The effects of an urban teacher preparation training program on adult participants' attitudes and behaviors /
This study investigated the effects of the Learning to lopment". Teach in Inner-city Schools (LTICS) program on student teachers and cooperating teachers. The overall goal of LTICS is to change the history of failure by novice teachers in inner-city schools to one of success (Stallings & Qu...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=732820751&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study investigated the effects of the Learning to lopment". Teach in Inner-city Schools (LTICS) program on student teachers and cooperating teachers. The overall goal of LTICS is to change the history of failure by novice teachers in inner-city schools to one of success (Stallings & Quinn, 1991). This goal is accomplished tough a partnership where university supervisors, cooperating teachers, and student teachers learn effective strategies for inner-city populations. The sample included student teachers (n=6) and cooperating teachers (n=6) who participated in LTICS and a group of comparison student teachers (n=8) who did not. Several alas were investigated, which included student teachers' and combating teachers': 1) attitudes toward cultural diversity, 2) teaching behaviors, and 3) student off-task rates. The LTICS participants' perceptions of the pogrom were also examined. The analysis suggests that participation in a training pa-gram that targets cultural diversity may not significantly increase cultural sensitivity. However, when compared with student teachers who have not participated in the program, student teachers in the program emerge significantly higher after training. The analysts suggests that participation in the Mining program can improve teaching behavior. Experimental student teachers' active instruction increased significantly. Furthermost, for active instruction, organizing, and academic statements, their incase was significantly more than comparison student teacher. Experimental cooperating teachers' active instruction and academic statements increase significantly while their behavior statements significantly decreased. The analysis suggests that participation in the dining program can improve students' off-task behavior. Students' off-task behavior in experimental student teachers' classics decreased significantly more than the comparison student teachers. Experimental cooperating teachers' students' off-task behavior also decreased significantly. Overall, the analysis suggests that the experimental student teachers and experimental combating teachers perceived the LTICS seminars to be very useful and the overall LTICS program as a beneficial. |
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| Item Description: | Vita. |
| Physical Description: | xi, 173 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references: pages 124-134. |