摘要:

In spite of suggested changes during the 60's, SPATE retains a basic commitment to teacher education. The retention of this basic philosophy may be very important to elementary school guidance and counseling because of the teacher's unique role in guidance at this level. While the elementary counselor's role as a consultant to teachers is a logical one, he faces some difficult problems in producing changes in teachers. SPATE members can assist the elementary guidance movement by: (a) emphasizing elementary teacher preparation programs; (b) serving as teachers of volunteer groups who work with students in a relationship activity; (c) broadening the traditional orientation course to include self‐learning experiences; (d) promoting work with pupil personnel specialists as a part of student teaching; and (e) involving the undergraduate in SPATE activities.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1970.tb00166.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

摘要:

Four groups of students were selected on the basis of EPPS need for achievement scores and their grade point averages (GPA). The group included these combinations: high need/high achievement; (b) high need/low achievement; (c) low need/high achievement; and (d) low need/low achievement. Each group was compared with every other group on the EPPS scales and on ACT scores by t‐test. Significant differences were found that form patterns differentiating among the various groups, especially between high‐ and low‐need groups and between high and low achievers within the low‐need group. These differences were on scales of abasement, affiliation, autonomy, deference, intraception, and nurturance.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1970.tb00167.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

摘要:

Sixty‐four prospective elementary school teachers were administered the Fiedler Perception Scale adapted by McCallon at the beginning and end of their student teaching. This study attempts to determine the nature and extent of the student teachers' changes in self‐concept in each of 20 subcategories of the student teaching experience. No statistically significant negative changes occurred for any category. Positive change was most pronounced for student teachers who worked with slow or otherwise disadvantaged children, but statistically significant positive changes were apparent for several experience categories.

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1970.tb00168.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY

ISSN:0036-1836    

DOI:10.1002/j.2164-6171.1970.tb00169.x

出版商:Blackwell Publishing Ltd    

年代:2011

数据来源: WILEY