPARATION:
PILOT TEST .................................................

D LETTER AND QUESTIONNAIRE: TEACHERS ........................

E LETTER AND QUESTIONNAIRE: SUPERVISORS .....................

F INTERVIEW GUIDE: TEACHERS .................................

G INTERVIEW GUIDE: SUPERVISORS ......... .....................

H LETTER REQUESTING DETAILS OF POSTINGS OF STUDY
PARTICIPANTS ................. ............... . ...........

xxi


PAGE

345

345


346

352

352

352

354

355

357

357

359

361

362


379


388


394

396

420

435

440


443


CHAPTER

8












I FOLLOW-UP LETTER TO PARTICIPANTS ........................... 446


xxii


APPENDIX


PAGE










LIST OF TABLES


TABLE PAGE

1 Study Population Classified by Type and Location of
Schools ................................................... 119

2 Questionnaire Development: Response Rate of Educators
Consulted ................................................. 125

3 Teacher Behaviours ..................................... 126

4 Pilot Study Respondents .................................. 131

5 Interview Respondents Classified by Type of School:
Teachers .................................................. 141

6 Interview Respondents Classified by Type of School:
Supervisors ............................................... 141

7 Distribution of Responding Teachers Classified by Type
and Location of School ................................. 145

8 Teacher Respondents Classified by Age and Sex ............. 146

9 Teacher Respondents Classified by College of The Bahamas
Program Followed .......................................... 146

10 Teacher Respondents Classified by Certification Received .. 147

11 Junior Secondary Teachers Subject Specializations ......... 148

12 Teacher Respondents Classified by Length of Previous
Teaching Experience .. ................................... 149

13 Teacher Respondents Classified by Size of Schools ......... 151

14 Distribution of Responding Supervisors .................... 152

15 Supervisors Classified by Sex and Age ..................... 153

16 Responding Supervisors Classified by Teaching Experience .. 154

17 Responding Supervisors Classified by Current Positions .... 155

18 Responding Supervisors Classified by Years in Present
Position ............................................... 156

19 Responding Supervisors Classified by Length of Previous
Supervisory Experience ................................ 157

xxiii









TABLE


20 Supervisors Classified by Combined Years of Supervisory
Experience ......... .............. ................. 158

21 Responding Supervisors Classified by Size of Schools ..... 159

22 Importance of Teacher Behaviours: Teachers' and
Supervisors' Perceptions .............................. 168

23 Frequency Distribution of Teachers' Ratings of Their
Performance .............................................. 171

24 Frequency Distribution of Supervisors' Ratings of
Teachers' Performance .................................... 177

25 Comparison of Teachers' and Supervisors' Ratings of
Teacher Performance ....................... ....... ........ 182
26 Teachers' Ratings, of Their Performance Classified by
Type of School ........................................... 188

27 Supervisors' Ratings of Teacher Performance Classified
by Type of School .......................... .............. 198

28 Comparison of Teachers' and Supervisors' Ratings
Classified by Type of School: Primary Schools ........... 202

29 Comparison of Teachers' and Supervisors' Ratings
Classified by Type of School: Secondary Schools ......... 205

30 Comparison of Teachers' and Supervisors' Ratings
Classified by Type of School: All-Age Schools ........... 207

31 Teachers' Ratings of Their Performance Classified by
Type of Program Followed ................ ............... 211

32 Teachers' Ratings of Their Performance Classified by
Previous Teaching Experience ............................ 214

33 Frequency Table of Teachers' Ratings Concerning the
Quality of Their Preparation ............................ 222

34 Comparative Ratings of Performance and Preparation: All
Teachers (n = 37) ........................................ 229

35 Comparison of Teachers' Ratings of Preparation Classified
by Type of School ...................................... 233

36 Comparison of Ratings of Performance and Preparation:
Primary School Teachers (n = 21) ......................... 246

xxiv


PAGE










TABLE


37 Comparison of Ratings of Performance and Preparation:
Junior Secondary School Teachers ( n = 7) ............... 248

38 Comparison of Ratings of Performance and Preparation:
All-Age School Teachers (n = 9) ........................ 252

39 Comparison of Teachers' Ratings of Preparation Classified
by Type of College Program Followed .................... 259

40 Comparison of Ratings of Performance and Preparation:
Teachers With Associate Degree (n = 6) .................. 263

41 Comparison of Ratings of Performance and Preparation:
Teachers Without Associate Degree (n = 31) .............. 265

42 Comparison of Teachers' Rat*tngs of Preparation
Classified by Previous Teaching Experience .............. 269

43 Comparison of Rat'ings of Performance and Preparation
Teachers With Previous Experience (n = 15) .............. 274

44 Comparison of Raitings of Performance and Preparation
Teachers Without Previous Experience (n = 22) ........... 276


PAGE









LIST OF FIGURES


FIGURE PAGE

1 Map of The Bahamas ........................................ 9

2 Teaching Divisions: College of The Bahamas .............. 12

3 Conceptual Model of Student Flow, Data Generation, Data
Management and Data Analyses ............................. 49

4 Framework for Collection of Information in Program
Evaluation, Faculty of Education, University of Alberta ... 50

5 Components and Typical Sequence of College of The Bahamas
Teacher Education Programs and Beginning Teacher
Experience ......................................... . ..... 51


xxvi











CHAPTER 1


INTRODUCTION



Evaluation of the total organization or parts of it has been

identified by various organizational theorists as being one of the

important processes in educational administration (Gregg, 1957; Miklos,

1976; Robbins, 1976). Only by systematic appraisal can the validity of

current practices be determined and their retention, revision or

discontinuance defended.

The evaluation process assumes particular significance when

specific aspects of the work of educational organizations come under

attack as being ineffectual. In the past few decades, institutions, in

which teachers are prepared have been subject to widespread public

criticism. Charges of falling educational standards and the apparent

failure of the schools to produce desired academic or social results in

their students have caused both the competence of teachers themselves

and the adequacy of their preparation to be called into question.

Woodring wrote:


Soon after the end of World War II the public schools came
under sharp attack from dissatisfied parents, academic
professors, journalists, university presidents, a famous
admiral, and a popular writer who was convinced that someone
named "Johnny" was not learning to read. Much of the
criticism was focused on teachers and the kind of education
they were receiving (1975:16).


Faced with charges of ineffectiveness, many teacher educators

paused to take stock of their efforts, and frequently responded by









installing new approaches which seemed to hold promise for the

revitalization of the preparation experiences to be undergone by

prospective teachers. More and more, also, those responsible for the

education of teachers came to realize that, given the importance of the

enterprise, it was vital that efforts to improve and upgrade it be

unrelenting (Turney, 1977:3).

The tide of criticism has not abated, however. As recently as in

June of 1980, Time magazine carried an article entitled "Help! Teacher

Can't Teach!". In this article, the inadequacies of both the academic

and professional abilities of many American teachers were revealed, and

the quality of their preparation was seriously questioned, Similar

concerns have been expressed in various: other countries of the world.

In the face of this fading public confidence in the value of

teachers' professional preparation, many teacher education institutions

have felt compelled to examine their practices and to assess their

relevance and worth in relation to the actual demands of the schools.

For it has been emphasized that "the ultimate criterion for judging a

teacher education program is whether it produces competent graduates who

enter the profession and perform effectively" (American Association of

Colleges for Teacher Education, 1971:12).


PURPOSE OF THE STUDY


The need to gauge the effectiveness of teacher education practices

is particularly acute in developing countries, where formal education is

regarded as an essential key to national development, and the quality of

teaching as an essential element in the process:.










The central purpose of the present study was to discover the

degree to which the teacher education programs offered in The Bahamas

were perceived by significant groups of individuals as being effective

in providing teachers with the attributes necessary for the successful

performance of their teaching roles. A further purpose was to discover

areas of strength and possible weaknesses within those programs.


STATEMENT OF THE PROBLEM

The specific problem investigated in the study was the extent to

which a recently-graduated group of teachers and their supervisors in the

schools perceived the teacher education programs undergone by those

teachers as having been effective in developing in them the skills,

attitudes and knowledge deemed necessary for the competent discharge of

their duties in the-schools.

As the study was exploratory in nature, no research hypotheses

were generated. Answers were sought, however, to the following questions:

1, What are the perceptions of a group of first-year teachers and

their supervisors concerning the performance of those teachers during

their initial year of teaching after training?

2, To what extent are the perceptions of first-year teachers

concerning their performance related to (i) differences in grade level,

(ii) personal variables, (iii) demographic variables, or (iv) experience

in teaching prior to professional training?

3, To what extent do first-year teachers perceive their preparation

programs as having assisted them to develop attributes which appear to be

necessary for competent teaching?










4. To what extent are the perceptions of first-year teachers

concerning their preparation related to (i) differences in grade level,

(ii) personal variables, (iii) demographic variables, or (iv) experience in

teaching prior to professional training?

5. What are the perceptions of first-year teachers concerning

specific areas of strength or weakness in their teacher education programs?

6. Are there any organizational factors within the teacher

education programs that teachers or supervisors perceive as having

contributed to the level of effectiveness of those programs?


BACKGROUND TO THE STUDY

The present study was undertaken within the context of the

Commonwealth of The Bahamas. The specific programs whose perceived

effectiveness was examined were those offered in the sole institution

in that country in which teachers are prepared: the College of The

Bahamas, These programs, like most of their counterparts throughout

the developing world, have been patterned largely on models of teacher

education adopted in the metropolitan centres of the world. Bacchus

(1975:2) reported a growing scepticism concerning the suitability of

such models for preparing teachers to perform adequately within the

educational context of an emergent society. There is little evidence

in the literature, however, that many teacher education programs in

developing countries have been studied with a view to determining their

adequacy and relevance in terms of the actual demands of the schools

they serve.
For this part, Thompson (1972:228) articulated another important

area of concern:









Since up to 90 percent of recurrent educational expenditure
may be devoted to teachers.' salaries and since the quality of
the teaching force crucially affects the quality of
educational provision, one might have expected to find in
teacher education institutions a ferment of new thinking and
concrete research. I do not believe that in general this has
been the case.


Thompson's challenge is clear. In developing countries where

financial resources are likely to be limited, teacher educators have a

particular obligation to ensure that the teachers they prepare can

perform productively within the educational system they serve. An

important dimension of this responsibility is the need to engage in

regular and systematic assessment of the outcomes of current practices,

Only in this way can some measure of quality control be established.


JUSTIFICATION OF THE STUDY

The present study is justified in a number of ways:

1. It contributes to the body of research in educational

administration which probes the value of the evaluative process as a

means of improving organizational planning and practices.


2. It provides information which can contribute to institutional

policy decisions pertaining to teacher education.


3. It adds a body of findings from a different context to the

steadily growing corpus of evaluative research which seeks to discover

relationships between various forms of teacher preparation and subsequent

teacher performance.


4. It provides information concerning the generalizability of









the concept that there are certain types of skills, attitudes and

knowledge which appear to be basic to successful instructional practice.

This is pertinent, since, as Bacchus (1975:2) noted, teacher education

practices in developing countries are based on "the general assumption

of the universality of the role of the teacher . ."


5. The findings of the study provide information concerning the

perceived relevance to actual school settings of the pre-service

preparation offered to prospective teachers in The Bahamas, and identify

areas of weakness in teacher competency in which in-service education

appears to be needed. This information should provide a valuable data

base for future decisions concerning program revision or renewal.


6. The conduct of the study has provided an opportunity for

practitioners in the field (a) to describe what they consider to be the

most essential elements of successful teaching performance, and (b) to

provide an assessment of the performance of first-year teachers, and,

indirectly, an assessment of the preparation programs undergone by those

teachers.

7. Finally, from the findings of this study, directions: for

future research have been identified.


BASIC ASSUMPTIONS


The following assumptions were central to the purposes of this

study:


1. It was assumed that the overarching objective of programs; of









teacher education was to produce teachers capable of high quality

performance in actual school settings.


2. It was assumed that the effectiveness of such programs must

ultimately be judged by that criterion.

3. It was assumed that the perceptions and opinions of teacher

education graduates and their supervisors would provide a useful and

reasonably valid picture of the effectiveness of preparation programs.


4. It was assumed that the us.e of questionnaires and interviews

was an appropriate means by which to obtain data relative to the

perceptions and opinions of teachers and their supervisors.


DEFINITION OF TERMS


For the sake of clarity, the following definitions are provided

for terms used in the present study:


All-Age Schools

In The Bahamas, schools in rural communities comprising grades

one through eight (and sometimes grades one through ten) are designated

"all-age schools."


Cooperating Teacher

The regular classroom teacher of the class in which a student

teacher carries out his practice teaching is designated the "cooperating

teacher."


Effectiveness

Houston (1972:51) defined "effectiveness" in relation to program









evaluation as "impact, the capacity of a program to cause changes in those

who are exposed to it." (His emphasis). In this study, the concept is.

adopted, in somewhat modified form. "Effectiveness" will be considered

as the capacity of a program to bring about desired changes in those who

are exposed to it.

Family Islands

In The Bahamas, all the islands other than that on which the

capital, Nassau, is located are termed "Family Islands" (Figure 1).

Only on one of these islands, Grand Bahama, is there an urban centre --

Freeport. In all other instances, settlements are rural in nature,

First-Year Teacher

In this study, the term "first-year teacher" refers to a teacher

who has just completed, or who is in the process of completing, his

first year of teaching after professional training. In The Bahamas, a

number of such individuals will have had experience as untrained teachers

in the school system prior to entering College.

Head of Department

The teacher who is charged with coordinating and directing the

teaching of a certain subject or group of related subjects is designated

the "head of department."


Junior Secondary Schools

Schools comprising grades seven through nine and attended by

children aged twelve through fourteen are termed "junior secondary

schools."














Warm Currents
**-- Prevailing Winds


3 100 200 Miles

3 100 200 300 Km


_____-TROPlC OF-CANCER


S p.-


Fiqure 1

The Story of The Bahamas.


'N,


IERAI.


The alahmas


Source: Albury, Paul.


Macmillan Education.










Primary Schools

Schools comprising grades one through six and attended by

children aged five through eleven are termed "primary schools."


Senior Secondary Schools

Schools comprising grades ten through twelve and attended by

children aged fifteen through seventeen are termed "senior secondary

schools."


Supervisor

In this study, the term "supervisor" refers to th.e individual

charged with overseeing the performance of other teachers. In primary

schools, this person is usually the principal. In secondary schools,

the supervisor may be either the principal or the head of department.


Teacher Behaviours

The term is used in this study to describe specific acts performed

by the teacher in the execution of all aspects of his teaching role. It

is presumed that such acts represent an overt manifestation of the

synthesis of skills, attitudes and knowledge possessed by the teacher.


Teacher Education Program

The sequence of courses, workshops, clinical experiences and

practice teaching activities provided for prospective teachers in a

college or university is termed a "teacher education program."


Teaching Division

An administrative unit encompassing instructional activities in

a range of related subject areas within a multi-purpose post-secondary









institution is termed a "teaching division" (Figure 2).

Teaching Practice

The period of supervised student teaching carried out in schools

is termed "teaching practice."


DELIMITATIONS AND LIMITATIONS

Delimitations

1. The study was delimited to teacher education programs offered

at the College of The Bahamas.

2. Sources of data were delimited to (i) teachers who had

graduated from the College of The Bahamas in 1979 and who were teaching

in The Bahamas in 1980-81, and (ii) the supervisors of those teachers.

Limitations.

1. The study is limited primarily by a factor which affects all

follow-up studies of this kind: its. reliance upon the perceptions,

recollections and opinions of the participants.

2. A further limitation resides in the nature of the study

itself: since findings may be somewhat situation specific, generaliza-

tions will have to be made with caution.


ORGANIZATION OF THE THESIS


This chapter has presented (1) an introduction to th.e problem,

(2) the purpose of the study, (3) the statement of the problem, (4) the

background to the study, (5) the justification for the study, (.6 the










APPLIED
SCIENCES
DIVISION


(APSC)
Electronics

Electrical
Engineering

Mechanical
Engineering


Soldier Road Campus



BUSINESS.AND
ADMINISTRATIVE
STUDIES
DIVISION

BASTT)

Accounting

Banking and
Finance

Business
Administration

Management

Secretarial
Studies


Oakes Field Campus


TECHNICAL
AND
VOCATIONAL
STUDIES
DIVISION
(TVST)
Architectural
Drafting

Automobile
Mechanics

Carpentry and
Joinery

Commercial
Art

Cosmetology

Masonry

Painting and
Decorating

Plumbing

Welding


EDUCATION
DIVISION



(EDUC) ""
Methodology
of Teaching
Subjects

Philosophy
of
Education

Psychology
of
Education

Sociology
of
Education

Techniques
and
Management

Testing and
Evaluation


NATURAL
SCIENCES
DIVISION


(NASC)
Agriculture

Biology

Chemistry

Mathematics

Physics


SOCIAL
SCIENCES
DIVISION


(SOSC)
History

Geography

Political
Science

Psychology

Religious
Studies

Sociology


Figure 2

Teaching Divisions: College of The Bahamas









basic assumptions underlying the study, (7) the definition of terms,

and (8) the delimitations and limitations of the study.

Chapter 2 explores the theoretical perspectives and empirical

findings which provided the conceptual framework for the study. Relevant

literature is reviewed in Chapter 3. In Chapter 4, the research design

and the methodology employed in the collection and analysis of data are

described. Chapter 5 presents the results of the analysis of

questionnaire and interview data pertaining to the perceptions of teachers

and their supervisors concerning teachers' performance. Chapter 6

examines the results of the analysis of questionnaire and interview data

pertaining to teachers' perceptions of the effectiveness of their

preparation. Chapter 7 reviews those-organizational factors within the

College of The Bahamas which teachers, and their supervisors perceive as

having contributed to the level of effectiveness of teacher education

programs. In the last chapter, the findings of the study are summarized,

and the conclusions, recommendations and implications arising from those

findings are presented.












CHAPTER 2


CONCEPTUAL FRAMEWORK



Assessment of the effectiveness of programs of professional

training would seem to entail, as a necessary preliminary undertaking,

a conceptual analysis of (1) the purposes of such programs, (2) the

nature of the work for which practitioners are prepared, and (3) the

implications of this latter for competent professional performance.

Further, it is important, also, to determine what aspects of professional

performance may legitimately be expected to be developed through a

program of training. From the clarification of these relevant issues,

specific criteria may emerge by which the effectiveness of such

programs may be judged.

In an investigation aimed at discovering the effectiveness of

programs designed for the preparation of teachers, therefore, it was,

deemed appropriate to examine theoretical perspectives and empirical

findings which might shed light on the following: the purposes of

teacher education; the purposes and functions of the schools; the roles

and functions of the teacher; the concept of effectiveness in teaching.

Moreover, since it was also necessary to develop a feasible framework to

guide the collection of data by which the effectiveness of the programs

might be assessed, a variety of approaches to program evaluation were

examined as well.


The Purposes of Teacher Education

In a review of the historical development of teacher education,










Woodring (1975:1) indicated that, if teacher education were defined

simply as the education of those who were to become teachers, its

history would be coterminous with education itself, for the oldest form

of teacher education lay in the observation and emulation of a master.

The establishment of special institutions, or programs within institutions,

specifically devoted to the preparation of teachers, has been dictated

by the needs of the schools for numbers of teachers to be available at

regular intervals. As Woodring pointed out, the normal school, the

oldest formal teacher education institution, did not flourish until the

eighteenth century, when "efforts to extend public education to all

social classes greatly increased the demand for teachers" (1975:1-2).

The reasoning which appears to underlie the centralization of

training within an organizational setting was aptly summarized by Turner

(1971:10) who maintained that the point of preservice teacher education

was to produce the following advantages: (1) the trained teacher should

perform more proficiently and productively all aspects of the teacher's

work; and (2) the cost of on-the-job training would be reduced. The

overall purposes of teacher education, therefore would seem to be (a) to

familiarize prospective teachers with the nature of the tasks they will

be required to perform in their roles as practitioners in a school

setting, and (b) to provide them with the knowledge, skills and attitudes

necessary for adequate discharge of their responsibilities. The tasks

which teachers are required to perform and the behaviours which they

employ in the execution of those tasks are closely related to the

purposes and functions of the schools.










Purposes and Functions of the Schools and
Roles and Functions of the Teacher

It is evident that much valuable transmission of knowledge and

skills occurs outside the formal setting of the school. Children learn

many important things from the variety of informal interactions which

they experience in the familial or community context. Why, then, does

society demand that for extended periods of time they be segregated

within special institutions, in the care of virtual strangers, whose

specific purpose is to instruct them? Joyce (1975:112) asserted that

schools were most commonly based on an economic conception of man. He

pointed out that the establishment of public education was rooted in the

conviction that "participants in a mass society, its governmental

processes, and its emerging economic system required literacy and

occupationally-relevant skills." As formal educational systems became

more sophisticated, moreover, education became "an indispensable means of

status maintenance and acquisition for most persons" (Joyce, 1975:114).

Most of the movements that have focused upon the extension of educational

opportunity, in Joyce's view, have done so in order to "include

participation by more members of society in education and its concomitant

benefits" (1975:114).

It was this view of education that, in the decades following the

Second World War, fired the almost universal drive to increase the

quantity and quality of schooling provided by national governments,

Especially it gave impetus to programs designed to bring more fully into

the mainstream of the educational process formerly disadvantaged groups.:

minorities of all kinds in the developed nations, and underprivileged

rural and urban groups in developing areas. Pearl et al. (1969:3)










summed up the guiding premise when they defined education as the means

by which all citizens were afforded access to a wide range of choices

in all aspects of life.

The outcomes of formal education which are most strongly valued

by parents, governments and communities at large generally reflect this

orientation. All these groups esteem most those effects of schooling

which lead to clearly understood credentials, i.e., tangible academic

achievement, symbolized by high grades or examination results (Joyce,

1975:115). This position is understandable, for academic credentials

are those which most visibly appear to lead to improved opportunities

for successful careers in adult life.

Such outcomes assume particular importance in new nations whose

people, emerging from a colonial past, view success in formal education

as a means of transcending their former status. Bacchus (1975:5)

described it in this way:

The academic type of education, though irrelevant to the needs
of the traditional sector, provides a passport for entry into
the modernizing sector of the economy and, with the income
differentials and job security which this sector provides, it
is no wonder that the population continues to demand this
"irrelevant" education.

This view was confirmed by Paige (1979:207) who wrote:

But formal education in the developing nations is explicitly
designed to promote a wide range of economic and other
development objectives. Harbison and Myers' (1964, p. 181)
claim that "education is the key that unlocks the door to
modernization" is rearticulated in one form or another by
educational planners throughout the developing world.


Clearly, then, the promotion of academic learning is a fundamental

function of the schools:, and a prime concern of the teacher must he to









participate effectively in the enterprise.

The school has, however, other roles to play. Joyce (1975:111)

characterized the school as a social institution which "lies very close

to the value core of the society," and, indeed, this institution has

always served as an important vehicle for the transmission of values from

one generation to another. This function was described by Goble (1979:

21) as the school's objective to


transmit the mythology -- the inherited conglomerate of beliefs,
taboos, perceptions and aspirations that carries the message of
what is good and what is bad for the health of the community.


Foster (1979:12) quoted the view expressed by Elkin and Handel

(1972) that the school serves as society's principal agency for develop-

ing abilities which allow the child to become less dependent on family

and more independent in functioning in and serving the needs of society.

She identified two distinct dimensions to the socializing functions of

the contemporary school, as these were conceptualized by David Goslin

(1965): the conservative role (by which the continuity of the culture

was assured), and the contemporary role (to support innovation and

change). These two dimensions are discernible in society's expectations

for the schools.

The salience of this dichotomy in the socializing function of

the school is particularly marked within the context of the developing

world. Bacchus (1975:2) pointed out that, initially, the role of

education in colonial territories, as this was expressed, for example, in

the 1925 Report by the Advisory Committee on Native Education in British

Tropical African Dependencies, was "to produce Christian boys, diligent,

obedient, straightforward, kind and God-fearing" and to "strengthen will









power" and develop in the pupils the discipline of work. Later, however,

education was seen to be a promising means of transforming social

structures, and to play a major role as "a solvent in a system of marked

social differentiation" (Bacchus, 1975:4). In effect, though, many of

the values inherent in the Western-style education which had been

imported into these societies were alien to the conditions which actually

prevailed in the lives of the majority of the people, and formal

education became instead "an explicit reinforcer of social privilege,

political elitism and economic injustice" (Bacchus, 1975:4). The product

of such an education was often, therefore, alienated from the realities

of his environment.

A concern to correct this situation has preoccupied leaders of

many emerging nations. The challenge which they faced was summarized

by Bacchus (1975:8) as a need to create an educational system which would


inculcate values which can contribute to the development of a
new social order, offer an education which does not divorce its
participants from the society and which teaches them not to
despise the wisdom of their forefathers while at the same time
introducing them to the knowledge and skills of modern
activities . .


This ideal might, indeed, be considered a universal one toward

which designers of educational systems throughout the world are likely

to be striving. Implicit in such an objective is the need for careful

thought and logical planning, for, as Katz (1979:102) stressed, it is

the deliberate nature of the activities within the school which most

strongly distinguishes it from other socializing agencies such as the

family. The implications for the teacher's role are significant: he

must not only understand the complexity of the process in which he is









involved and be committed to it, but he must also possess the knowledge,

skill and sensitivity which will enable him to participate effectively

in it.

However, Katz (1979:102) drew attention to the fact that very

important socializing processes are probably happening most of the time

-- many of them unintentional. She pointed out the powerful effects of

modelling in many aspects of socialization (1979:102), thus underlining,

by implication, the importance of the role of the teacher which Foster

(1979:13) had also noted:


The teacher functions as the main bridge between the home
and the school for the child. It is the teacher who introduces
to the young child experiences and people that are not usually
a part of the more isolated family context. It is the teacher
who assists the child to learn and value those specific abilities
and attitudes which are articulated in school programs for the
purpose of developing socialization skills identified as necessary
to succeed in adult society. In this capacity teachers become
mediators or agents of the socialization process.


Foster discussed, in addition, how vital the teacher was in

influencing the perceptions children developed of themselves. The

teacher's evaluation of the child's school achievement and social

performance tended, in Foster's view, to determine the child's assessment

of himself (1979:14). Moreover, the level of success a child was likely

to achieve often reflected the expectations the teacher held for him.

It was evident, then, that teachers should be very conscious of their

power in this respect. They should possess positive attitudes towards

children's ability to succeed, as well as the skills necessary for the

creation and maintenance of supportive learning environments in which

individual children were encouraged and valued (Foster, 1979:14).

Certain major dimensions of the teacher's role appear to emerge









from the foregoing discussion: the teacher has a responsibility to

promote the achievement of cognitive skills and also to help create in his

pupils a sense of self-worth and confidence in their individual identities

and potential. He must, in addition, reflect in his approach to his work

an awareness of the needs and imperatives of a constantly changing and

developing society. Furthermore, the discharge of these responsibilities

occurs within an organizational setting which places its own particular

demands upon the teacher. He is obliged to work in proximity to other

individuals with whom he must share available resources. He operates

within an administrative structure which requires not only that he carry

out his instructional activities, but that he record and account for

them and for student performance as well. He must interpret and implement

policies which define the parameters within which he is to work. In the

contemporary world of education, moreover, such policies are likely to

change frequently and significantly.

Goble and Porter (1977:13) reported certain of the kinds, of

developments occurring within the organization of schools which had

implications for the ways in which. teachers were called upon to fulfil

their roles. These included:


-- more diversified functions in the instructional process .
-- a shift in emphasis, from transmission of knowledge to
organization of the pupil's learning . .
-- individualization of learning and a changed structure in
teacher-student relationships;
-- wider use of modern educational technology ....
-- larger acceptance of broader co-operation with other teachers
in schools and a changed structure or relationships between
teachers;
-= the necessity to work more closely with parents and other
people in the community .










Teachers would, therefore, have to be prepared to function within this

more flexible and cooperative conceptualization of their roles.

Implications for Teacher Education

Recognition of the ever-increasing and changing demands being

placed upon teachers, and concern that traditional methods of preparation

were inadequate to produce individuals capable of meeting the challenges

with which they were likely to be faced, have prompted many teacher

educators to reassess their concepts of how teachers should be trained,

and to revise their actual practices. The approaches which have emerged

reflect specific interpretations of the ways in which teachers might best

perform their varied functions.

In the systems models of teacher education produced in response

to the United States Office of Education's 1968 request for such

proposals, the underlying view of the teacher presented appeared-to be

that he was a clinician, a specialist member of an instructional team,

possessing strategies for making instructional decisions, and possessing

also "the needed repertoire of knowledge and clinical skills for carrying

out his decisions" (Joyce, 1972:208). Consonant with this view of the

teacher's role, competencies deemed necessary for teaching were defined

in terms of specific 'hekavioutrs and-specific learning experiences

were designed to provide the prospective teacher with those competencies

(Joyce, 1972:208).

Macdonald's recommendation for reform in Canadian teacher education

reflected an orientation which was not dissimilar. "Educational

efficiency," he maintained, "requires, that teachers be functional

specialists, not generalists" (1970:42). This "functional specialization"

meant "the mapping out of instruction into a number of separate and










relatively distinct areas, each with its own population of differently

prepared and differently active staff" (1970:48). As the foundation for

reform in teacher education, Macdonald advocated a detailed analysis of

the tasks of teaching in order to build models of teacher behaviour

which might serve as training criteria (1970:14).

In strong contrast to the foregoing positions, that adopted by

Combs (1974:8) reflected the conviction that the effective teacher was

"a unique human being who has learned to use himself effectively and

efficiently to carry out his own and society's purposes in the education

of others." In his recommendations for new guidelines for teacher

education, Combs identified crucial areas in the "perceptual organization"

of the teacher which had to be developed in programs of training. These

included: a thorough knowledge and understanding of his subject and of

other people; self-confidence; a philosophical and psychological under-

standing of the purposes and processes: of learning; and a command of

methods which would permit him to carry out his purposes (1974:22).

Good teaching was not, Combs later insisted (1978:558), merely a question

of right methods or behaviours, but "a problem-solving matter, having to

do with the teacher's unique use of self. . ." Teacher education was,

as a consequence, a problem in "personal becoming" and in such programs,

learning had to be personal and experiential. As Joyce has observed

(1972:213), this type of position appeared almost to deny that there

could be agreement on the performance of a capable teacher, since each

was seen to be unique, in unique interaction with his students.

The orientation reflected in most contemporary teacher education

programs, however, probably lies somewhere between the two extreme

positions described, reflecting a perception that it is important both










to develop the individual personalities and talents of teachers and to

provide them with a repertoire of specialized knowledge and skills upon

which to draw in the execution of their teaching responsibilities.

Goodridge's recommendations for teacher education in the

Caribbean appear to summarize this contention:


Teacher-trainers in the Caribbean, like teacher-trainers elsewhere,
must continue to place emphasis on the trainee-teacher's under-
standing of the society and the communities in which his
professional activity will take place, of the children and the
disciplines he will be called upon to teach, and on his
development of the array of teaching skills and strategies
necessary in today's classrooms. But no less important should be
our conception of his role/s as a teacher, since "the beliefs,
feelings, assumptions of teachers are the air of the learning
environment; they determine the quality of life within it"
(Postman and Weingartner, 1969) (1974:48).


This review of perspectives on the purposes of schools, the role

and functions of the teachers within them, and the implications which

these have for teacher education, suggests certain broad criteria by which

ongoing programs of teacher preparation might be judged: their success

in providing teachers with skills which might enable them to enhance

pupils' academic learning; their success in providing teachers with

knowledge and experiences which might prepare them to respond sensitively

to the socializing aspects of their role; and their degree of success in

equipping teachers to deal with the varying ways in which they may be

called upon to carry out their responsibilities.

More specific indicators of the kinds of teacher skills, knowledge

and attitudes involved in the foregoing may be gleaned from the research

which has sought to delineate the nature of effective teaching.


Effectiveness in Teaching

The concern to determine the qualities, abilities or behaviours










which distinguish a "good" teacher has preoccupied educators for

generations. Various approaches have been adopted in the attempt to

define attributes which might confidently be recognized as characterizing

the effective teacher. One such approach focused upon those identifying

characteristics which appeared to be associated with teachers considered

effective.


Characteristics of Effective Teaching

Medley (1972:431) indicated that early studies in this vein tended

to concentrate primarily upon developing lists of desirable teacher

traits. Some researchers sought the views of students, having them

describe teachers whom they liked best, liked least, or thought most

effective. Among the characteristics identified in one such study as

distinguishing among the best and least liked teachers were: teaching

skill (clear explanations, use of examples., good organization, etc.),

cheerful and good-natured disposition, patience, fairness and impartiality,

friendliness, interest in pupils (Medley,1972:431). In other studies,

where "expert" judgment was sought, teacher traits tended to include such

global qualities as "adaptability", consideratenesss," "enthusiasm,"

"good judgment," "honesty," and "magnetism." These broad terms were

seldom closely defined, however, and Medley maintained C1972:432) that,

for the purpose of illuminating the concept of effective teaching, lists:

of this kind were even less useful than those provided by students, for

they specified less about a teacher's classroom behaviour.

A.S. Barr undertook, in 1930, an extensive review of teacher

rating scales, with a view to determining what characteristics appeared

to be most highly valued by supervisors and administrators. This effort










did not prove very helpful, for there seemed to be little consensus on

the two hundred and nine scale reviewed by Barr concerning the types of

characteristics which should be rated. Some of the areas of concern most

commonly identified, though, were: instruction, classroom management,

professional attitude, choice of subject matter, personal habits and

discipline (Medley, 1972:433). The basic weakness of such attempts to

delineate effective teaching was pointed out by Medley (1972:433), who

contended that "the most serious limitation to this approach to the

problem of describing the effective teacher was that none of the studies

included any measure of teacher effects on pupils." This dimension was

to assume prominence in later research.

The massive study of teacher characteristics undertaken by Ryans

(1960), however, arose from the conviction that


if certain patterns of teacher behavior and characteristics, could
be mapped out, it should be possible to ascertain the extent of
the relation between such patterns and specified criteria deduced
from whatever definition or concept of teacher effectiveness one
might choose (1960:5).


Ryans identified three major classroom behaviour patterns: one

which reflected understanding, friendliness and responsiveness versus

aloofness and egocentrism on the part of the teacher; the second reflecting

responsible, businesslike and systematic versus evading, unplanned and

slipshod teacher behaviour; the third reflecting stimulating, imaginative

and original versus dull and routine teacher behaviour (1960:102).

Although Ryans' concern was not primarily to consider the effectiveness

or ineffectiveness of particular teacher behaviours, one aspect of his

study did involve the identification and comparison of teachers who fell

into different groups with regard to the general classroom behaviour









patterns described. Among the characteristics of the teachers rated as

"high" in the positive behaviours listed were their generosity in

appraisals of the behaviour and motives of other persons, their enjoyment

of pupil relationships, their preference for non-directive classroom

procedures, their superior verbal intelligence, and their superior

emotional adjustment. Teachers rated "low," on the other hand, were

characterized by a tendency to be restrictive and critical in their

appraisals of other persons, to express less favourable opinions of

pupils, to manifest less high verbal intelligence and show less satis-

factory emotional adjustment (1960:398). These findings were presented

somewhat tentatively by Ryans, however, and he emphasized the need for

caution when generalizing them to other populations. They did,

nevertheless, bear out a number of the intuitive findings identified in

earlier studies.

In Britain, Taylor (.1962:258-99.) found, in a study of

characteristics of the good teacher as these were perceived by children,

that pupils tended to downplay the importance of teachers' personal

qualities, and, in general, to value most highly the "good" teacher's

training. In Taylor's view, this reflected, perhaps, an important need

that children felt -- to be taught and to learn (1962:264).


Effective Teacher Behaviours

The question of identifying the elements of "good" teaching

continued to be central, however, and the concern focused upon defining

behaviours which appeared likely to influence students' learning.

Rosenshine and Furst (1971:40) stated that educational researchers had

not provided teacher educators with repertoires of teaching skills which









might confidently be recommended to prospective teachers as liable to

promote student achievement. Their review of research in teaching did,

nevertheless, yield ten characteristics which appeared to be positively

related to student achievement: clarity, variability, enthusiasm, task

orientation, student opportunity to learn, use of students' ideas

(indirectness), use of structuring comments, use of multiple levels of

discourse, probing and the use of appropriate levels of difficulty in

instruction (1971:54).

Although the Rosenshine and Furst review has been challenged on a

variety of methodological grounds, these findings did represent a

pioneering attempt to synthesize the empirical work of many individual

investigators, and to suggest certain global categories of behaviour

which might profitably be pursued by both teachers and teacher educators.

For his part, Gage (1972:31), in a review of empirical research

on teaching, questioned the pessimism prevalent concerning the value of

the findings of such research. He maintained that, by carefully sifting

the literature and identifying similar dimensions measured by a variety

of means, one could find evidence from which one might draw the inference

that certain specific types of behaviour were desirable in teachers. He

cited as examples four of the dimensions which had appeared on the

Rosenshine and Furst list and for which such procedures would yield

positive results: warmth, indirectness, cognitive orientation and

enthusiasm (1972:34-39). Gage provided more precise definitions of

these terms, claiming that "warmth" described a quality present in

teachers who tended to behave "approvingly, acceptantly, and supportively;'

and who tended to "speak well of their own students, students in general,

and people in general." Further, Gage stated, such teachers "tend to










like and trust rather than fear other people of all kinds"((1972:;35).

"Indirectness" as it was used by Gage encompassed two dimensions of

teacher behaviour (1972:36): the encouragement, acceptance and use of

student ideas, and the encouragement of "learning by discovery." The
"cognitive orientation" of the teacher seemed to reflect the teacher's

intellectual grasp of what he was trying to teach, while "enthusiasm"

seemed to include not only the intrinsic emotion felt by the teacher

for his work, but also his ability to communicate this through his own

teaching (1972:38).

Researchers, nevertheless, continued to express concern about the

difficulties inherent in attempting to studying teaching effectiveness

through the standard methodologies. Berliner (1976), for example,

identified certain specific categories of problems which, in his view,

appeared to limit the usefulness of much of the research conducted in

this area. These problems arose from the instrumentation, methodology.

and statistical procedures used in studying ways in which teachers

affected students (1976:5). Berliner maintained for instance, that the

use of standardized tests as a means of measuring pupil growth was not

always appropriate, for (1) such tests might not reflect what had

actually been taught in the classroom, and (2) their strong correlation

with intelligence tests made their value as legitimate measures of

teacher effects questionable (particularly with respect to certain types

of children) (1976:6). When tests specially designed for specific

teaching units were used, these provided a more valid outcome measure.

It was difficult to tell, however, how useful an estimate such tests

provided of teachers' long-term effectiveness (1976:6).









Berliner contended, moreover, that current research in teaching

seldom took into account pupils' feelings about their learning experiences

-- the affective outcomes of teaching, which also needed to be addressed

(1976:6). In his opinion, research to date had not dealt effectively,

either, with the issues of appropriateness or stability of teacher

behaviour (1976:6-7). A further question to be considered was how much

could "legitimately be expected of teachers or schools as an influence

of student growth" (1976:9). Student performance was clearly strongly

influenced by intelligence, ethnicity and socio-economic status, as well

as by the student's own inclination to participate in the work.

An additional consideration raised by Berliner was the fact that

dimensions of teacher effectiveness were apparently related to the

particular curriculum areas studied (1976:9). Teacher effects seemed to

account for potentially more variance in subjects in which home background

influence was less likely to be powerful, i.e., in subjects other than

reading, social studies or language arts. Researchers typically, however,

studied teaching in just those areas where it was hardest to relate

student performance to teaching behaviour.

These and other shortcomings observed in current research on

teaching, and uneasiness over the prevailing style of psychological

research, caused a number of educational researchers to examine more

critically their accomplishments to date (Berliner and Tikunoff, 1976:24).

One outcome of this was the search for other means of studying teaching.

In an attempt, for example, to arrive at a more qualitative description

of teacher behaviour, the Far West Laboratory for Educational Research

and Development undertook an ethnographic study of second and fifth grade

reading and mathematics classrooms (Berliner and Tikunoff, 1976).










Observers who were unaware of the measured effectiveness of the teachers

they observed recorded raw teaching behaviours. From the accounts of

teacher behaviour, concepts were defined and then combined into variables

which were used to differentiate between more and less effective teachers,

as these had been identified by means of special teaching units (1976:26).

Findings indicated some twenty-one generic variables, i.e., variables

which consistently differentiated between more and less effective teachers

in all classrooms studied. The behaviours consistently associated with

more effective teachers indicated that such teachers were perceived as

having mastery over their subject matter and the ability to use it

appropriately in structuring learning tasks to suit individual needs.

More effective teachers, also, gave of their time and attention to all

students, and demonstrated their respect and affection for those students.

Classroom control was consistent and democratic, with good behaviour

being positively reinforced. More effective teachers appeared to possess

the ability to be flexible -- to adjust to and capitalize upon unexpected

situations. Lessons were appropriately paced and structured, and a

variety of instructional materials used in the classrooms of those teachers

described as being more effective (Berliner and Tikunoff, 1976:29).

It may be seen that the findings of this study confirmed, in more

specific terms, many .of the more global categories of behaviour cited

in earlier research as being associated with effective teaching. This

concern to define in more operational terms specific behaviours associated

with students' academic growth has continued to dominate recent

investigations. It appears largely to have been accepted that a focus

upon what teachers can do to enhance student learning is likely to prove

a more productive approach to defining effectiveness in teaching than









previous efforts to describe teacher characteristics. Such research has

been marked also by attempts to arrive at an ever narrower definition of

teaching strategies to be employed and of circumstances in which they

may most appropriately be used.

In one such undertaking, Medley (1977) adopted a clearly-defined

strategy for resolving the problems posed by the apparent inconsistencies

and contradictions in available studies on effectiveness in teaching. He

reviewed two hundred and eighty-nine such studies on the assumption, as

he later stated, that if certain rigorous criteria of quality were

applied to the results, most of the inconsistencies would disappear

(1979:16). Only studies in which the following criteria were met were

retained: effective teaching was measured in terms of student gains;

clear descriptions of teacher behaviours were given; generalizability

of findings were established; findings were revealed as important in

terms of strong process-product relationships (1979:16-19). Some six

hundred relationships concerning the behaviours of effective and

ineffective teachers were identified, each supported by a strong

relationship.

Although the primary objective of Medley's report was to provide

direct access to the findings of research on teacher effectiveness to

teacher educators (1977:10), he summarized some of the most consistent

findings and provided an interpretation of them which is pertinent in

the present context for it examines a variety of dimensions not always

discussed in detail in individual studies. He drew attention to

relationships between cognitive and affective outcomes, the effects

which certain behaviours appeared to have on pupils of differing socio-

economic status, and the effects of certain behaviours on pupils of









different grade levels, and in different subject areas.

These analyses revealed findings worthy of note. They suggested,

for example, that "a competent teacher of subject matter is likely to be

developing positive attitudes toward school as well" (1977:13). Further,

teachers who produced maximum achievement gains also appeared to improve

pupils' self-concept the most. In classes at the level of Grade three

or below, there was relatively little difference in the behaviours of

teachers effective in either of the core areas of reading or arithmetic

(1977:13). However, the behaviour patterns of teachers effective with

pupils of low socio-economic status did differ from those of teachers

effective with pupils of high socio-economic status. The significance

of pupils' socio-economic status in the nature of competent teacher

behaviour appeared to Medley, therefore, to have clear implications for

teacher educators: it suggested that "teacher education students may

need to learn very different strategies for dealing with pupils from

different backgrounds, at least in these earlier grades" (1977:21). In

a study like the present one where the majority of teachers participating

are involved with the teaching of students of low socio-economic background,

the findings of the Medley review are extremely relevant.

The significance of research in teaching to the purposes of teacher

education is highlighted in Borich's (1979) attempt to discover how process-

product research might contribute to the development of competencies

which could constitute a focus for training purposes. Borich elaborated

upon five on the process-product studies from among those most heavily

cited in Medley's review, and summarized the competency implications they

contained. In this regard, he proposed a specific definition for the

term "competency" in order to distinguish it from the other terms --










"behaviour" and "variable" -- with which, he claimed, it was frequently

used interchangeably (1979:77). He viewed the three concepts as being

progressively more specific, "variables being derived from behaviors

and competencies being derived from variables -- with competencies defined

in terms of proficiency levels validated against pupil outcomes" (1979:77).

The competency implications drawn by Borich from his findings are

instructive and pertinent as possible indicators of adequacy of training

in teachers. In terms of classroom management and control, for example,

Borich translated the Brophy-Evertson (1974) findings in this area into

competency statements such as:


Teacher should have the ability to keep pupils actively engaged,
. to establish flexible rules sufficient to keep order, and
change them when necessary, . use mild, non-physical forms:
of punishment (1979:81).

The competency implications of Good-Grouws' (1975) results on the same

dimensions were described in this way:

Teacher should be able to reduce classroom tension and anxiety
. engender relaxed, non-evaluative classroom atmosphere,
. maintain classroom free of major behavioral disorders
(1979:82).


Borich observed (1979:85) that this translation of process-product

correlations into natural language offered to the practitioner an

opportunity to judge for himself the practical meaning of such- results.,

and to recognize that sometimes findings that reached statistical

significance might have little apparent practical value, while those

which failed to reach statistical significance might be perceived as

having considerable practical value. Consciousness of these facts

would seem to be particularly important in the context of teacher









education where attention isjfocused upon developing in prospective teachers

those attributes which are most likely to have value in the real situation

of the classroom.

Once desirable teacher behaviours have been defined, the next step

of relevance to teacher education is the confirmation that these can be

developed through a program of training. The purposes of the research

project "Quest" carried out at the University of Alberta included just

this consideration. That study was undertaken in the conviction that,

while after a long tradition of research in teaching a number of tentative

hypotheses had emerged, it was timely that variables be manipulated

experimentally so as to establish cause and effect relationships CMacKay,

1979:2). The study had the additional aim of trying to discover whether

teachers' use of recommended strategies would increase after specific

training. These two purposes were summed up in the research hypotheses

proposed (MacKay, 1979:3):


1. The greater the observed strength or frequency of occurrence
of a recommended teaching strategy, the greater will be pupil
achievement.

2. The observed strength or frequency of occurrence of a
recommended teaching strategy will be greater after the in-service
treatment than before the treatment.


The potential implications and importance of findings from such a

study were significant. If it were verified that pupil achievement (as

reflected in performance in core areas of the curriculum) could be enhanced

by the teacher's use of certain specific strategies, the development of

such strategies would provide a tangible and worthwhile objective for

teacher education programs. Further, if it were demonstrated that the use

of such strategies could in fact be made to increase through training,









this would validate the adoption of such an objective.

Strategies incorporated in the study were derived from the research

literature on teaching, and validated by a panel of practitioners. The

twenty-eight selected fell into four main categories: (1) classroom

management and control, (2) organizational and methodological strategies,

(3) verbal interaction strategies, and (4) interpersonal interaction

strategies (MacKay, 1979:8). The findings of Project "Quest" confirmed

both research hypotheses. Overall results suggested, first, that a

significant relationship existed between student achievement and twenty-

one out of the twenty-eight strategies studied (MacKay, 1979:35).

Secondly, a significant increase was observed in teachers' use, after

treatment, of twenty-four out of the twenty-eight strategies CMacKay,

1979:22). MacKay pointed out that there were at least two implications

for teacher educators: the strategies dealt with were relevant and

important, and they could therefore serve as a valid base for teacher

training activities.(1979:37),

In two other studies carried out at the University of Alberta

attempts were made to apply these findings, to the teacher education

context. Ratsoy (1980) reported the results of an evaluation of the

effect of the practicum upon the use by student teachers of the kinds of

teaching strategies studied in Project "Quest". Significant increases

were observed in the use of about half of the behaviours researched.

Ratsoy (1980:10) noted that, given the length of time available in the

type of practicum studied -- i.e., about eight weeks -- only certain of

the skills appeared to be amenable to development. There seemed to be

little change in student teachers' use of curricular, ecological or

evaluative skills.









A further study of the effects of the practicum upon student

teachers' use of teaching strategies was conducted in 1979-80 and reported

by MacKay (1980). In eleven out of the twenty-seven strategies studied,

there was a statistically significant positive change in the extent to

which student teachers were observed to use a particular strategy.

Behaviours related to classroom discipline, use of questioning techniques,

and interactions with students generally did not increase significantly

during the period of the practicum. Again it might be inferred from these

findings that the time normally available in the course of a practicum is

not long enough to permit extensive development of all types of needed

strategies. However, the occurrence of positive changes in certain

strategies would seem to permit a tentative conclusion that student

teachers can be taught to use such skills.

The consistency with which certain types of skills appear in

teacher effectiveness research as being associated with pupil achievement

seems to confirm their value as indicators of competent teacher

performance. The studies discussed to this point, however, have all

been carried out in the North American context. It was clearly important

to the purposes of the present study to attempt to discover whether the

findings encountered were likely to prove equally relevant in a different

setting. Medley's (1977) contention that various contextual factors were

likely to influence the effects of teacher behaviours seemed to support

this concern.


Teacher Effectiveness Research in
Developing Countries

Empirical studies or theoretical discussions which refer

specifically to effectiveness in teaching in the developing world








context are considerably more difficult to find, Those encountered tend

to have largely a policy-making orientation, and to deal, for example,
with such global concerns as the effects of trained versus untrained
teachers on student achievement, Certain studies, nevertheless, offered
perspectives which appeared pertinent to the present discussion.

Arora (1978), for instance, undertook a study aimed at identifying
and classifying characteristics which distinguished effective and

ineffective teachers within the context of Indian secondary schools. She
developed a profile of an effective teacher by consulting with a large

group of practitioners considered competent to give valid opinions on the

subject (1978:27). This profile was used as the basis for an instrument
on which principals identified effective and ineffective teachers (1978:
35). Characteristics of those individuals so identified were then

examined. The profile of an effective teacher arrived at cited the

following as indispensable characteristics (1978:31):

An Effective Teacher must
(1) have accurate knowledge of the subject;
(2) have ability to bring the subject matter to the level of
students' understanding;
(3) explain topics clearly;
(4) make clear presentation of the subject matter;
(5) organise subject matter systematically;
(6) have self-confidence;
(7) have ability of expression;
(8) have skill in stimulation of interest and motivation
of students;
(9) have sense of duty and responsibility;
(.10) have pleasant and distinct voice;
(11) plan and prepare his lessons; and
(12) have good health.

The picture presented does not differ greatly from similar ones
drawn elsewhere, although in Arora's work the dimensions of teacher

behaviour pertaining to good relationships with students appear only









under the category of "desirable" characteristics for effective teachers.

This, perhaps, reflects the more authoritarian view of the teacher which

continues to prevail in many developing countries.

The studies reviewed by Paige (1979) are significant in this

regard. These focused upon one specific aspect of teacher behaviour

the creation of an appropriate classroom learning environment. The

importance of this dimension to the question of the impact of school

upon Third World children had been indicated by Alexander and Simmons

(1975:i). These authors stated that while most research supported the

contention that home and background factors exerted powerful influences

on the level of students' achievement, it appeared, nevertheless, that

"the removal of the student from the home environment into a learning

environment at school does have an important impact on his achievement.

Paige was concerned to discover whether including learning environment

variables in current models used for evaluating and changing educational

settings in developing countries might prove useful (1979:212).

He reviewed four studies conducted in a variety of countries.

The results of the study carried out in Brazil by Holsinger (1972, 1973)

indicated that classroom climate (defined by items on subscales covering

pupil participation, pupil cooperation, class intimacy, group work,

teacher interest, egalitarianism, competitive emphasis and disorganization)

was a powerful predictor of both classroom and individual modernity,

i.e., achievement motivation (1979:214). Further, "school environment

was a much better predictor of both modernity and information than the

pupil's background" (1979:214). The classroom learning environment was

"a powerful predictor of both. cognitive and noncognitive learning both

inside and outside the classroom" (Paige, 1979:215).









Persaud (1976) extended that line of research in a project

conducted on elementary school children in Jamaica (Paige, 1979:215).

The study was designed to examine the effects of classroom and school

climates on such non-cognitive outcomes as social development (i.e.,

students' level of interpersonal trust, tolerance, self-esteem and

personal efficacy) and aspiration levels (aspirations and educational

and occupational expectations). Persaud discovered, as had been found

in similar studies conducted elsewhere, that an "open" school authority

pattern predicted a greater amount of the variance in social development

than did other sets of independent variables (Paige, 1979:215).

Implications for teacher behaviour were pointed out by Persaud, who

observed that many teachers in developing countries tended to believe in

the necessity and desirability of strict discipline as a means of

promoting students' academic and social development. In the light of the

findings of this study, however, he recommended that principals and

teachers should consider developing more open school and classroom

environments (Paige, 1979:216).

The findings of the work carried out by Walberg and his associates

in India (1974, 1977) confirmed this need for classes to optimize those

social relations which were associated with higher rates of cognitive and

non-cognitive learning (Paige, 1979:218).

Paige's own research in Indonesia (1978) was designed to accomplish

several purposes among which were the following: the assessment of the

relationship between the learning environment and cognitive and non-

cognitive learning outcomes; the estimation of the relative effects of

the learning environment variables in the context of a model that

included determinants of learning located inside and outside the school;









and the identification of school and classroom-related factors that acted

as modernizing influences (1979:218-219). Paige discovered that classes

higher in order and organization had students lower in modernity and, to

a lesser degree, lower in achievement -- a finding which suggested that

excessive discipline might discourage learning. However, the modest

positive relationship of teacher control to modernity implied that a

balanced structuring of the classroom environment could be beneficial

(1979:221). In relation to other determinants of learning, classroom

environment variables proved significant in predicting achievement and

modernity (1979:221-222).

Paige concluded that the studies reviewed confirmed what was a

consistent finding in similar investigations elsewhere: that the

classroom environment was a critical mediating factor in pupils' response

to educational experiences, and that teachers should actively pursue the

creation of such favourable environments.

In the exploratory review of Third World teacher effectiveness

research undertaken by Avalos (.1980), the purpose was "to collect

information that might be useful to guide decisions of policy-makers

regarding teachers, these being one of the most costly and important items

in national budgets" (1980:45). Avalos dealt primarily with two specific

dimensions of the findings of the research: the effects of teacher

training and the use of discovery learning strategies (1980:46). The

teacher training research focused more upon identifying differences in

classroom behaviour between trained and untrained teachers, and the

impact of types and levels of training and qualifications upon student

achievement, than on discovering particular strategies that seemed to be

associated with pupil growth (1980:46). However, the studies concerned









with the search for effective teacher strategies did appear to yield

one consistently positive result. This was that "when higher levels of

cognitive skills were considered -- i.e., comprehension, application of

knowledge, divergent thinking, problem solving -- discovery-oriented

methods proved more effective" (1980:49).

The implications of Avalos' remarks are clear: training programs

in such settings should provide teachers with the skills to employ

methods which would encourage students to participate more actively in

their own learning experiences. This is particularly important since,

in many developing world contexts, there is still fairly widespread use

of highly directive teaching approaches, and emphasis upon rote learning.

In summary, the evidence which emerges from the now fairly

extensive research concerning effectiveness in teaching suggests that a

variety of criteria might be assembled for the purpose of assessing the

adequacy of programs of teacher preparation. These would include

dimensions of teacher behaviour which appear to be consistently related

to pupil growth in academic or social development.

In the planning of an investigation of an evaluative nature,

however, an additional important consideration is the selection or

development of a suitable model to guide the collection of relevant

data (Ratsoy, 1979:1). An examination of guidelines suggested by various

theorists in the field of program evaluation appeared, therefore, to be

an appropriate undertaking.


PROGRAM EVALUATION


Conceptual models for the evaluation of educational programs









abound in the relevant literature. In the study of these various

conceptualizations, however, the advice given by Worthen and Sanders.

(1973:41) is pertinent. These authors suggested that models proposed

by individual theorists should not be considered as "cookbook recipes

for evaluation." Rather, they advised that

the would-be evaluator be eclectic, whenever possible, in
selecting useful concepts from each . and combining
them into an evaluation plan that is better for having
incorporated the best features of several approaches (1973:41).


A discussion follows, therefore, of certain issues raised by

different authors and deemed relevant in the context of the present

study.

Definitions of "Evaluation"

The term "evaluation" is susceptible of a variety of interpretations,

so an important first task seemed to be to clarify the main elements

inherent in its meaning.

Cronbach (1973:44) defined "evaluation" as "the collecting and

use of information to make decisions about an educational program."

Stufflebeam (1971:xxv) described it as: "the process of delineating,

obtaining and providing information for judging decision alternatives."

In Scriven's view (1973:61), evaluation was an activity designed to

answer questions about the worth of educational "instruments" Cprocesses,

personnel, procedures, programs or the like). Dressel, for his part,

stressed that "an evaluation is both a judgment on the worth or impact of

a program, procedure or individual, and the process whereby that judgment

is made" (1976:1).

Three essential elements appear to emerge from these interpretations,









which typify most of the definitions proposed. The elements have

implications for the planning of an evaluation study.

1. The purpose of evaluation in education is to judge the worth
of educational undertakings. In the instance of programs of professional
training, this worth would presumably be judged by the program's

effectiveness in producing the desired levels of professional performance

in those who had undergone it.

2. This judgment provides a basis for administrative decision

making, It is essential, therefore, to give consideration to the type

and scope of decisions to be taken before the determination is made

concerning the kind of evaluative information to be sought.

3. Evaluation is also the process of collecting the data by which
the worth of the undertaking will be judged. Guidelines for this process

must consequently be carefully established.

These three considerations provided useful focal points for the
development of a plan to guide the conduct of the present study.

Program Effectiveness

In the determination of the effectiveness or impact of a particular
program, certain issues raised by evaluation theorists must be taken into

account. Cronbach, for example, stressed that program outcomes were

likely to be multi-dimensional, and that these various effects should be

gauged and taken into account when judgment was made concerning the over-

all worth of the program (1973:47), Further, he emphasized that a

significant function of evaluation was to contribute to program revision

by pinpointing specific areas of strength and weakness. In this connection









it was important to understand how the program produced its effects and

what parameters influenced its effectiveness (1973:48). A conceptualiza-

tion of a complex program as a series of interlocking parts, each designed

to produce certain outcomes would seem to be a fruitful means of

encouraging this.

Comparison was not, in Cronbach's opinion, a necessary or even

desirable dimension of evaluation. He advocated judgment of courses (or,

presumably, programs) according to carefully defined standards of worth

(1973:49), maintaining that a formal study should be designed primarily

to determine the post-course performance of a well-described group, with

respect to many important objectives and side effects.

Scriven (1973:66) pointed out that an important aspect of the

evaluator's role was his responsibility to formulate criteria by which.

the activity being evaluated might be judged. In this regard, he

cautioned against an approach which would focus solely upon the degree

to which an enterprise appeared to have achieved its stated goals. An

equally vital part of an evaluation, in his view, was a determination of

the value of the goals pursued (1973:73).

Scriven stressed strongly the importance of this judgmental

dimension in all evaluative activity, affirming that, whether the

evaluation was intended to contribute to the ongoing improvement of a

program (its "formative" role), or to contribute to decisions concerning

the adoption of an entire finished curriculum (-its summativee" role), its

goal was always the same: to estimate the worth or value of the under-

taking (1973:63). In terms of the evaluation of teacher education

programs, this process would seem to entail the scrutiny of the scope and

perceived professional and social value of the purposes the programs









sought to fulfil, as well as the assessment of their success in achieving

those purposes.

The model proposed by Robert Stake reflected the conviction that

both description and judgment were essential in evaluation (1973:109).

If the effects of a program were to be understood,all contributing

elements, he seemed to be suggesting, would have to be known. Stake's

model outlined several dimensions along which an educational undertaking

might be both described and judged: antecedents (i.e., conditions existing

prior to the program); transactions (the processes involved in the

delivery of the program); and outcomes (the impact of the program upon

relevant groups of individuals involved) (1973:112). Judgment might be

carried out according to absolute or relative standards or both, with

the emphasis adopted depending largely upon the role the evaluation was

to play (1973:123-4).


Evaluation for Decision Making

While Stake's model suggests many useful concepts, its very

eclecticism may prove to be a drawback in the planning of a study which

seeks to contribute to specific administrative decisions. MacKay and

Maguire (1971:12) commented on both the strengths and weaknesses of the

Stake approach:

On the one hand because of' the broad base laid for data
collection, possible relationships stand less chance of
being missed than they do in models which use a theoretical
framework for determining which data to collect. . On
the other hand because of its scope and the finite resources
of evaluations, important relationships may not be
investigated as thoroughly.

In this regard, the more systematic approach embodied in the work









of Stufflebeam (1971) defined closely the types of evaluative activities

necessary to be undertaken in the service of different types of decisions.

In the Stufflebeam Context, Input, Process and Product model, concern

to assess overall program effectiveness would most appropriately focus

upon "product" or outcome evaluation, for the information thus obtained

would relate to all other dimensions of the program (context, inputs

and processes), and contribute to "recycling decisions" -- i.e., decisions

regarding the continuation, termination, modification or refocusing of the

activity (1973:138).

Stufflebeam's concept of evaluation as a cyclical process constantly

feeding information back to the organization, was supported by Dressel

(1976:7) who asserted that "programs are generally in flux so that

continuous and systematic evaluation is essential to provide the basis

for improvement." Dressel (1976:8-9) summarized what, in his view, were

the fundamental components of evaluation. This summary succinctly

defined guidelines for planning an evaluation study, and was deemed an

appropriate base for procedures undertaken in the conduct of the present

study, for a significant aspect of the investigation was the provision of

insights which might contribute to program renewal. Among the procedures

identified by Dressel as being salient in evaluation were the following:

the identification and scrutiny of program values; the clarification of

program objectives; the definition of criteria by which to judge program

success; the collection and analysis of data; the making of broad and

detailed judgments concerning the success or failure of programs; the

recommendation of appropriate courses of action (1976:8-9).

Methodological Framework

An additional important task, however, was the identification of









those sources of data which might provide information most relevant to

the purposes of the study. As a teacher education program represents an

amalgam of separate though related learning experiences, it seemed

essential to determine a means whereby the collective impact of those

component parts might be assessed while, at the same time, allowing for

specific areas of strength or weakness to be identified. The flow model

proposed by Clarke, Konrad, Ottley and Ramer (1973:27) proved of

assistance in this regard. These authors conceptualized the flow of

students through college as "a sequence of stages at which various types

of data can potentially be generated" (1973;25) (Figure 3). They

suggested that perhaps the most valuable point at which to seek evaluative

data was at Stage 7 -- the post-graduate stage -- for it was from this

perspective that information might be gathered to evaluate "the basic

purpose of the institution, that is, preparation for post-graduation

career" (1973:40).

Ratsoy et al. (1979:2) adapted this model to conceptualize the

movement of students through the Faculty of Education at The University

of Alberta (Figure 4), and it was this version which suggested the

framework for the present study. The teacher education programs and

beginning teaching experience in The Bahamas were viewed as a sequence

of seven stages, each of which might provide a possible point at which.

evaluative data might be sought (Figure 5). Each of the first six

stages of the sequence represents a significant segment of the programs,

which were devised according to the time-honoured premise that the

successful teacher requires "(1) general culture . (2) special

scholarship . (3) professional knowledge . (4) technical skill

. ." (Russell, cited in Coutts, 1969:2). Responsibility for the











SPECIFIC DATA
POTENTIALLY AVAILMLE


/ OCracteristics tf
Students clients
(as at stage 2,
except with
aor crtainty)
Characteristics of
faculty, program ,nd,
services




possible
asic


1.


'grs / Additional Indiidual
illtiles eot t r assessent of program
/li by student:
f his naeds. aspirations and
". \ ATTITUDE T oW AD
mr- \ I CONTINUING TO POvICI
:llitle$ \ rTA ANDO ASSISTANCE
is, REGARDOING FOLLOWUP STUDIES

INFOWRSTION W1T6tItEEmNT SYSTEM
l(prtial list of ata dimnslons)
I I Further data fron students Student Client Charactristics
IN STAGM 5 AT n LATEST (but frm a dlfferent perspectlavel Indilvidul student data
ABOVE DATA AME ALSO CLASSIFIED Asessmeints of goals, progm, Staff characteristics
BY FOUR MAJOR TYPES Of faculty, college, s*vs. Indivldul staff data
STUCENTS WITH RESPECT TO DOta on students from employers Conselling other then above
CONDUCTING FOLLOWIP and persons fmi lr Curricula. Progrles. Srvices
STUOIES with students f ter &.it Oc.upatilon al IociOn Characteristlrc tsclntcl alctltiao practices
on Crealit-ur ase-Contlnsulg ad. da rpy ce-r i ti policies. practices
U r tof students in post college stas.
I*Unihety Transfer o
Payrol I
Accounting
Purchasingq


Progre1sslon mt
students throwl"
the systm


~~en


To.


EXAMPLE. OF ANALYSES OT THE
-ABVt DATA APRt(PO-
Fit LOWUP STUDIES
culmination of who are and
who are not served in terms
of demography and socio-econonic
Characteristic. fro3 as
compared to I and 2; and 7 as
compared to 3 and to I.
Elminaftion of elssion and
pro1grM goals In conjunction
ith various types of Foeed
*nd with cherectaristics of those
typically served and not served,
i.e., admission poI;l.is, etc.
not revie ae


Compare types of assasments (such as in 5)
with Sa types as generated at
other states (2.3.4,6,7. Such
en overall assessment would less
likely be blosed by any single
perspective.


Assessment of program or cnurst
relevance, aSSOclated methods.
content. Instructors. *tc. can
be done In conjunction with
assessments of goals. a ssions,
success of graduates and their
"shills" by the community In
order that the program asseslsent
be more vai Id.


Figure 3


Trends In attltudes. no"d. Various cost-b ialit
aspirations within a single studies.
colhort, nq coNort is.
Associated trends in program
enroIments. Instructor noblllity,
*menpw-e reqoire ents and other
caomnity n*d*.
Associated trens le edeinistrative
policies. procedures and in qoI
trnsialtion af the Instltutlonal
l1vel.


Conceptual Model of Student Flow, Data Generation,

Data Management and Data Analyses


Source: Clarke, Neil et al., "A Systems Approach to Follow-Up Studies in Community
Colleges." Occasional report published by the Department of Educational
Administration, The University of Alberta, February, 1973.





























Focus of attention in
this study






Figure 4

Framework for Collection of Information in Program Evaluation,
Faculty of Education, University of Alberta


Source: Ratsoy, Eugene W. et al., Skills of Beginning Teachers and Perceived Effectiveness
of Preparation Programs. Program Evaluation Report Number 4. Edmonton, Canada:
Office of Program Evaluation, Faculty of Education, The University of Alberta,
Manerh 1070


_Student Flow in the Faculty of Education
University of Alberta


Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Initial Orientation Registration Teacher Preparation Program In-service
Pre-entry Screening to Program and
Screening to Program Counselling Experiences Completion Performance


r













Stage 1 Stage 2 Stage 3. Stage 4 Stage 5 Stage 6 Stage 7


Selection Placement, Academic Professional Teaching Final Exam- In-service
from High Registration Courses: Courses Practice nations, Teaching
Schools and and General Teaching
Untrained Counselling Education Practice
Teaching and Moderation,
Force Subject Certifi-
Special- cation
izations


Student
Services,
Academic
Divisions,
Education
Division


HMNS
NASC
SOSC
Divisions


EDUC
Division


EDUC
Division


EDUC
Division,
Joint Board
of Teacher
Education,
University
of the West
Indies


Ministry of
Education
Schools,
Private
Schools


Figure 5


Components and Typical Sequence of College of The Bahamas Teacher
Education Programs and Beginning Teacher Experience

Source: Flow Model based in part on "Framework for Collection of Information in Program Evaluation,"
Faculty of Education, The University of Alberta, in Eugene W. Ratsoy et al,, "Skills of
Beginning Teachers and Perceived Effectiveness of Teacher Education Programs," Program
Evaluation Report No. 4, Faculty of Education, The University of Alberta, Page 2.


Academic
Divisions
and
Education
Division


._ __r









provision of these various components is divided among a number of

teaching divisions, and, over a three-year period, a prospective teacher

typically moves through a series of courses and other instructional

experiences as illustrated in Figure 5. Assessment of the individual's

achievement occurs at each stage of the sequence, and there is a

comprehensive appraisal of content mastery and of teaching practice

accomplishment at the point of exit from the program (Stage 6). These

several measures do not, however, yield the kind of information which

would appear to be most essential to validate the activities undertaken

in the programs, i.e., how successfully graduates from those programs

are able to perform in actual school settings. In the present study,

therefore, the focus will be upon Stage 7 of the sequence, the in-service

experience of the teacher education graduates,

This focus is supported by a variety of writers. In the

"Recommended Standards for Teacher Education" published by the American

Association of Colleges for Teacher Education (1971:12), it was asserted

that the ultimate criterion for judging the effectiveness of a teacher

education program was whether it produced competent graduates who entered

the profession and performed effectively. Clarke (1971:141) quoted

Medley's claim that "when we wish to evaluate a program, then, we must

confront the question of how effective are its graduates in the

classroom." Beaty (1969:298) declared that a teacher education program

might be considered adequate if there appeared to exist a visible

relationship between the program and the actual job of teaching.

Similarly, Rosser and Denton maintained that recent graduates from teacher

education programs were able to provide useful information concerning the

adequacy of their preparation. "With 'real world' experience," these










authors claimed, "the graduate is in a more tenable position to critically

assess the value of program objectives and the effectiveness of his

recent pedagogical preparation" (1977:97).

Borich (1979:7) affirmed that the assumption that teachers could

best judge their own performance and, when explicitly asked to do so,

make an objective judgment, was most tenable when the purpose of the data

collection was the evaluation of training and not the evaluation of the

individual teacher. It was hoped, therefore, that examining the

effectiveness of the programs in question from the perspective of those

whose professional performance might be considered their "products" or

"outcomes" would prove an efficient means of incorporating and focusing

the considerations identified as significant in the foregoing review.


SUMMARY


In this chapter, the theoretical perspectives and empirical

research which provided the conceptual bases for the conduct of the

present study were discussed. The discussion focused upon the following

issues considered relevant to the question of effectiveness in teacher

education: the purposes of teacher education; the purposes and functinnz

of the schools and the roles and functions of teachers within these;

and the concept of effectiveness in teaching. Further, as a means of

developing guidelines for the collection of appropriate evaluative

data, a number of salient issues addressed by evaluation theorists were

also reviewed.

It was established that the purposes of specific programs geared

to the preparation of teachers were closely related to the needs of the









schools, which required practitioners who were able to perform competently

the tasks associated with the schools' functions in society. An

important dimension of the work of the schools was seen to be the

promotion of academic achievement among students, for this credentialling

function was one which was highly valued by society. Teachers'

competence, therefore, would be measured in part by their ability to

participate effectively in'the pursuit of this objective.

Another significant role of the school, was, however, the

socialization of young people into the values, attitudes and levels of

personal development which would enable them to function productively

in adult life. It was noted that this function was of special importance

in new nations, where formal education was conceived of as a major

socializing agent, whose responsibility was not only to promote values,

skills and attitudes which might contribute to national development,

but also to convey a sense of pride in and respect for traditional wisdom

and culture.

It was further recognized that teachers functioned within

organizational settings whose demands were likely to change over time,

The teacher, therefore, would have to be prepared to respond flexibly

to such changes.

The search for criteria by which effective discharge of teaching

functions might be gauged involved an examination of various approaches

to the concept of effectiveness in teaching. It was discovered that the

earlier approaches to the question had concentrated primarily on trying

to define characteristics which seemed to distinguish effective from

ineffective teachers. These efforts were generally perceived as being

inconclusive, at best, and later research focused upon what appeared to









be a more promising dimension -- the effects of specific types of teacher

behaviour on the achievement of students.

Evidence accumulated from this form of research seemed to confirm

that there were, indeed, certain strategies which would enhance student

learning, and which, importantly, as was demonstrated in the University

of Alberta's Project "Quest", teachers could be trained to use. A note

of caution was sounded in the comprehensive review of research reported

by Medley: it appeared that certain contextual factors such as socio-

economic background of students, grade level and type of subject matter

studied, might have a mediating influence upon the effectiveness of

such strategies.

In the light of Medley's suggestion, it was considered appropriate

in the present study to report empirical research carried out in

developing countries, in order to discover whether the types of behaviours

identified as being effective in the context of North America would also

be found to be effective in those settings. Such evidence as could be

found seemed to support the findings encountered elsewhere. It was

judged legitimate, therefore, to use dimensions of teacher behaviour

which appeared to be associated with student growth as criteria by which

to assess the effectiveness of the teacher programs in this study.

The final section of the chapter addressed the question of

establishing an appropriate framework to guide the collection of

evaluative data. A number of issues raised by evaluation theorists

were considered and various models examined. The flow model designed by

Clarke, Konrad, Ottley and Ramer, and later adapted by Ratsoy et al. for

the evaluation of teacher education programs at the University of Alberta,

was judged a suitable one for use in the present investigation. The





56


model enables teacher education programs and the beginning in-service

experience of teachers to be conceptualized as a series of distinct,

yet related stages, at each of which, evaluative information might be

sought. The decision was made to focus upon the final stage of the

model -- the in-service experience of graduates. This focus seemed to

hold promise for eliciting useful information relative to the overall

effectiveness of the programs and to the perceived strengths and weaknesses

of other stages of the sequence.











CHAPTER 3


REVIEW OF RELATED LITERATURE


In Chapter 1, it was established that the major purpose of the

present study was to discover the extent to which programs of teacher

education in The Bahamas were perceived as being effective in providing

teachers with the attributes necessary for successful teaching performance.

Issues pertinent to the question of effective teacher preparation were

discussed in Chapter 2, as a means of establishing the conceptual frame-

work which guided the conduct of this study. Further, considerations

relevant to the issue of program evaluation were examined and the model

selected to guide the collection of data was described.

The literature reviewed in the present chapter deals essentially

with two perspectives of the problem. First, consideration is given to

the types of criticisms which have been levelled against prevailing

teacher education practices, and to the problems which have been

identified as being typically associated with the enterprise. Secondly,

an examination is made of a number of empirical studies which deal with

the evaluation of teacher education programs. The findings of these

studies are discussed in the light of strengths and weaknesses

described, and with regard to significant mediating factors identified.


CRITICISMS OF TEACHER EDUCATION


Over the past few decades, critics of teacher education have not

been lacking either outside of the profession or within it. The tide of
57









unrest which swept through education systems in much of the western

world, but particularly in North America, focused the attention of a

bewildered public upon the schools and on those responsible for running

them. The concern generated has not abated. In new nations, also,

where lofty expectations have been held concerning the ability of formal

education to contribute mightily to rapid social and economic development,

there has arisen a growing sense of disenchantment and disillusionment

as anticipated changes have not materialized.

The persistence of this apparent failure of teachers to be able

to meet successfullythe challenges of their jobs prompted a more

probing look at the kind of preparation they were receiving. Many such

investigations were carried out by individuals outside the teacher

education profession itself.


Criticisms from Outside Teacher Education

Conant's (1963) study of the education of teachers was undertaken

to determine the nature and quality of the professional preparation

being offered to prospective teachers in institutions throughout the

United States. In addition, he scrutinized certification policies which

governed the selection and employment of teachers, and which had

significant implications for the conduct of teacher education. Conant's,

findings were not encouraging. The overall quality of teacher prepara-

tion appeared to be less than optimal, and Conant maintained that

certification requirements, which relied heavily upon the accumulation

of courses and credits, were misguided. In his view, they did not serve

the purposes of those concerned with quality teaching, since there was

no conclusive evidence that any specific course improved teaching









ability (1963:54).

Conant identified a number of weaknesses prevalent in the teacher

education programs he studied -- weaknesses which were not confined to

any one area of the programs. He stated (1963:13) that he had found

"much to criticize on both sides of the fence that separates faculties of

education from those of arts and sciences." Both dimensions of the

teacher education process -- academic education and professional training

-- seemed, in Conant's judgment, to lack a sound conceptual base. He

found, for example, no agreement concerning what should constitute a

satisfactory general education program for future teachers (1963:209).

Further, though there appeared to be a greater degree of unanimity with

respect to the needs of specialized areas of study, opinions differed

concerning the amount of time such studies should occupy, and the level

of competence to be reached in them (1963:209), As for the rationale

underlying the content of specific education courses, Conant observed

that he was only able to arrive at one conclusion:

Professors of education have not yet discovered or agreed upon
a common body of knowledge that they all feel should be held by
school teachers before the student takes his first full-time job
(1963:141).

The quality of instruction observable in the courses offered was.

also condemned by Conant. He found that in academic courses material

was presented in "dreary discussions", and that much undergraduate

teaching was done, not by experienced professors, but by graduate

students who were used as teaching assistants. There was widespread

dependence on anthologies and textbooks, and lectures were "poorly

delivered by uninspired teachers" (1963:78).









Education courses were not more leniently judged. Conant

asserted that the kindest word used by students to describe their

introductory courses in education was "pathetic". This type of course

consisted of "scraps of history, philosophy, political theory, sociology,

and pedagogical ideology," presented by professors who had little

mastery in any one of the disciplines, much less sufficient competence

in all to allow for anything more than the most superficial treatment of

the topics included (1963:127). As for the general methods courses,

Conant found that they often duplicated work already covered in

psychology courses, and consequently appeared to be redundant and

unnecessary. In Conant's view, techniques and instructional material

were best presented "in the context of special methods instruction,

which accompanies and is closely related to the actual practice teaching

situation" (1963:138).

Even this practice-teaching component of the training, whose

importance represented one of the few points about which there was

consensus, was, in Conant's opinion fraught with flaws. He described

the conditions under which this essential practice was carried out as

"slipshod" and "sometimes chaotic" (1963:61).

Conant's findings exposed many fundamental weaknesses in the

practices of teacher education which were confirmed time and again by

other researchers.

Koerner, for example, concurred with Conant's criticism that

there existed little rational basis for the way in which teachers were

prepared. From the results of his extensive study of teacher education

in American colleges and universities, he contended that there was "an

appalling lack of evidence" which could be summoned to support the









wisdom of adopting any particular kind of professional training for

teachers (1965:16). His blistering attack on the miseducationn" of

American teachers stressed particularly the lack of congruence between

the actual performance of graduates of a training program and the

preparation through which they had been put (1965:16).

Koerner's attack was wide-ranging: he criticized the intellectual

quality of both faculty and students in Education, and dismissed

Education courses as "puerile, repetitious, dull and ambiguous . ."

(1965:18). The academic components of the program fared little better:

Koerner condemned, the instructors of arts and science courses as being

inept, and criticized the sequencing of academic courses, which, he

felt ignored the special needs of prospective teachers (1965:20).

Special venom was saved for the phenomenon which Koerner described as

the "abandonment of the English language and the creation in its place

of a pernicious patois that can most charitably be called Educanto"

(1965:20). Most of all, however, Koerner deplored the lack of relevance

to the actual job of teaching of the professional courses in the

preparation programs. They were not, in his view, constructed around

"programs of proven worth." Such rationale as: did exist for them

consisted in "certain broad assumptions, the grounds for which are

indeterminate" (1965:50).

Silberman (1970:439) confirmed this view, asserting that

certification requirements have saved educationists from the
necessity of having to justify -- or even think about -- their
programs. Certainly, few of them have asked themselves why they
are doing what they are doing, or how it affects the kind of
students they turn out.

This weakness pervaded both the liberal arts and professional









portions of the programs, according to Silberman. Instructors in

academic subjects adopted protective attitudes towards individual

courses, with little evident thought about the purposes or consequences

of them, and even less about the purposes and consequences of the

curriculum as a whole (1970:390). Silberman described methods courses

as "the wasteland of teacher education" (1970:443), maintaining that

they tended to be "both intellectually barren and professionally useless."

Moreover, the professors teaching the courses rarely practised what they

preached: they delivered long, dry lectures on the importance of not

lecturing. "Indeed," Silberman asserted (1970:443), "there can be no

greater demonstration of the irrelevance of most methods courses than

the ways the methods professors teach."

Even practice teaching, usually cited as being the most useful

part of professional education, allowed little room for complacency

(1970:451). Indeed, by confirming bad teaching habits rather than good

ones, it might on occasion do more harm than good. Silberman identified

several causes for the situation (1970:451), a significant one of which

was the fact that students received little systematic feedback about

their performance, for supervision tended to be "sporadic and perfunctory."

The most fundamental problem, though, was the one which pervaded teacher

education as a whole: there was no evidence that either cooperating

teachers, supervisors or student teachers held any real conception of

education from which teaching performance might be evaluated. The result

was, therefore, that supervisors frequently disagreed among themselves

about what constituted good or bad teaching, and even, Silberman claimed,

"individual supervisors frequently are unable to agree even with them-

selves, applying different criteria to different students, or to the same









student on different days" (1970:454).

However, the "weakest link in the chain of practice teaching,"

as Silberman saw it, was the public school teacher in whose classroom

the student teacher did his practice teaching (1970:458). This

individual, who frequently was most influential in shaping the young

teacher's development, did not always represent a good model of teaching

to be followed. Further, the student teaching experience did not

really afford prospective teachers a sense of what real teaching was

like: they were seldom given either sufficient authority or

responsibility. Nor was the situation a properly synthetic one in which

experiences could be appropriately controlled and ordered (1970:460-461).


Summary. A dominant underlying theme seems to run through the

criticisms of all these investigators, They perceived that the lack of

an appropriate conceptualization of the purposes of teacher education

resulted in practices which frequently failed to address adequately

the personal or professional needs of teachers. There appeared to be

a proliferation of courses whose value to the improvement of teacher

competence remained unproven. Instruction provided in teacher education

institutions was often of poor quality, and did little to model the

kinds of approaches student teachers were encouraged to use in their

own teaching. Even the practical experiences provided for prospective

teachers were marred by a lack of adequate and informed supervision.

These views were not unique to critics outside the profession;

they were also propounded by teacher educators themselves,









Criticisms from Within Teacher Education

The literature reveals that many of those involved in the actual

business of preparing teachers recognized clearly the shortcomings of

their efforts. In addition, they possessed insights into the kinds of

internal and external pressures which put obstacles in the way of

substantial improvement. A number of these perspectives are considered

in the paragraphs which follow.

The lack of congruence between what was dealt with in teacher

education programs and what was demanded of the teacher in actual

school situations was early identified by Sarason and his associates

(1962:vii) who asserted that "the contents and procedures of teacher

education frequently have no demonstrable relevance to the actual

teaching task." There were, these authors claimed, many tasks that

teachers had to perform for which they received no preparation (1962:3).

They cited particularly the fact that teachers were inadequately and

inappropriately trained to deal with the individual needs of children

in a classroom, since their own exposure to the concept was'as a passive

learner and listener in a typical college or university course (1962:34).

Even their practice teaching experience did not supply the needed skills

of observation and recognition of individual differences, for the

supervision accorded student teachers tended to focus more upon the


technical or engineering aspects of teaching . than on such
matters as the arousal of curiosity, eliciting the contribution
of students' ideas, and the recognition of individual differences
among children in terms of how, this must influence the techniques
of teaching (Sarason et al., 1962:8)


Later, Sarason (1978-79:3) noted further than student teaching

did little to bridge the gap between teacher education and the school,









for "students came away from practice teaching almost as ignorant or

naive about the culture and organization of the school as they were

when they began." They spent most of their time in one classroom with

one teacher, insulated from many of the "social realities" which would

so crucially affect the nature, scope and effectiveness of their work

when they entered the organization as fully-fledged practitioners

(1978-79:3).

Smith et al. (1969:24) also deplored the failure of programs of

teacher education to provide prospective teachers with an understanding

of the "network of activities" which would encompass their professional

functions. Such programs, they claimed, equipped the prospective teacher

to perform very few specific tasks, and to understand only superficially

the situations in which he would find himself as a teacher (1969:24).

Smith and his associates were particularly concerned with the

teacher's ability to cope with the challenges of education'in a complex

and rapidly changing society and to meet the needs of the disadvantaged.

They saw teacher preparation as failing to give teachers the skills,

sensitivity and understanding necessary to recognize the ways in which

children's social backgrounds affected their performance in the class-

room, and to deal effectively with associated problems (.1969:28-29),

Macdonald (1970) was also concerned ,about the apparent irrelevance

of teacher education to the realities of the school. He stressed the

enormous influence wielded by the "operational doctrine" of the

educational system in reducing the likelihood that procedures recommended

in teacher education programs would be able to have any lasting effect

in the actual teaching situation. This was so, he claimed, because

much of what was taught in teacher education lacked functional value









for students (1970:3). The ideas guiding teacher education programs,

he maintained, were not evidence, but "an untidy melange of traditions,

the untrustworthy anecdotes of experience and insights which, however

brilliant, are unlikely to survive institutionalization" (1970:1). He

therefore called for a thorough analysis of the teaching task to serve

as a rational basis for the practices of teacher education.

Ryan (1970:177), too, emphasized the discrepancy between teacher

education and actual practice, charging that those responsible for the

education of teachers were more concerned with what could or should be

rather than with what was. Many of the unpleasant, trivial and

frustrating aspects of teaching were never mentioned in textbooks or

courses (1970:175-176). Discipline, for example, -- the lack of which

drained the energies of a new teacher more than anything else -- was

seldom adequately dealt with in teacher training, in Ryan's opinion

(1970:177). This failure was serious because "discipline has little

to do with teaching per se, except that it is a necessary condition for

teaching to take place" (1970:178).

Ryan further stressed the point which had been made by Sarason

et al. (1962), that students were prepared for the active role of

teacher by being treated as passive agents (1970:187). Ryan contended

that

To learn the dynamic role of teacher, the prospective teacher
should have many opportunities to study and practice the skills
and strategies of teaching, and he should have real encounters
with s. students. If progress is to be made here, universities
and schools will have to develop new-relationships. Right now the
universities act as distant producers of teachers, and public
schools act as uncritical customers (1970:187),









The relationship normally existing between these essential

partners in the teacher preparation enterprise was characterized by

Clark and Marker (1975:54) as "loose" and, in some cases, "antagonistic."

These authors analyzed the problems of teacher education from an

institutional point of view, out of the conviction that organizational

factors played a vital part in determining the nature and quality of

the preparation teachers received. They saw as a critical difficulty,

for instance, the fact that, in multi-purpose institutions, programs

of teacher education, which were field and practice oriented, were

simply fitted into the overall scheme of undergraduate offerings, being

funded and taught in the same manner as other, purely academic courses

of study (1975:57). As a result, students were taught to teach by

being told how to teach -- a situation unlikely to produced the desired

results. Moreover, Clark and Marker saw little chance that

complementarity of work would be achieved across the units responsible

for the different components of teacher education programs, for the arts

and science departments (in which student teachers spent the bulk of

their time) regarded teacher preparation as peripheral to their primary

function (1975:59). Student teachers' academic preparation was often,

therefore, sharply divorced from the professional aspects of the

program (1970:60).

In their review of the situation pertaining to student teaching,

Clark and Marker (1975:62) described the practice as a "low-cost,

expedient institutional effort," typified by the unsatisfactory relation-

ships noted above. Two main factors influenced its quality: (1) the

"guest-host" relationship existing between the training institution and

the school; and (2) the difficulty of finding suitable individuals to










supervise students in the field. Because of the lack of any formal

responsibility on the part of school systems to participate in the

student teaching enterprise, the quality of the experience afforded the

student depended upon what Clark and Marker (1975:63) called "a good

will interaction between the two agencies." Since the training

institution had no formal jurisdiction over the schools, it was unable

to control the placements or experiences of its students within them.

Further, the role of the classroom teacher within this situation was

an ambiguous one. He was under no specific obligation to supervise

student teachers, and, if recompensed at all, was paid little for doing

so. In all probability, he would have had neither much experience nor

training in the supervisory function. Moreover, at the end of the

exercise, he was unlikely to have much say in the final evaluation of

the student. These conditions did not encourage a high level of

commitment to the undertaking.

The picture presented of the college supervisor was equally

unpromising. As supervision of student teachers tended to be a low-

priority activity for senior faculty, the responsibility was often

assigned to graduate students or to junior members of faculty (Clark

and Marker, 1975:63). Neither of these groups was likely to have had

significant experience in classroom supervision.

All these factors combined to make that most important part of

teacher preparation less than the valuable experience it should have

been. In Clark and Marker's view, however, the characteristics

described reflected a more general phenomenon which typified the whole

of teacher education: "the bizarre disjunction between assigned

functions, authority and responsibility . ." (1975:75). Unlike










Koerner, Conant and Silberman, who perceived the institution of teacher

education as a "Monolithic Establishment," Clark and Marker saw


idiosyncratic organizations assigned "a piece of the action"
and functioning in a state of accommodation, not to protect
mutual interests but rather to avoid irreconcilable conflicts.
We see the assignment of responsibility without authority
and authority without responsibility; we see political
compromises, external to teacher education, controlling the
quality of the education of teachers; we see functions following
resource allocations, and form determining substance (1975:74).


Significant improvement would require a fundamental restructuring

of the institution of teacher education (1975:80).

What impact would programs which emerged out of the conditions

described above have on the teacher himself? It was from this

perspective that Fuller and Brown (1975) approached their scrutiny of

teacher education processes. They were concerned to understand the

nature of the "life space" of the beginning teacher, and from their

analysis of the process of becoming a teacher, concluded that this

process was "stressful, intimate and largely covert," In accomplishing

the task, teachers did not feel helped by their preparation (1975:25).

Fuller and Brown emphasized that the gulf between student teacher

experience and the reality of "teacherhood" in the schools had a profound

impact upon the beginning teacher. They summarized the complexities of

the factors at work:

To help her navigate the chasm dividing pupilhood from teacher-
hood, an inadequate knowledge base is communicated in a low
status preparation program. She gets: mixed signals about goals
and means from her different trainers as well as from her
different clients. The same behaviors are both rewarded and
punished by different groups to which she is responsible before
she has achieved skills and internalized values. Even when the
goals are agreed upon, they are lofty and vague. What works may
be disapproved. In this demanding, complex, stressful
situation, she is relatively powerless (1975:47).









Added to these many difficulties was the fact that little effort

was made in the training institution to recognize and accommodate the

individual differences existing between student teachers -- although

these same students were being encouraged to recognize and cater for

the individual needs of their own pupils (1975:48). Assignment to

courses, supervisors and the like tended to be uniform and random,

without any real attempt to ensure "goodness to fit." These and related

considerations militated against significant strides being made to

improve the processes of teacher preparation.

Newton's (1975) criticism of teacher education focused primarily

upon its apparent isolation from the environment in which it functioned

and which it served. In his view, teacher education appeared to be

insulated from the many massive and important changes in the societal

context to which children were exposed daily. It was, he contended,

"trapped and controlled by an academic ghetto" (1975:39). The effect

of this influence was that approaches which might help teachers deal

more adequately with the uncertainties of the classroom (e.g., training

in human relations and communication skills) were unlikely to receive

the needed support (1975:40). The dominant concern of the "academic

ghetto," Newton contended, was the acquisition of knowledge, with a

consequent neglect of other important human and practical dimensions

(1975:41).

In the opinion of Robert Barr (1978), teacher education often

neglected to take into account the institutional culture of the schools,

which might be "inconsistent with many of the goals of preservice

education" (1978:80). The result, as had been noted previously by

several of the authors cited earlier (Silberman, 1970; Macdonald, 1970;









Ryan, 1970), was that teacher education had little significant impact

on the instruction in public schools, for teacher behaviour soon tended

to conform to the prevailing norms of the school (1978:80).

Arnstine (1979:51) confirmed this view, but suggested that, in

fact, teacher education had not supplied the beginning teacher with

much that could be undone by the schools. Particularly, as recipients

of "only a sampling of educational theory, and a condensed and often

counterproductive apprenticeship," few prospective teachers were

afforded an opportunity to explore and understand ways in which they

were affected by the groups to which they belonged, and specifically

how their behaviour might be influenced when they became a functioning

adult member of the school community (1979:51),

Pruitt and Lee (1978) expounded more fully a similar point of

view. It was their contention that teacher education programs were

"handcuffed in their efforts to effect meaningful change" (1978:69).

They thus made little difference to what went on in public schools,

Some of these impediments resulted from the experiences and orientations

prospective teachers brought to their training, while others emerged

from the nature of the training experience itself. Further, planners

of teacher education programs were faced with the inescapable dilemma

of teacher preparation: whether teachers should be prepared to survive

in the school system as it was presently constructed, or to function

in an ideal setting. Pruitt and Lee (1978:71) maintained that "the

lack of consensus within teacher training institutions and in the public

schools serves as a constant impediment to improved teacher preparation."

Several writers looked very specifically at various factors

operating within teacher education institutions which influenced









profoundly the quality of the preparation these provided. Ellis (1978),

pondering problems facing Canadian faculties of education, recalled that

in the haste to have programs in place and fully functioning within a

short period of time, little opportunity was afforded to newly-formed

university faculties of education to think clearly about their practices

and whether these were valid (1978:6). Many of the optimistic expectations

which had been held for the flourishing of teacher education within the

university setting had not, consequently, been fulfilled (1978:7). In

Ellis's view, programs of teacher education had taken on the "form

without the substance" of university study. The earlier emphasis on

pragmatic training had been eliminated, but the courses which replaced

it often neither educated nor trained students. Programs lacked shape

and focus, and what professors of education taught frequently bore little

relationship to actual practice, for many of these individuals had

little classroom experience on which to draw. Although research had

increased, it had not resulted in improved practice, nor led to sound

theory development (1978:7).

Ellis (1978:8-9)proposed that, until the "central purpose" of

faculties was clarified through the development of a comprehensive set

of priorities (derived through debate, dialogue and argument), it was.

unlikely that their work would be properly effective.

The value orientations which pervaded the institution of teacher

education provided the focus for the criticisms expressed by Rogus and

Schuttenberg (1979). These authors maintained that, despite the many

changes which had been implemented in teacher education, the experiences:

undergone by future teachers were insufficient to prepare them to deal

with problems with which they would be presented by organizational









forces within the school system (1979:39).

Rogus and Schuttenberg held that "students must experience being

in a healthy organization to learn appropriate organizational coping"

(1979:39). It was their contention that the kinds of norms and values

dominant in the college or university environment were internalized by

students, and that these might not always be congruent with the professed

ideals of teacher preparation. The authors noted, especially, that in

the university priority system, the practice of teaching (for which the

education students were being prepared) was regarded as being of secondary

importance, and was accorded low prestige within the academic community,

even within faculties of education. This message was clearly conveyed

to prospective teachers (1979:40). A sense of the isolation of the

teacher's work, and the lack of an adequate support system, became

obvious to students in the college or university setting, and tended to

be carried over into the even less protected environment of the school

(1979:39). Further, the dearth of active inquiry into their own effective-

ness, or for the sake of generating new knowledge, which was usually

observable in faculties of education, militated against the probability

that an orientation towards inquiry would be manifested by teachers, in

the course of their own professional practice (1979:39),

Pedersen and Fleming (1979:41) added another voice to the chorus

of those who claimed that there was a basic lack of rationality in

teacher education programs. Educational decisions were made, they

contended, "on the basis of philosophic inclination, folklore, tradition,

or any combination thereof" (1979:42). These authors identified

conceptual and practical difficulties which bore upon the problem, and

questioned the adequacy of the expertise possessed by education faculty









for producing teachers who could perform successfully in the field. They

also commented upon the inadequacy of flows of information between the

training institution and the schools (1979:43). Most importantly, they

stressed, "we in education have become so socialized into our existing

system that we are no longer capable of asking the right questions or

identifying our underlying problems" (1979:43).

Summary. Certain important and recurrent themes run through these

varied accounts of the weaknesses existing within teacher education. The

first is that which appears to lie at the core of all such concerns: the

absence of an adequate conceptual foundation to inform the activities

undertaken in the preparation of teachers. As a result, the suitability

and quality of both academic and professional components appear often tc

be questionable. Even student teaching, universally hailed as the most

valuable aspect of teacher preparation, reveals many inadequacies which

stem from this basic lack.

Secondly, a variety of organizational factors are seen as playing

an important part in impeding significant progress toward improved teacher

education. Salient among these is the relationship which exists between

the major partners in the teacher preparation process: the training

institution and the schools. Linkages between these two organizations

are often ill-defined, and characterized by insufficient communication,

unclear responsibilities and conflicting values.

Failure on the part of teacher educators to take sufficiently

into account the powerful influence of the prevailing culture of th.e

schools is another weakness emphasized by a number of writers, This

tendency of teacher education to ignore the ethos in which the beginning

teacher will be working causes much of the work done in preparation




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P177_ST00131
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OCR Manager
3.0.0.0
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P255_TL00045 450 2108 220
P255_ST00163 2109 D. 0.67 50
P255_SP00118 2131
P255_ST00164 512 Assessment 6461314033
P255_TB00008 2162 760 908
P255_TL00046 2168 633
P255_ST00165 2171 24. 731
P255_SP00119 490 2193
P255_ST00166 528 2170 Diagnosing 3830336644
P255_SP00120 685 2198
P255_ST00167 704 2169 136 026000270
P255_SP00121
P255_ST00168 865 31570830
P255_SP00122 989 2196
P255_ST00169 needs 25545
P255_TL00047 2215 538
P255_ST00170 2217 25. 724
P255_SP00123 489 2240
P255_ST00171 527 Monitoring 5477327876
P255_SP00124 2245
P255_ST00172 135 076420470
P255_SP00125
P255_ST00173 2221 progress 0.55 06248472
P255_TL00048 449 2262 603
P255_ST00174 2264 26. 0.81 500
P255_SP00126 2287
P255_ST00175 Evaluating 7467535375
P255_SP00127 2292
P255_ST00176 630465370
P255_SP00128 2286
P255_ST00177 863 achievements 055661532444
P255_TL00049 2310 492
P255_ST00178 2311 27. 432
P255_SP00129 2333
P255_ST00179 7368466773
P255_SP00130 2339
P255_ST00180 2316 own
P255_SP00131 2334
P255_ST00181 768 performance 46450715416
P255_TL00050 2373 491
P255_ST00182 2375 E.
P255_SP00132 2398
P255_ST00183 513 2374 200 Interpersonal 7256730752048
P255_SP00133 713 2401
P255_ST00184 736 204 Relationships 8282580855703
P255_TL00051 2435 602
P255_ST00185 2438 28. 0.80
P255_SP00134 2461
P255_ST00186 Developing 6461613856
P255_SP00135 2467
P255_ST00187 703 2437 positive 03684657
P255_SP00136 828 2466
P255_ST00188 848 203 relationships 7264481536801
P255_TL00052 2470 205
P255_ST00189 with 2777
P255_SP00137 2494
P255_ST00190 2471 33616525
P255_TL00053 2515 729
P255_ST00191 2518 29.
P255_SP00138 2542
P255_ST00192 2517 2865877803
P255_SP00139 2546
P255_ST00193 701 warmth 057445
P255_SP00140 796 2541
P255_ST00194 815 404
P255_SP00141 860 2540
P255_ST00195 2516 caring 545744
P255_SP00142 973 2544
P255_ST00196 991 537
P255_SP00143 2539
P255_ST00197 123 45550007
P255_TL00054 2564
P255_ST00198 2567 30.
P255_SP00144 2590
P255_ST00199 2566 0850336734
P255_SP00145 2594
P255_ST00200 acceptance 4232412545
P255_SP00146 2593
P255_ST00201
P255_SP00147 2588
P255_ST00202 928 64637037
P255_SP00148 1051 2587
P255_ST00203 1071 2569 as
P255_TL00055 529 2598 169
P255_ST00204 individuals 86286752535
P255_TL00056 2643
P255_ST00205 2645 31. 084
P255_SP00149 2668
P255_ST00206 Motivating 8457327780
P255_SP00150 2672
P255_ST00207 2644 62650535
P255_SP00151 827 2667
P255_ST00208 847 2646 0.97
P255_SP00152 876 2666
P255_ST00209 62360
P255_TL00057 2690
P255_ST00210 2692 32. 0.73 260
P255_SP00153 2714
P255_ST00211 55314635762
P255_SP00154 2719
P255_ST00212 720 2691 74222305
P255_SP00155 842
P255_ST00213 0.79 04
P255_SP00156 893 2713
P255_ST00214 develop 2541631
P255_TL00058 2722 190
P255_ST00215 self-respect 667356551552
P255_TL00059 2770 665
P255_ST00216 2772 33.
P255_SP00157 2794
P255_ST00217 2771 Communicating 5555807531760
P255_SP00158 732 2799
P255_ST00218 5168375677
P255_SP00159 909
P255_ST00219 926 0.32 7756
P255_SP00160 988 2793
P255_ST00220 1007 parents 0373164
P255_TL00060 2816 586
P255_ST00221 2818 34. 070
P255_SP00161 2841
P255_ST00222 Working 8053840
P255_SP00162 636 2846
P255_ST00223 654 2817 well 5681
P255_SP00163
P255_ST00224 733 2847
P255_SP00164 2840
P255_ST00225 other 30877
P255_SP00165 894
P255_ST00226 913 teachers 15567766
P255_TL00061 2863
P255_ST00227 2866 35. 046
P255_SP00166 2890
P255_ST00228 2865 4476714
P255_SP00167 635 2895
P255_ST00229 6576
P255_SP00168 2889
P255_ST00230 0.29 4877
P255_SP00169 795
P255_ST00231 2864 administrative 10570547600742
P255_SP00170 2888
P255_ST00232 staff 85466
P255_TL00062 2911
P255_ST00233 2915 36. 0.95 010
P255_SP00171 2938
P255_ST00234 525 2914 5583845
P255_SP00172 2943
P255_ST00235 653 2552
P255_SP00173 2937
P255_ST00236 2913 7675
P255_SP00174
P255_ST00237 2912 90 school 656557
P255_SP00175 905
P255_ST00238 support 6640270
P255_SP00176 1036 2940
P255_ST00239 75664
P255_TL00063 2977
P255_ST00240 2978 F. 51
P255_SP00177 3001
P255_ST00241 511 185 Professional 760046570465
P255_SP00178
P255_ST00242 718 Awareness 536725046
P255_TL00064 3042
P255_ST00243 37. 0.85 120
P255_TB00009 565 264
P255_TL00065 1323 576 9
P255_ST00244 1 0.14 8
P255_TL00066 1437 575
P255_ST00245 3.81 7003
P255_TL00067 1569
P255_ST00246 32.5* 06013
P255_TL00068 574
P255_ST00247 3.94 1427
P255_TL00069 1845 571
P255_ST00248 573 25.5* 85063
P255_SP00179 1923
P255_ST00249 -.13 4054
P255_TL00070 1307
P255_ST00250 13,5* 60753
P255_TL00071 1438 624
P255_ST00251 3.92 5018
P255_TL00072 623
P255_ST00252 26.5* 70161
P255_TL00073 1699 622
P255_ST00253 4.17 8002
P255_TL00074 1847 620
P255_ST00254 621 10
P255_SP00180 68
P255_ST00255 -.25 0170
P255_TL00075
P255_ST00256 0.25 7
P255_TL00076
P255_ST00257 3.89 0035
P255_TL00077
P255_ST00258 30* 062
P255_TL00078
P255_ST00259 0077
P255_TL00079 1846 697
P255_ST00260 76020
P255_SP00181 1925 722
P255_ST00261 1944 -.05 0025
P255_TL00080 750
P255_ST00262 7.5* 6244
P255_TL00081
P255_ST00263 4.06 7330
P255_TL00082 1570
P255_ST00264 13.5* 63061
P255_TL00083
P255_ST00265 4.50 8300
P255_TL00084 1863 746
P255_ST00266 747 0.16
P255_SP00182 1872 771
P255_ST00267 -.44 1077
P255_TL00085 1308 800
P255_ST00268 71
P255_TL00086 799
P255_ST00269 0.72 0074
P255_TL00087
P255_ST00270 0.86 040
P255_TL00088 798
P255_ST00271 4.29 7377
P255_TL00089 1862 145
P255_ST00272 4.5* 8040
P255_SP00183
P255_ST00273 -.40 0078
P255_TB00010 1294
P255_TL00090 880
P255_ST00274 29.5* 64070
P255_TB00011 1424
P255_TL00091 1439
P255_ST00275 3.58 0.93 0020
P255_TB00012 1556
P255_TL00092
P255_ST00276
P255_TB00013 1684 100
P255_TL00093
P255_ST00277 4. 85
P255_SP00184 1725
P255_ST00278 1732 0.22
P255_TB00014 996 312
P255_TL00094 460
P255_ST00279 1004 20*
P255_SP00185 1355 1027 83
P255_ST00280 1003 4.03 7660
P255_SP00186 1502 70
P255_ST00281 1572 1002 16* 0.98
P255_SP00187 1617 1026 84
P255_ST00282 1701 67 4Ji 0.18
P255_TL00095 1326 1049
P255_ST00283 5.5* 8201
P255_SP00188 1387 1075 52
P255_ST00284 8202
P255_SP00189
P255_ST00285 1050
P255_SP00190 1618 1074
P255_ST00286 1702 0037
P255_TL00096 1325 1098 439
P255_ST00287 1100
P255_SP00191 1388 1124
P255_ST00288 1099 3.97 0045
P255_SP00192 1123
P255_ST00289 22.5* 67420
P255_SP00193 1650 1122
P255_ST00290 ^M 0.07
P255_TL00097 1310 453
P255_ST00291 1182 70060
P255_SP00194 1206
P255_ST00292 0061
P255_SP00195 1205
P255_ST00293 0.75 46010
P255_SP00196 1651 1204
P255_ST00294 1703 0.94 0002
P255_TL00098 1229 456
P255_ST00295 1231 57
P255_SP00197 1339 102
P255_ST00296 1441 1230 0337
P255_SP00198 1503
P255_ST00297 40060
P255_SP00199 1253
P255_ST00298 0.83 5010
P255_TL00099 1311 1279 454
P255_ST00299 16.5* 0.87 30030
P255_SP00200 1389
P255_ST00300 3.69 0.89 0120
P255_SP00201
P255_ST00301 34.5* 07250
P255_SP00202 1302
P255_ST00302 3.63 0000
P255_TB00015 1832
P255_TL00100 1848 877
P255_ST00303 21.5* 86374
P255_TB00016 1962 870
P255_TL00101 1965
P255_ST00304 .42 087
P255_TB00017 994 313
P255_TL00102
P255_ST00305
P255_TL00103 1945
P255_ST00306 -.08
P255_TL00104
P255_ST00307 50060
P255_TL00105 1966
P255_ST00308 .09 253
P255_TL00106 1849 1097
P255_ST00309 15.5* 57053
P255_TL00107
P255_ST00310 -.09 4086
P255_TL00108
P255_ST00311 30.5* 04342
P255_TL00109 1178
P255_ST00312 4044
P255_TL00110 1850 1228
P255_ST00313 18.5* 11042
P255_TL00111 1947 1227
P255_ST00314 -.11 0274
P255_TL00112 1278
P255_ST00315 01
P255_TL00113 1967
P255_ST00316 .06
P255_TB00018 1305 1428 715
P255_TL00114
P255_ST00317 07431
P255_TL00115
P255_ST00318 0127
P255_TL00116
P255_ST00319 0.27
P255_TL00117
P255_ST00320 4.00 4647
P255_TL00118 1434
P255_ST00321 74060
P255_TL00119 1948
P255_ST00322 -.06 5034
P255_TL00120 1516
P255_ST00323 9.5* 3030
P255_TL00121
P255_ST00324 7360
P255_TL00122 1574
P255_ST00325 710
P255_TL00123
P255_ST00326 4.14 7156
P255_TL00124
P255_ST00327
P255_TL00125 1513
P255_ST00328 0.71 0055
P255_TL00126 1567
P255_ST00329 24* 770
P255_ST00330 1616
P255_SP00203 1358 1639 -30
P255_ST00331 1328 1665 0370
P255_TL00127
P255_ST00332 7130
P255_ST00333 4.19 7045
P255_ST00334 1664 4.16
P255_TL00128
P255_ST00335 70540
P255_ST00336
P255_ST00337
P255_TL00129
P255_ST00338 4.23 6080
P255_SP00204 1766 -62
P255_ST00339 1704 1613 3.91
P255_TL00130
P255_ST00340 6060
P255_TL00131 1865
P255_ST00341
P255_TL00132
P255_ST00342
P255_ST00343 76160
P255_TL00133 1562
P255_ST00344 -.17 0072
P255_SP00205 2009 1586 -42
P255_ST00345 1612 .28
P255_SP00206 2010 1636
P255_ST00346 1968 1661 .10 085
P255_TL00134 1312 1714
P255_ST00347 53040
P255_TL00135 1442
P255_ST00348 3006
P255_TL00136
P255_ST00349 19.5* 23061
P255_TL00137
P255_ST00350 7055
P255_TL00138
P255_ST00351 3310
P255_TL00139
P255_ST00352 -.29 5270
P255_TL00140 1786
P255_ST00353 782
P255_TL00141 1443
P255_ST00354
P255_TL00142 1785 80
P255_ST00355 06040
P255_TL00143 1784
P255_ST00356 4.31 6018
P255_TL00144 1867 1783
P255_ST00357
P255_TL00145
P255_ST00358 -.62 0526
P255_TL00146 1314 1864
P255_ST00359 60060
P255_TL00147
P255_ST00360 0007
P255_TL00148
P255_ST00361 61400
P255_TL00149
P255_ST00362 7050
P255_TL00150 1852
P255_ST00363 45122
P255_TL00151
P255_ST00364 -.14 0087
P255_TL00152 1313
P255_ST00365 630
P255_TL00153
P255_ST00366 5004
P255_TL00154 1591
P255_ST00367
P255_TL00155
P255_ST00368 4.28 7073
P255_TL00156
P255_ST00369 6 2
P255_TL00157 1969
P255_ST00370 .03 002
P255_TL00158
P255_ST00371 26470
P255_SP00207 1392
P255_ST00372 2016 .
P255_TL00159
P255_ST00373 7066
P255_TL00160 1576 1993
P255_ST00374 44050
P255_TL00161 1706 1994
P255_ST00375
P255_TL00162 1851
P255_ST00376 61040
P255_TL00163 1992
P255_ST00377
P255_TL00164 2043
P255_ST00378 73040
P255_TL00165 2042
P255_ST00379 4.37 8000
P255_TL00166
P255_ST00380
P255_TL00167 2041
P255_ST00381 4.40 8077
P255_TL00168 2040
P255_ST00382 0.21
P255_TL00169
P255_ST00383 -.03 5082
P255_TL00170 1332 2164
P255_ST00384 0.15
P255_TL00171 1447 2163
P255_ST00385 0648
P255_TL00172 1578
P255_ST00386 08524
P255_TL00173 1708
P255_ST00387 0332
P255_TL00174 1854
P255_ST00388 07041
P255_TL00175 1952
P255_ST00389 0460
P255_TL00176 1317 2213
P255_ST00390 17052
P255_TL00177 2212
P255_ST00391 0307
P255_TL00178 2211
P255_ST00392 70360
P255_TL00179 1709
P255_ST00393 3.83 0.92
P255_TL00180 1855
P255_ST00394 88
P255_TL00181 1972 2210
P255_ST00395
P255_TL00182 2261
P255_ST00396 822
P255_TL00183 2260
P255_ST00397 6186
P255_TL00184 1579 2259
P255_ST00398 84064
P255_TL00185
P255_ST00399 8226
P255_TL00186
P255_ST00400 73044
P255_TL00187 2258
P255_ST00401 .00 078
P255_TL00188 2308
P255_ST00402 n 0.13
P255_TL00189
P255_ST00403 0101
P255_TL00190
P255_ST00404 061
P255_TL00191 2307
P255_ST00405 4.08 6375
P255_TL00192 1856
P255_ST00406
P255_TL00193 1953 2305
P255_ST00407 -.19 3542
P255_TB00019 2457
P255_TL00194 1333
P255_ST00408 3360
P255_TL00195 2465
P255_ST00409 4.42 7176
P255_TL00196 1596
P255_ST00410 3. 02
P255_TL00197 1629 2464
P255_ST00411 5*
P255_TL00198
P255_ST00412 7040
P255_TL00199 1873 2463
P255_ST00413 5340
P255_TL00200 1973 2462
P255_ST00414 .36 320
P255_TL00201 2513
P255_ST00415 60002
P255_TL00202
P255_ST00416 4.49 7172
P255_TL00203 1597 2512
P255_ST00417 1.
P255_TL00204
P255_ST00418
P255_TL00205
P255_ST00419 7067
P255_TL00206 2511
P255_ST00420 67130
P255_TL00207 2510
P255_ST00421 .49 073
P255_TL00208 1319 2595
P255_ST00422 60005
P255_TL00209 1448
P255_ST00423 7084
P255_TL00210
P255_ST00424
P255_TL00211 1630
P255_ST00425
P255_TL00212
P255_ST00426 4.26 8070
P255_TL00213 2592
P255_ST00427
P255_TL00214 1974 2591
P255_ST00428 .23
P255_TL00215 1335
P255_ST00429 0.28
P255_TL00216 2642
P255_ST00430 7371
P255_TL00217 1595
P255_ST00431
P255_TL00218
P255_ST00432 4.22 6547
P255_TL00219 2641
P255_ST00433
P255_TL00220 1975 2640
P255_ST00434 060
P255_TL00221 2720
P255_ST00435 610
P255_TL00222 1449
P255_ST00436 4.39 6200
P255_TL00223
P255_ST00437
P255_TL00224
P255_ST00438 7370
P255_TL00225 1858
P255_ST00439 42050
P255_TL00226
P255_ST00440
P255_TL00227
P255_ST00441 70053
P255_TL00228 1450
P255_ST00442 3.56 0040
P255_TL00229 1581
P255_ST00443
P255_TL00230 2769
P255_ST00444 3.11 2673
P255_TL00231
P255_ST00445
P255_TL00232 2768
P255_ST00446 .45 077
P255_TL00233 2819
P255_ST00447 71050
P255_TL00234
P255_ST00448 4.30 7326
P255_TL00235
P255_ST00449
P255_TL00236
P255_ST00450 3.49
P255_TL00237 1859
P255_ST00451
P255_TL00238
P255_ST00452 .81
P255_TL00239 1321 2868
P255_ST00453 25252
P255_TL00240
P255_ST00454 4.09
P255_TL00241 1582
P255_ST00455 0.23
P255_TL00242
P255_ST00456 3.31 0514
P255_TL00243
P255_ST00457 03
P255_TL00244 1976
P255_ST00458 .78
P255_TL00245 2917
P255_ST00459
P255_TL00246
P255_ST00460 7047
P255_TL00247 1583
P255_ST00461 031
P255_TL00248 1621 2916
P255_ST00462 ,5* 032
P255_TL00249 1713
P255_ST00463 3.35 0005
P255_TL00250
P255_ST00464 0.91
P255_TL00251 1977
P255_ST00465 .65 006
P255_TB00020 3034 556
P255_TL00252 3039
P255_ST00466 3041 1560462663
P255_SP00208 3070
P255_ST00467 3047 concern 5331574
P255_SP00209 812 3064
P255_ST00468 832 3040
P255_SP00210 3063
P255_ST00469 continuing 5724626504
P255_TL00253 3073 382
P255_ST00470 3074 professional 054647573446
P255_SP00211 3101
P255_ST00471 development 50672515075
P255_TB00021 1306 3056
P255_TL00254 3062 192
P255_ST00472 80451
P255_SP00212 1398 3087
P255_ST00473
P255_TB00022 1584
P255_TL00255 1599 3061
P255_ST00474 3.5* 0150
P255_TB00023 1698
P255_TL00256
P255_ST00475
P255_TB00024 1844 3058
P255_TL00257
P255_ST00476
P255_TB00025
P255_TL00258 3060
P255_ST00477 .50 067
P255_TB00026 3166
P255_TL00259 3174
P255_ST00478 3181 ,Means 085886
P255_SP00213 3207
P255_ST00479 3187 were 4686
P255_SP00214 3205
P255_ST00480 3180 calculated 7586478787
P255_SP00215
P255_ST00481 849 3185
P255_SP00216 3203
P255_ST00482 899 3179 475
P255_SP00217
P255_ST00483 963 3178 basis 16675
P255_SP00218 1041 3202
P255_ST00484 1061 3177
P255_SP00219 1092 3201
P255_ST00485 1110 056
P255_SP00220 1157 3200
P255_ST00486 following 657244661
P255_SP00221
P255_ST00487 1338 3176 values: 7478455
P255_SP00222
P255_ST00488
P255_SP00223 1493 3199
P255_ST00489 1517 3182
P255_SP00224 1530 3192
P255_ST00490 Very 0156
P255_SP00225
P255_ST00491 1632 3175 poorly; 0206875
P255_SP00226 1741
P255_ST00492 1763
P255_SP00227 1776 3198
P255_ST00493 1795
P255_SP00228 1808 3191
P255_ST00494 1827 Poorly; 5557865
P255_TB00027 476 3210 306
P255_TL00260 3213
P255_ST00495 3215
P255_SP00229 3237
P255_ST00496 3221
P255_SP00230 3231
P255_ST00497 176 Adequately; 72676704078
P255_SP00231 3246
P255_ST00498 0.17
P255_TB00028 3276
P255_TL00261 3279
P255_ST00499 3282 -J
P255_SP00232 3290
P255_ST00500 3286
P255_SP00233
P255_ST00501 655 xi 0.12
P255_SP00234
P255_ST00502 688
P255_TB00029 3206
P255_TL00262 816 303
P255_ST00503 3212 Bell; 84458
P255_SP00235 3240
P255_ST00504 916 3211
P255_SP00236 929 3235
P255_ST00505 947 3219
P255_SP00237 960 3228
P255_ST00506 978 8577
P255_SP00238 1043 3239
P255_ST00507 1060 Well 7576
P255_TL00263 1023 3253 992
P255_ST00508 3267 Underlinina 85688676787
P255_SP00239 1200
P255_ST00509 1223 3266 Indicates 786748677
P255_SP00240 1362
P255_ST00510 1384 3265 284
P255_SP00241 3289
P255_ST00511 3264 higher 0.26 688668
P255_SP00242 1544
P255_ST00512 3262 0.24
P255_SP00243 1593
P255_ST00513 1611
P255_SP00244 1658 3285
P255_ST00514 1675 mean 7477
P255_SP00245 1738 3283
P255_ST00515 3257 ratings 7837687
P255_SP00246
P255_ST00516 1888 127 comoared 75788746


xml version 1.0 encoding UTF-8
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Description
MeasurementUnit pixel
sourceImageInformation
fileName Z:\Scan\Mariner\IR SS\OCR\AA00000002_00001\00100.tif
OCRProcessing ID OCRPROCESSING_1
preProcessingStep
processingSoftware
softwareCreator Kirtas Technologies, Inc.
softwareName BookScan Editor
softwareVersion 3.6
ocrProcessingStep
Kirtas Technologies, Inc.
OCR Manager
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xml version 1.0 encoding UTF-8
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Description
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sourceImageInformation
fileName Z:\Scan\Mariner\IR SS\OCR\AA00000002_00001\00352.tif
OCRProcessing ID OCRPROCESSING_1
preProcessingStep
processingSoftware
softwareCreator Kirtas Technologies, Inc.
softwareName BookScan Editor
softwareVersion 3.6
ocrProcessingStep
Kirtas Technologies, Inc.
OCR Manager
3.0.0.0
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