A study of teaching classroom discipline/management techniques in five physical education teacher
preparation programs in Missouri
by David Theodore Oatman
A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education
Montana State University
© Copyright by David Theodore Oatman (1988)
Abstract:
The primary purpose of this study was to determine the perceptions of the 1985-1986 physical
education graduates of the five regional state universities of Missouri with regard to the overall quality
of their institution's physical education teacher training programs, the teaching of specific classroom
discipline or management techniques and the number of instructional hours used to teach these specific
discipline/management methods.
A questionnaire was developed to elicit the previously mentioned information. Validity of the
questionnaire was determined by a four member panel of teaching professionals. Reliability of the
questionnaire was determined by the test-retest procedure by using the Pearson Product Moment
Correlation Formula. Chi Square (Tests of Independence]) was used to determine statistical
significance of the data.
The findings of the study revealed information for the improvement of the physical education teacher
training programs addressed in the study. From these findings, the researcher developed the following
six conclusions: 1. The majority of graduates rated their overall preparation in subject matter mastery
and effective teaching techniques as excellent or good while their perceptions of their overall
preparation in the area of specific discipline and management techniques was significantly lower.
2. The respondents to the questionnaire rated the quality of preparation in effective teaching techniques
in a more positive manner than the quality of their preparation in the characteristics of
discipline/management skills.
3. Over half of the respondents were vaguely familiar or totally unfamiliar with the key characteristics
of the eight methods of classroom discipline and management addressed in the questionnaire.
4. When compared to the responses of the females, there was a significant difference in the way the
males perceived the quality of their preparation with regard to the characteristics of the eight
discipline/management styles addressed in the questionnaire.
5. The responses of the graduate's with regard to the characteristics of the discipline/management
techniques showed a potential trend toward, improvement in instruction between the years of 1985 and
1986.
6. The majority of the graduates' indicated that their perceptions of their overall preparation were
excellent or good. A
STUDY
OF
TEACHING
TECHNIQUES
IN
CLASSROOM
DISCIPLINE/MANAGEMENT
FIVE
PHYSICAL
EDUCATION
PREPARATION
PROGRAMS
IN
TEACHER
MISSOURI
by
David
A
Theodore
Oatman
thesis submitted in partial fulfillment
of t h e r e q u i r e m e n t s f o r t h e d e g r e e
of
Doctor
of
Education
MONTANA STATE UNIVERSITY
Bozeman, Montana
December
1988
DWS
Oa i
iI
APPROVAL
of
a
thesis
David
submitted
Theodore
by-
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c o n t e n t , Eng l i s h usage, f o r m a t , c i t a t i o n s , bibliographic
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C o l l e g e of G r a d u a t e S t u d i e s .
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V
TABLE
OF
CONTENTS
Page
LIST
OF
ABSTRACT
TABLES
.................................. '...................
vi i
..............................................................
xiii
CHAPTER
I.
2.
INTRODUCTION
.............................................
4.
6
S t a t e m e n t O f T h e P r o b l e m ............................
C o n t r i b u t i o n Of T h i s S t u d y To T h e E d u c a t i o n
C u r r i c u l u m .............................................
Q u e s t i o n s To Be A n s w e r e d
............ '...............
General Procedures
.....................................
D e l i m i t a t i o n s O f T h e S t u d y .........................
D e f i n i t i o n s Of T e r m s A n d P h r a s e s
.................
10
11
11
REVIEW
13
OF
LITERATURE
..................................
I n t r o d u c t i o n .......................................... . .
T h e P r o b l e m Of A L a c k Of D i s c i p l i n e I n T h e
Elementary And Secondary Public Schools
....
Teaching Classroom Discipline And Management
S k i l l s I n T h e C o l l e g e C l a s s r o o m ...............
W h a t T y p e s Of D i s c i p l i n e P r o c e d u r e s S h o u l d
Be T a u g h t ?
.............................................
J a c o b K o u n i n ..........................................
B .F . S k i n n e r
..........................................
William Glasser
......................................
J a m e s D o b s o n ..........................................
Haim G . Ginott
.......................................
Frederic Jones
...................................... .
Lee Canter
.................
Conclusions
..........................................
3.
I
■ PROCEDURES
7
8
13
14
17
21
22
25
28
29
31
~ 32
34
35
............. '..................................
37
P o p u l a t i o n D e s c r i p t i o n .................................
M e t h o d T o B e U s e d I n C o l l e c t i n g T h e D a t a .....
Statistical Hypotheses
............................
A n a l y s i s O f D a t a ........
38
38
'42
44
ANALYSIS
AND
INTERPRETATION
OF
DATA
............
Reliability Testing
.......... . . : ............... . . .
Return Rates
.............................................
D i s c u s s i o n Of S t a t i s t i c a l H y p o t h e s e s
...........
O t h e r F i n d i n g s R e l a t e d T o T h e S t u d y . . . ...■.....
45
45
48
50
64
vi
5.
SUMMARY, C O N C L U S I O N S , DISCUSSION AND
R E C O M M E N D A T I O N S ......................................
69
S u m m a r y ....................................................
............... ...............................
Conclusions
D i s c u s s i o n ................................................
Recommendations
............... ..............'..........
71.
72
78
REFERENCES
CITED
APPENDICES
....................'.......... ; ..........................
Appendix
Appendix
Appendix
Appendix
A
B
C
D
...................................................
.......................................................
.......................................................
................................................. . ...
...................... ■........ ......................
69
81
85
86
101
106
Ill
vi I
LIST
OF
TABLES
Table
1.
2.
3.
4.
5.
6 .
7.
8.
9.
10.
11.
Page
R e l i a b i l i t y Of Q u e s t i o n n a i r e .
Individual And
T o t a l S c o r e s Of T r i a l # 1 A n d T r i a l # 2 As
R e l a t e d To E a c h Of T h e E i g h t M e t h o d s Of
Classroom Management/Discipline
....................
46
P e a r s o n C o r r e l a t i o n s B e t w e e n T r i a l #1 A n d T r i a l
#2 R e l a t i v e To I n d i v i d u a l Students'
Scores On
E a c h Of T h e E i g h t M e t h o d s Of
DiscipiIne/Management
..................................
47
T o t a l P e a r s o n C o r r e l a t i o n s Of A l l E i g h t M e t h o d s
Of D i s c i p l i n e / M a n a g e m e n t .
T o t a l s Of A l l
S t u d e n t s S c o r e s O n E a c h M e t h o d .....................
47
N u m b e r A n d P e r c e n t Of R e s p o n s e s To T h e
Questionnaire
.............'.......................... . . . .
48
I t e m i z e d B r e a k d o w n Of R e t u r n e d Q u e s t i o n n a i r e s I n
R e l a t i o n To S p e c i f i c D e m o g r a p h i c A r e a s
..........
48
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
To S p e c i f i c U n i v e r s i t i e s A n d Subject M a t t e r
M a s t e r y ....................................................
50
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
T o Y e a r Of G r a d u a t i o n A n d S u b j e c t M a t t e r
M a s t e r y ................................................. ■ .
51
Perceptions
To G e n d e r
52
Of O v e r a l l P r e p a r a t i o n W i t h
And Subject Matter Mastery
Regard
..........
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
T o L e v e l Of T e a c h i n g C e r t i f i c a t i o n A n d S u b j e c t
M a t t e r M a s t e r y ........ •.................................
53
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
To Sch o o l Size Tau g h t In A n d Subject Mat t e r
M a s t e r y ....................................................
54
S i g n i f i c a n c e L e v e l s S u m m a r y T a b l e Of T h e E i g h t
Specific Classroom Discipiine/Management
T e c h n i q u e s W i t h R e g a r d To The Five D e m o g r a p h i c
Areas
........................................................
55
viii
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22;
23.
24.
Thxe Teachxirxg O f S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t T e c h n i q u e s W i t h R e g a r d To
Time Used In Instruction And Institution From
Which Students Graduated
.............................
53
T h e T e a c h i n g Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t T e c h n i q u e s W i t h R e g a r d To
T i m e U s e d I n I n s t r u c t i o n A n d L e v e l Of T e a c h i n g
C e r t i f i c a t i o n .............. ; ............................. .
5g
O v e r a l l P r e p a r a t i o n R a t i n g W i h h R e g a r d To
Gender
.......................................................
5g
O v e r a l l P r e p a r a t i o n R a t i n g W i t h R e g a r d To
Institution From Which Students Graduated
61
!....
O v e r a l l P r e p a r a t i o n R a t i n g W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ...................... .
62
Overall
Level
R a t i n g W i t h R e g a r d To
C e r t i f i c a t i o n ....................
63
O v e r a l l P r e p a r a t i o n R a t i n g W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ......................................
64
Perceptions
R e g a r d To
Of O v e r a l l P r e p a r a t i o n
Subject Matter Mastery
65
Perceptions
R e g a r d To
Of Overall P r e p a r a t i o n W i t h
Effective Teaching Techniques
Preparation
Of T e a c h i n g
With
..................
........
65
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h
R e g a r d To C l a s s r o o m D i s c i p l i n e / M a n a g e m e n t
T e c h n i q u e s ' ................................... .'............
65
C o m b i n e d R e s p o n s e s Of G r a d u a t e s '
Perceptions On
Familiarity With Specific Classroom
D i s c i p l i n e / M a n a g e m e n t S t y l e s As B r o k e n D o w n B y
Gender
............................... . . .........
67
C o m b i n e d R e s p o n s e s Of G r a d u a t e s '
Perceptions On
Familiarity With Specific Classroom Discipline
A n d M a n a g e m e n t S t y l e s B r o k e n D o w n B y Y e a r Of
G r a d u a t i o n ............................ ................. .
67
C o m b i n e d R e s p o n s e s Of G r a d u a t e s '
Perceptions On
Familiarity.With Specific Classroom
D i sc l p l l n e / Management Styles B roken D o w n By
Institution From Which They Graduated
........ ; . - .
68
ix
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
P e r c e p t i o n s o n F a m i l i a r i t y of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d .....
87
P e r c e p t i o n s o n F a m i l i a r i t y of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r o f G r a d u a t i o n ......................................
87
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
.......... '................... •..................... '
87
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ' ...........................
88
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ................. ■..............
88
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c I p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d .....
88
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ......................................
89
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
...........
89
P e r c e p t i o n s O n F a m i l i a r i t y of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ...........................
89
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ..........................
90
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d .....
90
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ......................................
90
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
....... : ........ •.....................................
91
X
38 .
39 .
40 .
41 .
42 .
43 .
44 .
45 .
46 .
47 .
48 .
49 .
50 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dl s d p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n .................
91
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l I n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ...............................
91
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D l s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d ....
92
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ....................................
92
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
. ......... ...........................................
92
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ......................... .
93
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ...............................
93
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d ....,
93
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ................ .....................
94
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dls c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
.......................................................
94
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dis c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ...........................
94
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D l s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ................................
95
P e r c e p t i o n s ' O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d .....
95
xi
51 .
P e r c e p t i o n s - O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ........ '....................
52 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
..................... .................................
53 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ...........................
54 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ............ '...................
55 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s With' R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d .....
56 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ................................. .
57.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m .
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
.......................................................
58 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ........ .................
59 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n ................................
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
I n s t i t u t i o n F r o m W h i c h S t u d e n t s G r a d u a t e d .....
61 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c l p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Y e a r O f G r a d u a t i o n ........................... '..........
62 .
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender
.......................................... ...........
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D l s c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
S i z e O f S c h o o l T e a c h i n g I n ...........................
99
xli
64 .
65 .
66
.
67 .
68 .
69 .
70 .
71 .
72 .
73 .
74.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l I n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
L e v e l O f C e r t i f i c a t i o n .........................
100
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
Specific Universities And Effective Teaching
Techniques
......................................
102
To
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
Y e a r Of G r a d u a t i o n A n d E f f e c t i v e T e a c h i n g
Techniques
.................................................
102
P e r c e p t i o n s ' Of O v e r a l l
Gender And Effective
P r e p a r a t i o n W i t h R e g a r d To
Teaching Techniques
.......
102
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
School Size Taught In And Effective Teaching
Techniques
.................................................
103
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
L e v e l Of T e a c h i n g C e r t i f i c a t i o n A n d E f f e c t i v e
Teaching Techniques
.....................................
103
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
Specific Universities And Classroom
D i sc i p i i n e /Management Techniques
........ .
103
To
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
Y e a r Of G r a d u a t i o n A n d C l a s s r o o m D i s c i p l i n e A n d
Management Techniques
........... ......................
104
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
Gender And Classroom Di scipiine/Management
Techniques
..................................... ■...........
104
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
School Size Taught In And C l a s sroom Discipline
A n d M a n a g e m e n t .T e c h n i q u e s
................. ■..........
104
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
L e v e l Of T e a c h i n g C e r t i f i c a t i o n A n d C l a s s r o o m
Discipiine/Management Techniques
..................
105
xiii
ABSTRACT
T h e p r i m a r y p u r p o s e of t h i s s t u d y w a s t o d e t e r m i n e t h e
p e r c e p t i o n s of t h e 1 9 8 5 - 1 9 8 6 p h y s i c a l e d u c a t i o n g r a d u a t e s of
t h e f i v e r e g i o n a l s t a t e u n i v e r s i t i e s of M i s s o u r i w i t h r e g a r d
t o t h e o v e r a l l q u a l i t y of t h e i r i n s t i t u t i o n ' s p h y s i c a l
e d u c a t i o n t e a c h e r t r a i n i n g p r o g r a m s , t h e t e a c h i n g of
s p e c i f i c c l a s s r o o m d i s c i p l i n e or m a n a g e m e n t t e c h n i q u e s a n d
t h e n u m b e r of i n s t r u c t i o n a l h o u r s u s e d to t e a c h t h e s e
specific discipiIne/management methods.
A q u e s t i o n n a i r e was d e v e l o p e d to e l i c i t t h e p r e v i o u s l y
mentioned information.
V a l i d i t y of t h e q u e s t i o n n a i r e w a s
d e t e r m i n e d b y a f o u r m e m b e r p a n e l of t e a c h i n g p r o f e s s i o n a l s .
R e l i a b i l i t y of t h e q u e s t i o n n a i r e w a s d e t e r m i n e d b y t h e
test-retest procedure by u sing the Pea r s o n Product Moment
Co r r e l a t i o n Formula.
C h l S q u a r e ( T e s t s of I n d e p e n d e n c e ) w a s
u s e d to d e t e r m i n e s t a t i s t i c a l s i g n i f i c a n c e of t h e data.
T h e f i n d i n g s of t h e s t u d y r e v e a l e d i n f o r m a t i o n f o r t h e
i m p r o v e m e n t of t h e p h y s i c a l e d u c a t i o n t e a c h e r t r a i n i n g
programs a d d r e s s e d in the study.
F r o m these f i n d i n g s , the
r e s e a r c h e r d e v e l o p e d t h e f o l l o w i n g - s i x c o n c l u s i o n s :'
1.
T h e m a j o r i t y of g r a d u a t e s r a t e d t h e i r o v e r a l l
preparation in subject matter mastery and effective
t e a c h i n g t e c h n i q u e s as e x c e l l e n t or g o o d w h i l e
t h e i r p e r c e p t i o n s of t h e i r o v e r a l l p r e p a r a t i o n i n
t h e a r e a of s p e c i f i c d i s c i p l i n e a n d m a n a g e m e n t
t e c h n i q u e s was s i g n i f i c a n t l y lower.
2.
T he r e s p o n d e n t s to t h e q u e s t i o n n a i r e r a t e d the
q u a l i t y of p r e p a r a t i o n i n e f f e c t i v e t e a c h i n g
t e c h n i q u e s i n a m o r e p o s i t i v e m a n n e r t h a n the
q u a l i t y of t h e i r p r e p a r a t i o n i n t h e c h a r a c t e r i s t i c s
of d i s c i p i i h e / m a n a g e m e n t s k i l l s .
3.
O v e r h a l f of t h e r e s p o n d e n t s w e r e v a g u e l y f a m i l i a r
or t o t a l l y u n f a m i l i a r w i t h t h e k e y c h a r a c t e r i s t i c s
of t h e e i g h t m e t h o d s of c l a s s r o o m d i s c i p l i n e a n d
management addressed in.the questionnaire.
4.
W h e n c o m p a r e d t o t h e r e s p o n s e s of t h e f e m a l e s ,
t h e r e was a s i g n i f i c a n t d i f f e r e n c e i n the wa y the
m a l e s p e r c e i v e d t h e q u a l i t y of t h e i r p r e p a r a t i o n
w i t h r e g a r d t o t h e c h a r a c t e r i s t i c s of t h e e i g h t
dis c i p l i n e / m a n a g e m e n t styles a d d r e s s e d i n the
questionnaire.
' 5.
T h e r e s p o n s e s of t h e g r a d u a t e ' s w i t h r e g a r d t o t h e
c h a r a c t e r i s t i c s of t h e d i s c I p i i n e / m a n a g e m e n t
t e c h n i q u e s s h o w e d a p o t e n t i a l t r e n d toward,
i m p r o v e m e n t i n i n s t r u c t i o n b e t w e e n t h e y e a r s of
19 8 5 a n d 1986.
6 .
T h e m a j o r i t y of t h e g r a d u a t e s ' i n d i c a t e d t h a t t h e i r
p e r c e p t i o n s of t h e i r o v e r a l l p r e p a r a t i o n w e r e
e x c e l l e n t or g o o d .
I
CHAPTER
I
INTRODUCTION
During
discipline
areas
of
of. t h e
the
United
last
has
rated
problem
that
in
last
concern
the
fact,
the
in
the
the
(or
has
has
the
grown
problem
major
1985;
Canter,
In
1976
1984,
the
Commission
purpose
was
discipline
federal
for
the
that
the
and
the
President
School
students
the
schools
Reagan
and
must
even
the
of
fifteen
of
States
number
one
1984).
In
proportions
involved
United
The
status
schools
the
major
classrooms
(Gallup,
schools
Safety.
President
learning
and
the
United
it D as
and
of
United
in
States
controlling
America
(Bauer,
1984).
of
the
public
public
of
public
Hyman,
the
s u c h .epidemic
concerned
evaluate
action.
institutions
believed
On
to
in
in
one
record , for
classrooms
to
classroom
secondary
of
of
e d u c a t o r s , p a r e n t s , students
this
of
public
lack
of
become
and
matter
school
become
lack
elementary
As ■ a
public
problem
schools
y e a r s , the
discipline
have
come
the
States .
seventeen
in
y e a r s , the
public
Government
the
20
to
concerning
and
to
regain
the
formulate
insisted
held
established
Commission's
teaching.
be
States
lack
of
a
plan
for
t h a t .t h e
time
had
strength
The
primary
as
President
responsible
for
their
2
actions
and
restored,
continue
until
the
to
this
lack
of
prevent
sense
of
responsibility
discipline
many
in
students
the
from
had
public
been
schools
would
learning
(Bauer,
that
lack
1985) .
T e a c h e r s , as
discipline.in
for
the
their
that
they
and
learning
Commission
1986;
to
are
to
order
and
several
"ineffective
P . 42).
no
is
A
review
surprise
training
classroom
that
few
the
among
programs
the
many
are
Canter,
"Discipline"
or
McDaniel
Duke
and
cu-rr i c u l u m s
of
during
with
teachers
students
an
in
atmosphere
National
1983;
of
up
colleges
last
Siedentop,
the
and
increase
25
factors
have
schools.
the
area
techniques.
learning
that
of
(1984,
this
is
teaching
jones
offer
indicates
courses
p.
that
universities
on
Education
(1979,
Indicating
Second
programs"
professors.
in
in
years.
indicates
Management"
by
the
training
literature
higher
for
the
primary
teacher
"Classroom
the
environment
instructional
1976;
reasons
inadequate
follow
the
of
C l a r i z i o , 1980).
education
of
poor
their
students
discipline/management
Institutions
from
achieve
deterioration
of
a
the
'These
Education,
Hyman, fourteen
the
list
in
problems
to
process.
the
major
contributed
creates
decorum
to
provide
1986
discipline
According
have
Excellence
Wolfgang,
school
learning
must
in
indicated
schools
( C h a r l e s , 1985;
on
There
have
public
and
classrooms
objectives
for
the
teaching
believe
well,
in
26-27).
the
should
education
include
3
courses
In
classroom
opportunity
discipline
C l 980
of. a
of
and
1984).
prospective
effective
is
stems
and
from
an
preparing
their
for
are
educators
is
not
effective
to
being
all
reason
or
system
for
this
argument
areas
in
void
college
that,
probably
one
school
discipline"
in
curriculum
the
the
necessity
of
techniques.
that
the
These
teaching
of
other
subject
hand,
would
recent
and
are
contend
matter
mastery
eliminate
and
research
management/discipline
curriculum
discipline
professionals
(Ohanian, 1982
the
adds
least
problems
classroom
subject
to
teachers
concerning
techniques,
the
this
regard
Duke
discipline
On
of
students
of
with
at
for
skills
however,
curriculum
when
to
the
exciting
shown
added
believe
in
education
most
training
awareness
teaching
students
prepared
that
own
institutions
s
an
assignments
mere
and
1985).
that
the
techniques.
say
necessary.
interesting
in
their
"a
teaching,styles,
model
teaching
today
teaching
not
safe
ongoing
Nicholson,
are
Many
systematic
The
that
increase
that
provide
teaching
29).
discipiIne/management
techniques
or
p.
proper
management
Some
most
will
or
develop
indicates
appears
fairly
p . 30).
an
not
It
received
teaching
that
are
to
student
discipline/management
classroom
(1984,
(1985,
teachers
still
not
their
techniques
prepared
mastery
students
Tenoschok
area.
properly
matter
and
of
learning
important
have
before
instructor"
higher
"it
education
plans
variety
any
are
for
management/discipline
has
techniques
taught
in
the
4
college
classroom,
promote
an
and
environment
learning
these
that
not
a u t h o r s , along
class room
create
an
techniques
make
a
and
added
to
They
if
are
to
be
physical
education,
When
cases
a
unanticipated
these
and
the
future
and
out
keeping
of
the
increased
physical
in
have
been
the
has
on
tremendous
educators
for
must
1985;
of
a
other
teaching
to
the
In
found
off
can
effective
in
to
be
of
thousands
of
these
negligent
environment.
task,
the
chance
classroom
eliminate
some
of
1985).
increase
teacher
made
methods
nature
many
Effective
task
and
involved
learning
and
control
safe
years.
been
be
than
a
Due
(Tenoschok,
necessity
do
curriculum
success
and
creating
increases.
mishaps
(Doyle,
classroom
procedures
control
students
the
different
effective
of
out
alone,
preparation
to
excellent
educator
point
H owever, discipline
environment.
accidents
unnecessary
Because
and
safe
are
no
teachers
of
1985).
throughout
physical
students
control
have
learning
providing
1986).
to
teaching
Both
to
environment
contribution
are
1983).
quick
able
to
techniques
professional
efficient
and
c a s e s , the
learning
better
conducive
o t h e r s , are
discipline
teaching
liability
more
are
Everston,
(Nicholson.
must
specific
in
the
educators
through
of
is
and
Wolfgang,
teacher
teachers.
teachers
management/discipline
excellent
Physical
they
with
significant
beginning
that
( D o y l e , 1985
C h a r l e s , 1985
do
beginning
in
liability
cases
accountability,
aware
of
specific
of
5
discipline/management
used
correctly,
the
teaching/learning
interest
and
possibly
cutting
1985).
One
developing
four
techniques.
instructor
down
method
on
that
effective
words:
can
environment,
participation
in
the
control
demonstrate
correct
techniques
assists
only
in
the
development
but
in
the
control
inappropriate
actions
thus
behavior
as
well
students
of
inappropriate
apparatus
limitations
on
the
negative
event
inappropriate
of
essential.
the
The
students
appropriate
behavior.
education
safety
behavior
in
in
the
mind
tasks
supervise
control
with
being
or
able
and
competent
of
on
by
task
1987).
Warning
or
setting
showing
them
injury
Effective
supervision
teacher
by
all
must
in
the
potential
at
to
skill
equipment
and
and
in
students'
lesson
or
in
summarized
and
Graham,
actions
consequences
be
use
correct
the
behavior
can
activity
of
and
teachers
physical
with
of
1987
students
possible
an
increasing
(Gabbard,
enhances, the
for
and
(Henderson,
and
instruction
student
process
can
w a r n , demonstrate
Effective
performance,
enhancing
educators
are
better
problems
(Renders o n , 1985).
not
techniques
a
learning
liability
physical
these
create
thus
classroom
instruct,
If
the
is
supervise
demanding
times
(Bayless,
1985).
Effective
teaching
classroom
control.
effective
teaching
does
not
H o w e v e r , one
cannot
occur
occur
must
solely
remember
without
by
efficient
that
excellent
discipline
6
in
the
elementary
university
teacher
professional
their
There
of
is
strong
of
failed
receive
of
this
problem
determine
the
the
overall
include
improve
as
part
institutions
of
this
physical
higher
and
the
improving
of
discipline/management
that
their
techniques
education
education
type
of
instruction,
Statement
Of
The
Problem
study
was
two-fold.
of
this
state
teaching
of
techniques
these
relation
to
g e n d e r , year
of
the
of
of
their
thus
have
the
focus
of
from
they
classroom
discipline
were
determine
with
which
size
or
the
of
In
in
the
to
regard
other
to
education
the
physical
to
the
used
to
methods
with
graduated,
teaching
words,
prepared
public
the
the
hours
student
school
of
management
management
properly
problems
in
regard
instructional
or
with
physical
discipline
certification.
believe
Missouri
programs
graduation,
graduates
of
First,
graduate's
preparation
discipline
school
teaching
1985-1986
S e c o n d , to
classroom
number
specific
the
the
institution's
training
specific
and
the
programs.
teacher
of
of
universities
quality
training
education
level
college
s t u d e n t s , thus
possibility
graduates' perceptions
t each
they
perceptions
regional
teacher
their
can
All
study.
The
five
many
classrooms.
programs
of
specific
graduates,
to
training
s k i l l s , if
study
a
secondary
preparation
teaching
courses
and
to
do
in
the
handle
schools
and
by
7
specific
training
that
they
received
in
their
undergraduate
programs?
C o n t r i b u t i o n Of T h i s S t u d y To
Education Curriculum
There
are
two
sides
to
the
argument
discipline/management
techniques
education
of
side
of
teach
curriculums
the
class room
argues
that
importance
sides
of
shown
that
to
argument
to
the
beginning
indicates
teaching
the
and
that
such
argument,
one
must
students
teachers
teaching/learning
has
is
techniques
curriculum.
of
whether
taught
while
all
teaching
be
there
techniques
of
of
no
the
is
remember
that
create
environment
a
One
to
other
of
Despite
significantly
to
the
need
side
prime
the
various
research
discipline/management
ability
in
universities.
over
the
education
colleges
discipline
the
should
The
has
techniques
increased
the
better
( D o y l e , 1985
and
E ve r s ton,
1983).
At
the
completion
analyzed
the
physical
education
graduates'
with
the
data
level
regard
to
specific
professional
specific
the
of
this
concerning
of
the
teacher
three
and
methods
with
was
training
addressed
regard
taken
areas
to
in
the
of
First,
professional
dls c i p l i n e / m a n a g e m e n t
that
researcher
programs:
in
teacher
the
distinct
training
overall
development
time
study,
satisfaction
concepts
classroom
amount
of
the
preparation
program;
during
techniques;
these
second,
their
teaching
teaching
the
of
third,
8
techniques.
were
not
If
properly
techniques
or
techniques
was
if
graduates' responses
trained
the
in
amount
inadequate,
recommendations
training
the
would
programs
on
be
The
of
this
following
time
specific
made
to
curriculum
questions
that
they
discipline/management
of
Questions
indicate
To
the
taken
and
to
teach
these
important
appropriate
teacher
improvement.
Be
Answered
were
answered
at
the
completion
study:
1.
2.
3.
A r e g r a d u a t e s ' p e r c e p t i o n s o f t h e q u a l i t y of
i n s t r u c t i o n that they received i n their
t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d to
s u b j e c t m a t t e r m a s t e r y i n d e p e n d e n t of g e n d e r ?
y
A r e g r a d u a t e s ' p e r c e p t i o n s of t h e q u a l i t y
i n s t r u c t i o n that the y received in their
t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d to
s u b j e c t m a t t e r m a s t e r y i n d e p e n d e n t of t h e
Institution from which they graduated?
A r e g r a d u a t e s ' p e r c e p t i o n s of t h e q u a l i t y
i n s t r u c t i o n that they received in their
t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d to
s u b j e c t m a t t e r m a s t e r y I n d e p e n d e n t of t h e
of s c h o o l t h e y n o w t e a c h i n ?
of
of
size
4.
A r e g r a d u a t e s ' p e r c e p t i o n s of t h e q u a l i t y of
i n s t r u c t i o n that the y received i n their
t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d to
s u b j e c t m a t t e r m a s t e r y i n d e p e n d e n t of t h e
g r a d e l e v e l of t h e i r t e a c h i n g c e r t i f i c a t i o n ?
5.
A r e g r a d u a t e s ' p e r c e p t i o n s of t h e q u a l i t y
i n s t r u c t i o n that the y received i n their
t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d to
s u b j e c t m a t t e r m a s t e r y i n d e p e n d e n t of t h e
of g r a d u a t i o n ?
6 .
of
year
Are the g r a d u a t e s ' perceptions concerning the
t e a c h i n g of s p e c i f i c d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s i n d e p e n d e n t of g e n d e r ?
9
7.
Are the graduates
perceptions concerning the
t e a c h i n g of s p e c i f i c d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s i n d e p e n d e n t of t h e i n s t i t u t i o n f r o m
which they graduated?
8.
A r e the' g r a d u a t e s . - p e r c e p t i o n s c o n c e r n i n g t h e
t e a c h i n g of s p e c i f i c di s ci pi i n e / m a h a g e m e ' n t
t e c h n i q u e s i n d e p e n d e n t of t h e s i z e of s c h o o l
t h e y p r e s e n t l y t e a c h in?
9.
Are the g r a d u a t e s ' perceptions concerning the
t e a c h i n g of s p e c i f i c d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s ' i n d e p e n d e n t of t h e l e v e l of
teaching certification?
10.
Are the g r a d u a t e s ' perceptions concerning the
t e a c h i n g of s p e c i f i c d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s i n d e p e n d e n t of t h e i r y e a r of
graduation?
11.
Is t h e . l e n g t h o f t i m e t a k e n f o r t h e
i n s t r u c t i o n of s p e c i f i c c l a s s r o o m
dis c i p l i n e / m a n a g e m e n t t e c h n i q u e s i n d e p e n d e n t
of t h e i n s t i t u t i o n i n w h i c h t h e t e a c h i n g t o o k
place?
12.
Is t h e l e n g t h o f t i m e t a k e n f o r t h e
i n s t r u c t i o n of s p e c i f i c c l a s s r o o m
discipline/management techniques independent
of t h e l e v e l of t e a c h e r c e r t i f i c a t i o n ?
13.
A r e g r a d u a t e s ' p e r c e p t i o n s of t h e o v e r a l l
q u a l i t y of t h e i r p h y s i c a l e d u c a t i o n t e a c h e r
t r a i n i n g p r o g r a m i n d e p e n d e n t of g e n d e r ?
14.
Are graduates
p e r c e p t i o n s of t h e o v e r a l l
q u a l i t y of t h e i r p h y s i c a l e d u c a t i o n t e a c h e r
t r a i n i n g p r o g r a m i n d e p e n d e n t of t h e
institution from which they graduated?
15.
Are graduates
p e r c e p t i o n s of t h e o v e r a l l
q u a l i t y of t h e i r p h y s i c a l e d u c a t i o n t e a c h e r
t r a i n i n g p r o g r a m i n d e p e n d e n t o f t h e s i z e of
sch o o l t h e y p r e s e n t l y t e a c h in?
■•
15.
. A r e g r a d u a t e s ' p e r c e p t i o n s of t h e o v e r a l l
q u a l i t y of t h e i r p h y s i c a l e d u c a t i o n t e a c h e r
t r a i n i n g p r o g r a m i n d e p e n d e n t of t h e l e v e l of
teaching certification?
10
17.
A r e g r a d u a t e s ' p e r c e p t i o n s of t h e o v e r a l l
q u a l i t y of t h e i r p h y s i c a l e d u c a t i o n t e a c h e r
t r a i n i n g p r o g r a m i n d e p e n d e n t o f t h e i r y e a r of
graduation?
General
The
designed
their
was
researcher
developed
to
the
measure
professional
teacher
Procedures
training
designed
to
a
questionnaire
gra d u a t e s ' level
preparation
program.
In
emphasize
the
with
teaching
techniques
was
these
taken
in
instrument
teaching
was
determined
Validity
of
the
teaching
professionals
foundations.
Specific
in
details
Chapter
Three.
addressed
in
Chapter
Four
i n s t r u m e n t , the
1985-1986
training
programs
State,
and
Central
Northwest
Southwest
administered
at
of
the
the
Missouri
Missouri
during
the
amount
was
State,
State,
State.
Fall
by
a
that
of
the
of
educational
are
procedures
are
D .
and
validity
education
state
to
the
the
universities
Missouri
Missouri
questionnaire
of
of
teacher
Northeast
semester
time
panel
and
these
Southeast
The
of
procedure.
administered
regional
classroom
procedures
of
Appendix
overall
Reliability
these
in
questionnaire
education
physical
five
Missouri
of
the
specific
determined
reliability
questionnaire
graduates
Missouri:
the
the
Results
and
to
test-retest
physical
in
determining
the
was
addressed
After
and
of
was
satisfaction
the
techniques.
by
instrument
regard
addition,
discipline/management
of
that
1987.
was
State
of
11
Chl
the
Square
data.
adopt
Ferguson
levels
s a y i n g , "For
designate
He
further
(Tests
of
Independence)
indicates
significance
most
practical
probability
states
that
rather
arbitrarily,
(1981,
p . 175).
study,
the
establish
of
a
of
p
that
at
_<_■ . 0 5
"the
particular
or
or
is
for
adopted
He
the
analyze
continues
in
to
( 1 9 8 1 , p.
adopts,
of
to
sufficient
j<_ .01"
level
to
conventional
.01.
it
p
used
175).
perhaps
significance"
purpose
1.
T h e p o p u l a t i o n w a s d e f i n e d as t h e g r a d u a t e s
the physical e d u c a t i o n teacher training
p r o g r a m s at t h e f i v e r e g i o n a l s t a t e
u n i v e r s i t i e s o f M i s s o u r i of 1 9 8 5 a n d 1 9 8 6 .
of
2.
The e n t i r e p o p u l a t i o n was u s e d i n the survey.
N a m e s a n d a d d r e s s e s of t h e g r a d u a t e s w e r e
o b t a i n e d f r o m t h e d e p a r t m e n t h e a d s or a l u m n i
o f f i c e s of e a c h r e s p e c t i v e u n i v e r s i t y .
s t u d y ,was
delimited
Definitions
Of
Of
in
.05
level
of
the
data.
The
the
Terms
(p
this
to
significance
the
of
.05)
statistical
has
is
investigator
Delimitations
The
.05
purposes
Consequently,
researcher
it
was
<_
Study
following
And
ways :
Phrases
C l a s s r o o m M a n a g e m e n t - D e f i n i t e procedures used by the
t e a c h e r i n t h e c r e a t i o n of a p o s i t i v e l e a r n i n g
e n v i r o n m e n t t h a t p r e v e n t s s e r i o u s d i s r u p t i o n s of t h e
l e a r n i n g p r o c e s s ( G a b b a r d , 1 9 8 7 , p. 1 1 9 ) .
Classroom Discipline- Techniques used
interrupt inappropriate behaviors and
r e c u r r e n c e ( G a b b a r d , 1 9 8 7 , p. 1 1 9 ) .
by the teacher
prevent their
to
C l a s s r o o m D i s c i p l i n e / M a n a g e m e n t T e c h n i q u e s - The process
i n w h i c h t h e t e a c h e r exerts, a v a r i e t y o f m o t i v a t i o n a l
t e c h n i q u e s i n o r d e r to i n f l u e n c e t h e s t u d e n t s to e x e r t
a n o p t i m a l a m o u n t of e n e r g y t r y i n g t o l e a r n w h a t t h e
12
Instructor
In various
P • 11) .
w a n t s t o t e a c h t h e m I n s t e a d of w a s t i n g t i m e
counter productive activities
C G n a g e y , 1981
13
CHAPTER
REVIEW
OF
2
LITERATURE
Int r o due 1 1 o n
The
review
sections.
The
demonstrates
discipline
public
why
first
the
schools
in
proportions
it
was
literature
there
in
discipline
of
in
the
section
is
a
presented
presents
problem
of
the
States.
United
the
allowed
to
the
the
three
the
lack
and
The
problem
has
grown
1960's .
How
this
grow
the
two
distinct
literature
elementary
classrooms
are
in
concerning
classrooms
American
since
is
problem
areas
that
of
secondary
of
to
epidemic
started
that
and
are
a d d r ess e d .
The
the
possibility
teacher
is
second
no
training
need
to
section
of
teach
classroom.
believe
that
area
teaching
potential
other
the
in
The
recent
literature
curriculums
Some
authors
indicate
discipline
professorate
of
a
problems
in
most
the
indicates
argue
public
that
all
in
of
there
the
point
in
the
the
schools.
when
of
this
curriculum
or
argues
that
techniques
that
good
eliminates
research
that
college
presentation
methods
the
the
classroom
discipline
hand,
void
programs.
college
of
a
presents
On
classroom
the
14
management
in
the
techniques
teacher
university
create
a
better
sides
The
methods
of
of
to
presentation
one
the
of
or
personality
be
this
of
The P r oblem
Elementary
1960
s
appear
indicate
that
discipline
"attention
shifted
the
70
late
s .
' 60
By
s
the
unproductive,
P • 26).
During
again
a
in
to
a
the
national
able
to
disruptions
E v e r ston,
presents
198 3 D .
the
methods
of
best
of
discipline
After
prospective
that
Each
college
programs.
the
several
techniques.
allows
methods
the
teacher
reflects,
can
his/her
style.
be
in
major
f ear
off
and
chapter
training
to
from
late
and
Of A L a c k Of D i s c i p l i n e I n The
And Secondary Public Schools
The
became
taught
presented:
successful
the
been
classroom
discipline
material,
college
have
of
presented
teaching
classrooms
this
teacher
more
and
are
are
e n v i r o n m e n t , thus
number
classroom
to
the
( D o y l e , 1985
of
introduce
in
at
procedures
teachers
argument
section
proven
techniques
select
this
methods
professor
the
problems
final
seven
programs
teaching/learning
reducing
discipline
Both
the
training
discipline
l e v e l , beginning
significantly
and
and
the
of
Duke
unrest
report
entitled
A
secondary
that
demonstrations
concern
the
1980' s , this
and
researchers
vandalism
of
in
most
indicates
and
and
focus
behavior
early
when
elementary
violence
s , the
task'
time
problem.
student
70
/
the
in
the
mid -
had
become
classroom"
(1984,
concern
Nation
At
was
in
addressed
Risk:
The
15
Imperative
1969,
George
society's
of
the
United
of
one
1985;
did
today
problem
discipline?
According
the
schools,
thus
leading
".'.
poor
administrative
of
of
suspensions
individual
poor
of
employment
of
the
It
is
students
self-esteem
near
the
classroom
they're
not
top
.
."
and
(1984,
evidently
not
result's
is
the
of
it)
as
public
p.
as
and
the
teaching
lack
been
the
schools
to
of
fourteen
deterioration
discipline
teacher
Inadequate
curricula,
the
punishments, inborn
neurological
peer
For
classrooms
have
to
of
parenting, ineffective
mass
impairments),
media,
pressures
traits
racism,
and
lack
overcrowding
42).
that
list.
lack
the
increased
frustration,
the
discipline
there
other
(such
surprising
of
to
did
inappropriate
opportunities,
schools.
is
and
concern
organization,
leadership,
the
learning
contributed
. Inadequate
school
How
Hyman,
have
(or
1984).
of
The
public
Gallup,
the' p r i m a r y
to
the
in
concerning
quite'repetitious.
school
places
addition,
polls
public
begin?
that
training,
overuse
and
factors
problems:
been
In
schools.
years,
the
dilemma
where
of
have
in
from
opinion
discipline
D u k e , 1984
transform
(1983).
public
seventeen
institutions
primary
the
polls
rated
this
taking
toward
last
has
Reform
began
fifteen
the
number
How
of
Gallup
States
(Bauer,
Educational
attitude
past
fifteen
the
For
ineffective
This
techniques
is
should
(Jones , 1979).
the
be
teacher
area
in
taught,
Granted,
training
which
but
during
the
16
early
1960
research
they
or
could
Today,
s,
the
college
literature
base
their
professorate
on
discipline
teaching
h o w e v e r , there
is
an
and
research
on
excuse
not
teaching
proper
techniques
and
in
the
Wolfgang,
teacher
1986).
issue
still
J ones
summarizes
in
discipline
subject
the
and
s
which
procedures.
of
is
no
discipline
of
teacher
with
there
programs
problem
today
little
amount
classroom
training
Yet,
continues
the
the
very
techniques
overwhelming
literature
for
of
had
( C h a r l e s , 1985
not
addressing
education
the
programs.
issue:
A v o i d i n g t h e t o p i c of c l a s s r o o m d i s c i p l i n e as t h o u g h i t
w e r e t a b o o is n o w h e r e m o r e e v i d e n t t h a n i n t e a c h e r
education.
It i s a s o b e r i n g ' e x e r c i s e t o l o o k t h r o u g h
t h e c a t a l o g u e s of t e a c h e r t r a i n i n g p r o g r a m s at c o l l e g e s
a n d u n i v e r s i t i e s i n a v a i n a t t e m p t to f i n d a c o u r s e
entitled
Discipline'
or ' C l a s s r o o m M a n a g e m e n t ' .
T e a c h e r s r e p e a t e d l y e x p r e s s t h e i r b i t t e r n e s s at not
having been prepared i n the course work and student
t e a c h i n g to d e a l e f f e c t i v e l y w i t h the f r e q u e n t s t u d e n t
m i s b e h a v i o r t h a t is c o m m o n p l a c e i n a l m o s t a n y
classroom.
At bes t a f e w s i m p l i s t i c b e h a v i o r a l
t e c h n i q u e s a r e c o v e r e d b r i e f l y i n s ome p r o g r a m s , but
most teachers report that, w h e n t h e y r a i s e d the issue
with their professors, they were told they would
pick
it u p o n t h e Job'
( 1 9 7 9 , p. 2 6 - 2 7 ) .
Today,
there
is
a
parents,
problem
discipline.
discipline
Teacher
is
this
their
in
the
people
critical
education
addressing
continue
These
teachers
for
programs
major
and
schools
also
good
are
in
with
schools
of
prime
These
teaching
understand
regard
recognize
problem..
Instruction
students
that
to
a
that
lack
of
good
(Bauer , 1985) .
importance
programs
methods
in
should
and
subject
17
matter
mastery,
classroom
courses
but
should
management
should
and
emphasize
also
Classroom
not
subject
discipline
p r o b l e m , but
can
b e .used
the
C M c D a n i e l , 1980
only
the
classrooms
and
courses
discipline'.
the
in
emphasize
the
practical
of
the
in
management
matter
side
strategies
that
public
of
schools
D u k e , 1984).
Teaching Classroom Discipline And Management
Skills In The College C l a s s r o o m
There
of
are
classroom
side,
need
there
to
be
techniques
design.
two
management
is
the
taught
teaching
development
teachers
this
and
control
the
no
one
argument
inherent
In
of
have
from
The
with
and
that
the
classrooms
discipline
and
1982
are
authority
r u l e s , but
from
has
an
technique
and
teacher
the
in
the
through
but
through
curriculum
1985} .
do
teacher's
individual
can
are
curriculum
made
classroom
the
one
that
changes
techniques,
the
On
programs
not
Nicholson,
in
teaching
techniques
behavior
excellent
and
teacher
only
strategies
that
the
techniques.
training
teaching
c o n c l u d e s , the
match..
must
rely
The
not
own
achieve
savvy
personality
Consequently,
on
their
own
CO h a n l a n , 1982} .
addition,
Excellence
concerning
discipline
contend
discipline
skills
thought
teacher
techniques
charisma.
which
the
(O h a n i an,
that
or
secondary
iiules ; r e g u l a t i o n s
good
in
authors
and
of
argument
Involved
These
elementary
trains
in
April
published
a
of
_
1983,
study
the
called
National
A
Nation
Commission
At
Risk.
In
18
this
publication,
universities
courses.
methods
of
The
and
saying
and
possibly
addressed
that
as
and
courses
much
as
the
they
are
able
Everston
teaching
In
27
or
to
through
and
trained
side
in-service
an
longitudinal,
to
study
Several
of
the
and
teachers
broad
not
who
given
were
procedures
from
study.
the
to
Commission
techniques,
should
not
be
a r g u m e n t ', D o y l e
when
classroom
taught
that
in
the
college
beginning
is
more
teachers
conducive
to
their
was
The
due
to
to
the
was
courses
training'.
trained
had
being
in
specific
assist
to
used
in
found
management
that
discuss
in
were
remaining
that
and
behavior
believes
manual
teachers
The
fewer
Everston
teacher
study
Everston
significantly
used
Everston
observed
of
procedures.
students.
manual
prescriptions
this
study,
elementary, school
concentrated
were
the
the
sessions,
teachers
teachers
difference
are
27
discipline/management
problems
the
are.
descriptive
observers
intensive
discipline
of
classes
teaching
styles,
of
environment
specific
the
more
methods
few
essence,
shown
techniques
a
and
learning.
classrooms.
given
In
(1983) , have
promote
her
with
currently
colleges
educational
emphasizing
opposite
management/dlsclpline
classroom
them
mastery.
the
deleting
discipline/management
Concerning
( 1 9 8 5)
matter
the
suggested
replacing
the
accused
emphasizing
Commission
subject
was
Commission
over
courses
increase
the
was
and
their
this
used
teach
11
in
19
organization,
•enforcement
teaching
and
inappropriate
Evers ton
has
specific
behavior.
made
strong
With
the
classroom
management/discipline
These
same
discipline
create
an
Charles,
it
does
regard
in
excellent
the
learning
a
significant
situation.
true
learning
the
belief
that
elementary
the
behavior
prepared
to
their
effectively
interruptions.
When
f a v o r a b l y , thus
creating
environment.
developed
matter,
with
The
a
classroom
Instructors
effective
at
classroom
of
teaching
the
point
not,
the
are
the
children
of
and
of
must
children
and
be
could
proper
proper
respond
learning
learning
combination
from
classroom
teaching
for
With
learn
teachers
prepared,
styles
in
( B a u e r , 1985).
crises
better
However ,
total
discipline
occur
1985;
1986).
to
that
itself,
(Doyle,
Wolfgang,
the
by
out
be
subject
methods
of
( C h a r l e s , 1985).
education
the
does
environment
teaching
discipline
Physical
the
cooperative
innovative
to
secondary
handle
teacher
in
( B a k e r , 1985),
teachers
ideal
quick
proper
and
study,
necessity
contribution
peers
to
her
(1983).
are
cannot
of
techniques
and
Without
classroom,
of
the
and
handling
environment
1985 ; O h a n l a n , 1982
make
to
classroom
learning
development
results
programs
professionals
proper
for
recommendations
programs
preparation
rules
techniques
education
professional
with
techniques,
classes
elementary
control
in
are
and
no
exception.
secondary
order
to
levels
enhance
the
must
have
teaching
20
and
learning
environment
G a b b a r d . 1987;
1986}.
As
control
can
giving
and
indicated
the
be
of
t e c h n i q u e s ' of
safety
phrases
increase
of
the
can
be
mind.
used
education
The
ignoring
and
in
the
of
use
the
the
of
these
chances
increase
the
teacher
and
1985}.
or
the
the
correct
the
four
of
greatly
classroom
dangers
supervising
and
elementary
of
classroom
inappropriate
student's
class
simple
litigation,
the
•
students
However,
these
are
discipline/management
secondary
punishment
that
and
can
be
management/discipline
or
techniques
of
the
and
that
physical
positive
the
proper
organization,
and
emphasizing
not
the
policies
in
as
the
the
education
teaching
classroom
use
of
classroom
and
punishment
student
are
of
the
some
effective
physical
G a b b a r d , 1987;
the
reinforcement,
fair
individual
S l e d e n t o p 1 1986}.
enhance
physical
and
emphasized
( D a u e r , 1986;
1986
rules
behavior,
classroom
behavior
points
Nichols.
and
direction,
classroom.
appropriate
classroom
for
concerning
execution
Henderson,
methods
m e e t i n g s , proper
key
control
and
demonstrating
skill
decrease
Siedentop,
class room
instruction
warnings
Proper
class
1985
proper
or
and
O n e , proper
activities,
activity
the
only
by
D a u e r i 1986;
N i c h o l s , 1986
Chapter
proper
drastically
(Tenoschok,
not
an
class room
enjoyment
in
certain
in
can
1987;
enhanced
students
hazards
with
Graham,
( B u c h e r , 1975;
Graham,
Each
and
and
of
education
1987;
these
learning
each
can
methods
environment
be
taught
21
In
the
college
However,
these
all
in
the
vital
p a s t , the
section
teaching
can
discipline
of
in
environment.
Types
be
the
today,
access
gold
of
teachers
one
of
or
the
techniques
does
not
or
causes
for
in
past:
exist
the
and
made
number
of
is
not
best
most
suited
that
effective
p.
28-29) .
Consequently,
choose
method
is
best
their
detailed
of
descriptions
management
techniques.
successful
in
the
the
or
models
have
at
of
all
this
or
may
be
management
agreement
ways
to
coordinate
manage
school
teachers
individual
and
their
method
for
widespread
problems
for
that
one
discipline
"Currently,
behavior
no
indicates
teaching
the
is
(1984',
three
classroom.
discipline
discipline"
Section
Today,
significant
teachers
There
Duke
concerning
(Charles,
learn
teach!ng/1 earning
the
that
a
prevent
personality
to
effective
college
classrooms,
what
had
established
prospective
problems.
the
has
program.
( J o n e s , 1979).
proper
in
options.
management
all
taught
great
available
discipline
job
techniques
developing
mine
teacher
literature
theories
a
the
preparation
Of D i s c i p l i n e P r o c e d u r e s
Should Be T a u g h t ?
t w o , the
With
on
techniques
discipline
contribution
teacher
beginning
while
majors
What
In
university
concepts
education
classroom
and
style
must
and
1985).
this
of
chapter
seven
These
elementary
was
models
models
and
designed
of
to
discipline
have
secondary
been
present
and
proven
classrooms
in
22
assisting, the
development
of
environment.
The
methods
are
thus
the
reader
enabling
characteristics,
of
each
been
Jacob
Halm
key
particular
designed
to
words
model.
and/or
an
presented
quickly
in
outline
identify
The
models
that
by
following
the
that
are
are
distinctive
reviewed
Lee
have
authors:
W i l l i a m 'Glasser , James
and
form,
the
phrases
Kouriln, B . F . Skinner,
Jones
teaching/learning
and
developed
G i n o t t , Frederic
improved
Dobson,
Canter.
1
Jacob
I . - Five
A.
B .
C .
D .
E . •
Kounin
K e y C o n c e p t s Of K o u n i n ' s
The ripple effect
Wlthitness
Overlapping
Movement Management
Student Boredom
Ideas :
■ A. T h e R i p p l e E f f e c t - T h e p r o c e s s I n v o l v e d
when a teacher corrects a student.
T h e c o r r e c t i o n of t h a t
o n e s t u d e n t q u i t e o f t e n a f f e c t s a n d c o r r e c t s t h e b e h a v i o r of
the students who witnessed the correction.
This p henomenon
w o r k s m o r e e f f i c i e n t l y at t h e e l e m e n t a r y l e v e l t h a n at t h e
h i g h school level.
B .
Withitnes s - K o u n l n i n v e n t e d this term
f o r t e a c h e r s w h o s e e m i n g l y h a v e " e y e s i n b a c k of t h e i r
heads," .
W i t h l t n e s s has two p r i m a r y p a rts :
I.
Selecting the correct student in
c orr ectlo n .
• 2.
S e l e c t i n g t h e m o r e s e r i o u s of t w o
simultaneous problems.
B o t h of t h e s e e l e m e n t s , if p r o p e r l y u s e d
w i l l g i v e t h e s t u d e n t s m o r e of a c o n c r e t e
k n o w l e d g e that the t e a cher knows w h a t 's
.going o n .
23
H o w do y o u do
suggests four
3 05)
I..
2.
3.
4.
these two things?
Kounin
keys:
( W o l f g a n g , 1986
p
; K e e p c o n s t a n t l y a l e r t to sights a nd
sounds a r o u n d the classroom.
A r r a n g e y o u r s e l f a n d t h e s t u d e n t s so
that the students are w i t h i n sight
at a l l t i m e s .
W h e n e v e r a t t e n d i n g a n i n d i v i d u a l or
small group session,
s c a n the enti r e
r o o m e v e r y now and then.
A t t h e f i r s t s i g n of a p r o b l e m , m a k e
a s t a t e m e n t i n d i c a t i n g to the class
t h a t y o u a r e a w a r e of t h e p r o b l e m .
C .
O v e r l a p p i n g - T he a b i l i t y to be abl e to
a t t e n d t w o p r o b l e m s at o n c e .
Kounin
f e e l s t h a t a n y t e a c h e r w h o is g o o d at
o v e r l a p p i n g w i l l be a b l e to see the ■
entire classroom more efficiently.
D .
M o v e m e n t M a n a g e m e n t - T e a c h e r s w h o ■a r e
able to m a k e s m o o t h t r a n s i t i o n s f r o m one
a c t i v i t y t o a n o t h e r a n d k e e p t h e p a c e of
the l e s s o n smooth, will have fewer
classroom disruptions.
Kounin found two distinct problems
created discipline problems:
I.
that
J erkiness - In order to avoid
j e r k i n e s s , t h e l e s s o n m u s t be
organized,
effective and flow
smoothly.
There are four causes
j erkines s :
of
a.
T hr u s t s - T h e t e a c h e r s u d d e n l y
moves into a new activity
without proper introduction.
b .
Dangles - The teacher changes
f r o m one a c t i v i t y to a n o t h e r
without warning.
c .
T r u n c a t i o n s - S a m e as d a n g l e s ,
but the t e a c h e r doesn' t r e t u r n
t o t h e f i r s t t r a i n of t h o u g h t .
,
24
d •
2.
F l i p - F l o p s ’ - W h e n the teacher
b e g i n s a n a c t i v i t y , m o v e s to
a n o t h e r , a n d t h e n r e t u r n s to
the first activity.
S I o w d o w n s - T h e s e a r e d e s c r i b e d as
d e l a y s a n d u n n e c e s s a r y w a s t e of t i m e
between activities.
These delays
have two s o u r c e s :
a.
O v e r d w e l l i n g - W h e r e the
teacher spends too much time
giving directions.
b .
Fragmentation - Occurs when
teachers break down a teaching
concept into too many sections.
The c o n c e p t c o u l d be brought
a c r o s s to the s t u d e n t s m o r e
e f f e c t i v e l y as a w h o l e r a t h e r
than many p a r t s .
* * *In c o n c l u d i n g the movement management
section, K o u n i n b e l i e v e s that the
" t e a c h e r s a b i l i t y to m a n a g e s m o o t h
t r a n s i t i o n s a n d m a i n t a i n m o m e n t u m is m o r e
i m p o r t a n t to w o r k i n v o l v e m e n t and
c l a s s r o o m control than any other behavior
management technique"
(Charles , 1985 D .
(Charles,
1985
E .
Student B o r e d o m - W h e n too m u c h
r e p e t i t i o n is i n v o l v e d ,
s t u d e n t s t e n d to
get b o r e d .
Boredom creates careless work
and i n c r e a s e d errors.
The teacher must
incorporate various t ea c h i n g / learning
a c t i v i t i e s , m e t h o d s or s t y l e s .
and
Wolfgang,
1986 D
25
B . F . S k i nner
.1.
S k i n n e r ' s m a i n c o n t r i b u t i o n to e d u c a t i o n has b e e n i n
t h e a r e a o f r e i n f o r c e m e n t a n d h o w i t is u s e d t o c o n t r o l a n d
motivate student b e h a v i o r .
T h e c o n c e p t of b e h a v i o r
m o d i f i c a t i o n was c o i n e d by educators who t o o k Skinner's
basic ideas and proposed th e m into ideas for school
discipline.
A .
There are twelve
modificatio n :
1.
2.
key
concepts
behind
behavior
B e h a v i o r is. s h a p e d b y i t s c o n s e q u e n c e s .
B e h a v i o r is s t r e n g t h e n e d i f f o l l o w e d
immediately by reinforcers.
3.
S t r e n g t h e n e d behaviors are those that
h a v e b e c o m e m o r e l i k e l y to be repeated.
4.
B e h a v i o r is w e a k e n e d if it is not
followed by reinforcement.
5.
W e a k e n e d b e h a v i o r s are less l i k e l y to be
repeated.
6.
B e h a v i o r is a l s o w e a k e n e d if f o l l o w e d b y
punishment.
.7.
S y s t e m a t i c u s e of r e i n f o r c e m e n t ( r e w a r d s ]
can shape an individuals' s behavior in
desired directions.
8 .
I n t h e e a r l y s t a g e s of l e a r n i n g , c o n s t a n t
reinforcement produces the best results.
■9.
O n c e l e a r n i n g has r e a c h e d the d e s i r e d
l e v e l , it is b e s t m a i n t a i n e d t h r o u g h ,
intermittent reinforcement.
10.
W h e n a p p l i e d to c l a s s r o o m l e a r n i n g a n d
d i s c i p l i n e , t h i s p r o c e s s 1o f b e h a v i o r
s h a p i n g t h r o u g h r e i n f o r c e m e n t is c a l l e d
behavior modification.
11.
B e h a v i o r m o d i f i c a t i o n is a p p l i e d i n t h e s e
two w a y s :
A.
The teacher observes the student
p e r f o r m i n g a d e s i r e d act, r e w a r d s
the student and the student tends
to r e p e a t the a c t .
- B .
The teacher observes the student
p e r f o r m a n u n d e s i r e d act, the
• t e a c h e r e i t h e r I g n o r e s t h e a c t or
punishes the student.
12.
Behavior m o d i f i c a t i o n successfully uses
v a r i o u s k i n d s of r e i n f o r c e r s ( C h a r l e s ,
1985].
26
In using behavior modification, the teacher
must, b e a w a r e o f t h r e e c r u c i a l i t e m s :
1.
T h e b e n e f i c i a l a s p e c t s of b e h a v i o r
modification.
T he d a n g e r s of p u n i s h m e n t .
T h e t y p e s of r e i n f o r c e r s t h a t c a n be
us e d .
2.
3.
I •
Benefits
a.
b .
Behavior
Modification
It a l l o w s t h e t e a c h e r to w o r k
in a w a r m , positive environment
of r e i n f o r c e m e n t r a t h e r t h a n
t h e c o l d , h a r s h e n v i r o n m e n t of
punishment.
It e n a b l e s s t u d e n t s t o d e v e l o p
t h e i r o w n p e r s o.nal s e l f - e s t e e m .
2.
T h e D a n g e r s of P u n i s h m e n t - A l t h o u g h
t h e r e a r e t i m e s t h a t p u n i s h m e n t is
n e c e s s a r y (i.e. for f i g h t i n g ,
d e s t r o y i n g school p r o p e r t y , etc.),
t h e t e a c h e r m u s t b e a w a r e t h a t if
p u n i s h m e n t is g i v e n , b u t
unwarranted, bad feelings may result
b e t w e e n the student and the teacher.
3.
T y p e s of R e i n f o r c e r s basically four t y p e s :
a.
'
of
'
There
are
S o c i al - W o r d s , g e s t u r e s ,
f a c i a l expre s s i o n s that are
us e d by the teacher toward the
student .
b .
Graphic - S t i c k e r s , happy
. faces , h a p p y -grams , rubber
s t a m p s a n d i n k or c h a r t s , e t c .
c .
A c t i v i t y - C a r i n g f or the. c l a s s
pet , having extra recess time ,
b e i n g e x c u s e d f r o m a test.
d .
Tangible - P o p c o r n parties,
p e n s , p encils, stamp bo o k s ,
certificates, etc.
27
C .
T h e r e a r e f i v e s y s t e m s of b e h a v i o r
modification, that have been developed .
All
five have been used successfully by teachers
in the e lementary and secondary classrooms.
T h e f i v e s y s t e m s are:
1.
2 .
3.
4.
5.
I n f o r m a l " c a t c h 'em b e i n g good"
R u l e s - I g n o r e - P r a i s e CRIP D
R u l e s - R e w a r d - P u n i s h m e n t (RRP).
Contingency Management
Contracting
I •
2.
" C a t c h 'em B eing Good"
- This m e t h o d
is e s p e c i a l l y e f f e c t i v e i n p r i m a r y
grades.
In junior h i g h and high
s c h o o l l e v e l s , other m e t h o d s must be
us ed .
R u l e s - I g n o r e - P r a i s e (RIP) - Five to
six class rules are established.
Those who f o l l o w the rules are
■p r a i s e d , t h o s e w h o don' t are
ignored.
This m e t h o d works f a i r l y
w e l l at t h e e l e m e n t a r y l e v e l , but
not at t h e s e c o n d a r y l e v e l .
3.
R u l e s - R e w a r d - P u n i s h m e n t (RRP) T h i s s y s t e m is e x t r e m e l y e f f e c t i v e
with both secondary and elementary
students.
Rules are established by
t h e c l a s s or t h e t e a c h e r .
The
s t u d e n t s t h e n c h o o s e to o b e y the
r u l e s ( r e w a r d s ) or d i s o b e y t h e r u l e s
(punishment).
4.
C o n t i n g e n c y - T h e r e is a n a g r e e m e n t
b e t w e e n the students and the teacher
that proper behavior will result in
"earning" a m a f b l e , chip, p e n n y ,
etc.
After a pre-determined number
of o b j e c t s a r e e a r n e d , t h e c l a s s
earns something special ( a g a i n ,
p r e d e t e r m i n e d by the class and
teacher).
This s y s t e m works well
w i t h behavior p r o b l e m students,
mentally retarded and elementary
level children.
28
5.
( C h a r l e s , 1985
and
C o n t r a c t i n g — This s y s t e m involves
c o m m u n i c a t i o n b e t w e e n the teacher
and the s t u d e n t .
W h e n a c o n t r a c t is
d r a w n u p b e t w e e n the t w o , the
student must meet the requirements
of t h e p a c t i n o r d e r t o r e c e i v e t h e
reinforcement (grade).
This m e t h o d
is v e r y e f f e c t i v e f o r s t u d e n t s i n
the secondary and junior high
levels.
W o l f g a n g , 1986)
William
Glasser
I.
G l a s s e r s c o n t r i b u t i o n to t h e a r e a of c l a s s r o o m
d i s c i p l i n e c o m e s i n t h e c o n c e p t of R e a l i t y T h e r a p y .
This
c o n c e p t has s e v e n b a s i c k e y points:
(Charles, 1985).
A.
Students are rational b e i n g s .
They can
control their behavior.
B .
Good choices produce good behavior.
Bad
choices produce bad behavior.
C .
Teac h e r s must f o r e v e r t r y to h e l p students
make good c h o i c e s .
D . . T e a c h e r s who t r u l y car e about t h e i r students
a c c e p t no e x c u s e s f or b a d b e h a v i o r .
E.
Reasonable consequences should always follow
s t u d e n t b e h a v i o r , g o o d or b a d .
F.
Class rules are essential.
T h e y m u s t be
enforced.
G .
C l a s s r o o m meetings are effective vehicles for
a t t e n d i n g t o m a t t e r s of c l a s s r u l e s , b e h a v i o r
and discipline.
T h e b a s i c p r e m i s e b e h i n d t h e s e k e y c o m p o n e n t s is
th a t the s t u d e n t has the a b i l i t y to m a k e good
c h o i c e s or b a d c h o i c e s .
H o w e v e r , ’i t is t h e
s t u d e n t ' s r e s p o n s i b i l i t y to m a k e g o o d choices.
T h e t e a c h e r ' s j o b is t o a s s i s t t h e s t u d e n t i n
making the proper choice.
2.
G l a s s e r has e s t a b l i s h e d eight g u i d e l i n e s that
teachers should follow in leading the students
good decisions.
(Charles, 1985).
>
A.
B .
C ontinually stress the student's
responsibilities.
E s t a b l i s h rules that lead to class
individual success.
and
to
29
C.
D.
A c cept no excuses
Identify suitable
behavior.
E.
Make sure that reasonable consequences follow
w h atever b ehavior the student chooses
Be c o n s i s t e n t i n your b e h a v i o r t o w a r d the
student s .
E .
G.
CC h a r Ies , 1 9 8 5
for bad behavior.
a l t e r n a t i v e s to b a d
Con s i s t e n t l y hold class m e e t i n g s .
There
• three t y p e s :
social pro b l e m solving,
educational diagnostic and open e n d e d .
and
are
W o l f g a n g , 1986)
J a m a s D o b so n •
I.
J a m e s D o b s o n a d v o c a t e s t h e u s e of c o r p o r a l
p u n i s h m e n t i n the c l a s s r o o m to s o l v e some d i s c i p l i n e
problems.
D o b s o n i n d i c a t e s t h a t he a p p r o v e s of its u s e u p
t o t h e a g e s of 8 - 1 0 y e a r s .
A f t e r that a g e , he feels that
t h e p r o c e s s of s p a n k i n g is h u m i l i a t i n g a n d d o e s n o t
a c c o m p l i s h t h e g o a l of b e h a v i o r c h a n g e .
Dobson continues
by sa y i n g :
•
N o t o n l y m u s t w e r e i n s t a t e d i s c i p l i n e at h o m e
( t h e f i r s t o b l i g a t i o n ) , b u t t h e a u t h o r i t y of
t he s c h o o l m u s t a l s o be r e c o n s t r u c t e d .
Parents have the primary r e s p o n s i b i l i t y in
both objectives,
s i n c e t h e s c h o o l is l a r g e l y
r e s p o n s i v e to t h e i r w i s h e s .
T h e y s h o u l d let
the teachers and a d m i n i s t r a t o r s k n o w that
they favor reasonable control in the
classroom,
e v e n if it r e q u i r e s a n o c c a s i o n a l
a p p l i c a t i o n of c o r p o r a l - p u n i s h m e n t .
( 1 9 7 0 , p.
,107)
2.
I n order to a c h i e v e prop e r behavior,
Dobson
b e l i e v e s i n f i v e a l t e r n a t i v e s or s t e p s :
A .
B .
C.
D .
E .
Silently Looking On
Directive Statements
Modeling
R e i n f o r c ement
Physical Intervention
A.
Silently
is u s e d
•process
W h e n the
student
teacher
and
Isolation
L o o k i n g O n — T h i s m e t h o d or s t e p
as a n i n f o r m a t i o n g a t h e r i n g
c o n c e r n i n g the child's behavior .
teacher knows the reas o n why the
is b e h a v i n g i m p r o p e r l y , t h e
t h e n m o v e s i n w i t h s t e p two.
30
B .
P l x e c t i v e S t a t e m e n t s — Dobs on says that
t h i s is t h e s t e p w h e r e t h e t e a c h e r " l a y s
down the l a w " .
After the teacher
f i n i s h e s t a l k i n g , t h e r e s h o u l d be no
q u e s t i o n as t o h o w t h e s t u d e n t s s h o u l d
behave.
B a s i c a l l y , t h i s is a
p r e s e n t a t i o n or r e - p r e s e n t a t i o n of t h e
r u l e s of t h e c l a s s r o o m .
B r e a k i n g of
t h e s e rules will l e a d to a p r e d e s c r i b e d
punishment.
C .
M o d e l i n g - D o b s o n f i r m l y believes that
the w a y a t e a c h e r acts has a direct
effect on the students behavior.
D-
R e i n f o r c e m e n t - D o b s o n believes in the
reinforcement techniques already '
discussed in behavior modification.
He
recommends that , without question,
r e i n f o r c e m e n t t e c h n i q u e s s h o u l d be u s e d
first.
C o r p o r a l p u n i s h m e n t s h o u l d be
u s e d as a l a s t r e s o r t .
E .
Physical Intervention and Isolation W h e n a n i s o l a t i o n r o o m is u s e d , i t s h o u l d
b e a n u n p l e a s a n t place'.
It s h o u l d
p r o v i d e a n a t m o s p h e r e t h a t is l e s s
e n j o y a b l e t h a n t h a t of t h e c l a s s r o o m .
I s o l a t i o n s h o u l d be u s e d for a student
w h o is c o n s t a n t l y a d i s r u p t i o n to t h e
proper teaching/learning environment.
D o b s o n concludes that w h e n a child
w i l l f u l l y d e s t r o y s or c h a l l e n g e s t h e
a u t h o r i t y of t h e t e a c h e r , c o r p o r a l
p u n i s h m e n t c o u l d be used.
If a s t u d e n t
is t o b e s p a n k e d , D o b s o n s u g g e s t s f i v e
g u i d e l i n e s tha t m u s t be f o l l o w e d :
1.
2.
3.
4.
5.
The c h i l d sho u l d be t a k e n a w a y f r o m
t h e e y e s of t h e o t h e r c h i l d r e n .
The teacher should tell the child
w h y t h e p u n i s h m e n t is b e i n g g i v e n .
S p a n k t he c h i l d once Che i n d i c a t e d
w i t h t h e h a n d or a p a d d l e ).
A f t e r t h e p u n i s h m e n t has b e e n
a d m i n i s t e r e d , the c h i l d s h o u l d be
l o v e d a n d t o l d h o w to a v o i d this
p u n i s h m e n t again.
The t e a c h e r must not be angry, u p set
or m a d w h e n a d m i n i s t e r i n g t h e
.p u n i s h m e n t .
31
Halm
G.
Ginott
H a i m G i n o t t h a s d e v e l o p e d a d i s t i n c t i v e m e t h o d of
d i s c i p l i n e i n w h i c h h i s b a s i s of t h i n k i n g r e v o l v e s
around avoi d i n g attacks on the child's c h a r a c t e r .
His m e t h o d i n c l u d e s t w e l v e k e y s t a t e m e n t s :
( C h a r l e s , 1 9 8 5 , p. 4 8 - 4 9 ) .
A .
B .
C .
D i s c i p l i n e is a s e r i e s of l i t t l e v i c t o r i e s .
T h e m o s t i m p o r t a n t i n g r e d i e n t i n d i s c i p l i n e is
the teacher's o w n self-disc i p l i n e .
The teacher should use sane m e s s a g e s .
These
m e s s a g e s d o n o t a t t a c k t h e c h a r a c t e r of t h e
child.
D .
E .
F .
G .
H .
I .
J .
K .
L .
2.
T e a c h e r s at t h e i r b e s t u s e c o m m u n i c a t i o n t h a t
is h a r m o n i o u s w i t h t h e s t u d e n t s '
own f e e l i n g s .
T e a c h e r s at t h e i r w o r s t a t t a c k a n d l a b e l
student's character.
Teachers should m o d e l the b e h a v i o r t hey hope
to see i n th e s t u d e n t s .
I n v i t i n g c o o p e r a t i o n f r o m s t u d e n t s is b e t t e r
t h a n d e m a n d i n g it.
Teachers s h ould express a n g e r , but i n sane
ways .
Labeling students discourages t h e m .
S a r c a s m is d a n g e r o u s .
P r a i s e is o f t e n
dangerous.
U s e b o t h w i t h g r e a t care.
A p o l o g i e s f r o m s t u dents s h o u l d be a c c e p t e d
w i t h t h e u n d e r s t a n d i n g t h a t t h e y . i n t e n d to
improv e .
The
own
best teachers
self-esteem.
help
students
to
build
their
Ginott c o ntinues by s a y i n g that t e achers are the
k e y to g o o d d i s c i p l i n e .
He i n d i c a t e s that t h e r e
are specific traits that describe a good t e a c h e r .
A .
T h e c h a r a c t e r i s t i c s of t e a c h e r s w h o
t h e i r b est are:
(Charles, 1985)
1.
2.
3.
4.
5.
6 .
are
at
M e s s a g e s t h a t are sent to t h e s t u dent do
not a t t a c k their c h a r a c t e r , but the
s i t u a t i o n at hand.
T h e y d o n o t e x p r e s s t h e i r a rig e r t o w a r d
the student .
They invite c o o p e r a t i o n f r o m the student.
T h e y accept and a c k n o w l e d g e the f e e l i n g
of t h e s t u d e n t .
T h e y do not l a b e l the student.
They correct students by guiding them in
the app r o p r i a t e direction.
32
7.
8.
9.
They
They
They
do not p r a i s e t h e i r s t u d ents.
are brief w h e n corre c t i n g students.
a r e m o d e l s of h u m a n e b e h a v i o r .
Ginott c o n cluded by saying that teachers
t h e i r w o r s t w i l l do J u s t the o p p o s i t e i n
categories listed a b o v e .
3.
a r e at
nine
A n i n t e r e s t i n g a r g u m e n t c o m e s f r o m G i . n o t t ' s' t h e o r y .
Whereas, b e h a v i o r m o d i f i c a t i o n , a s s e r t i v e d i s c i p l i n e
and D obson s concept encourage praise, Ginott
d i s c o u r a g e s t h e u s e of p r a i s e w i t h c h i l d r e n .
He
feels that too m u c h praise creates a detrimental
effect on the situation.
Ginott feels that praise
s h o u l d be d i r e c t e d t o w a r d s p e cific acts that the
c h i l d has d o n e a n d not t o w a r d t h e c h i l d ' s
personality.
( C h a r l e s , 1985).
. .
Fr ederic
I.
who
the
Jones
T h e r e a r e t h r e e k e y s t o J o n e s ' m e t h o d of c l a s s r o o m
discipline.
( S o m e of t h e s e a r e c o n s i d e r e d
b a c k g r o u n d i n f o r m a t i o n , but vital c r i t e r i a w i t h
r e g a r d to the o v e r a l l c o n c e p t . )
( C h a r l e s , 1 9 8 5 , p.
8 8 ).
A.
B .
C .
Teachers in the typical c l a s s r o o m lose
a p p r o x i m a t e l y 5 0 % of t h e i r i n s t r u c t i o n a l t i m e
b e c a u s e s t u d e n t s a r e o f f t a s k or o t h e r w i s e
d i s t u r b i n g t h e t e a c h e r or o t h e r c l a s s m e m b e r s .
P r a c t i c a l l y a l l of t h i s l o s t t i m e r e s u l t s f r o m
t w o k i n d s of s t u d e n t m l s b e h a v l o r - - 1 a l k i n g w i t h
out p e r m i s s i o n (80%) and g e n e r a l l y g o o f i n g off
(19%).
M o s t of t h i s l o s t t e a c h i n g t i m e c a n b e
s a l v a g e d if t e a c h e r s s y s t e m a t i c a l l y e m p l o y
t h r e e k i n d s of t e c h n i q u e s :
effective body
l a n g u a g e , incentive systems and efficient
individual assistance.
33
J o n e s f e e l s t h a t m a n y of t h e s i t u a t i o n s t h a t c r e a t e
los't t e a c h i n g t i m e c a n b e e f f e c t i v e l y h a l t e d i f t h e
teacher will apply the f o l lowing techniques in a
systematic fashion:
A.
Body Language — Jones feels that good
d i s c i p l i n e i n v o l v e s p r o p e r u s e of b o d y
l a n g u a g e 90'* o f t h e t i m e .
Effective teachers
w i l l l e a r n to u s e eye c o n t a c t , p h y s i c a l
proximity, bodily carriage, facial expression
a n d g e s t u r e s to t h e i r a d v a n t a g e .
Effective
t e a c h e r s w i l l k n o w t h e m e a n i n g of s p e c i f i c
b o d y p o s i t i o n s w i t h r e g a r d t o b e i n g p a s s i v e or
ass e r 1 1 v e .
B •
Incentive Systems T h i s is v e r y s i m i l a r t o
the reinforcers used in behavior modification.
T h e s e r e w a r d s c a n b e t a n g i b l e or i n t a n g i b l e .
J o n e s i n d i c a t e d t h a t a n i n c e n t i v e s y s t e m is
“ a n o r g a n i z e d m e a n s of m a k i n g a v a i l a b l e
s o m e t h i n g t h a t s t u d e n t s l i k e so m u c h t h a t i n
o r d e r t o o b t a i n it, t h e y w i l l w o r k d i l i g e n t l y
t h r o u g h t h e p e r i o d or t h e d a y . "
(Charles,
1985, p . 93).
T h e s e i n c e n t i v e s c a n be
d e v e l o p e d t o r e w a r d a l l of t h e c l a s s or o n l y
m e m b e r s of t h e c l a s s w h o a c h i e v e t h e g o a l .
C .
P r o v i d i n g E f f i c i e n t H e l p - T h e k e y h e r e is
that the t eacher must d e v e l o p q u i c k and
e f f i c i e n t w a y s of w o r k i n g w i t h s t u d e n t s o n a n
individual basis.
Jones feels that cutting
out u n n e c e s s a r y t a l k i n g w i l l a s s i s t i n the
t e a c h e r ' s a b i l i t y to w o r k w i t h all the
students who n e e d help.
In other words,
i n s t e a d of s p e n d i n g f o u r m i n u t e s w i t h e a c h
student, develop a responsive i nteraction w i t h
t h e s t u d e n t t h a t w i l l t a k e a p p r o x i m a t e l y 20 ~
s ec ond s .
( C h a r l e s , 1985)
34
L e e C a n t er
B a s i c P r e m i s e of A s s e r t i v e D i s c i p l i n e -- T h e t e a c h e r
m u s t h a v e t h e c o n v i c t i o n t o s a y , " I c a r e e n o u g h a b o u t a l l of
m y s t u d e n t s to. g i v e t h e m t h e o p p o r t u n i t y t o l e a r n " .
The key
m o t i v a t i n g f a c t o r is t h e p o s i t i v e r e i n f o r c e m e n t t h a t is
g i v e n f r o m the t e a c h e r to t he s t u d e n t .
I ■
B e l i
.F i v e
Statements
That
The
Assertive
Teacher
Must
e v e :
A.
B .
C •
D .
E .
2 •
I w i l l not t o l e r a t e a n y s t u d e n t i n this
classroom from
keeping me f r o m teaching.
I will not t o l e r a t e any student keeping
another student from learning.
I will not t o l e r a t e any student e ngaging in an
a c t i v i t y t h a t is n o t i n h i s / h e r b e s t i n t e r e s t
or i n t h e b e s t i n t e r e s t o f t h e o t h e r s t u d e n t s .
W h e n e v e r a p p r o p r i a t e b e h a v i o r is s e e n ,
r e i n f o r c e it w i t h p o s i t i v e s t a t e m e n t s ,
ges tures , etc .
A s s e r t i v e t e a c h e r s do w h a t w o r k s .
w h a t is c o m f o r t a b l e f o r t h e m .
Assertive
A.
B .
C .
D .
E.
Discipline
Has
Five
Basic
They
use
Competencies:
All c h i l d r e n (deprived, m i n o r i t i e s , etc.),
except the ones w i t h organic problems, c a n
behave in the classroom.
Show them you m e a n
business in the classroom.by backing up what
y o u say.
Y o u m u s t , at a l l t i m e s , k n o w e x a c t l y w h a t y o u
w a n t t h e s t u d e n t s t o do.
T h e t e a c h e r is
responsible for making observable classroom
rules.
E x a m p l e s of o b s e r v a b l e r u l e s a r e
r a i s i n g your h a n d b e f o r e t a l k i n g , not
touching, following directions,
etc.'
H a v e a s e t p l a n of w h a t y o u as t h e t e a c h e r
w i l l d o w h e n o n e of y o u r r u l e s a r e b r o k e n .
T h e s t u d e n t s m u s t b e a w a r e of t h e s e r u l e s a n d
the c o n s e q u e n c e s for not f o l l o w i n g the rules.
Be r e a d y a n d w i l l i n g to u s e positive"
reinforcement techniques whenever the students
d o w h a t y o u w a n t t h e m t o do.
Be r e a d y , w i l l i n g a n d a b l e to w o r k w i t h
parents and principals.
T h e y m u s t a l s o be
a w a r e of y o u r c l a s s r o o m r u l e s , n e g a t i v e a n d
positive consequences.
35
3.
A s s e r t i v e D i s c i p l i n e s e e m s t o b e a c o m p l e t e p l a n of
classroom discipline techniques.
It i n v o l v e s a
c o m p l e t e l i s t of c l a s s r o o m r u l e s a n d n e g a t i v e a n d
p o s i t i v e r e i n f o r c e m e n t t e c h n i q u e s that are
p r e s e n t e d to the s t u d e n t s , p r i n c i p a l s and the
p a r e n t s . . T h e k e y i n t h i s p l a n of d i s c i p l i n e is
t h a t t h e t e a c h e r is w i l l i n g a n d a b l e t o b a c k u p
what they say w i t h the correct a c t i o n s .
( C a n t e r , 1976;
C h a r l e s , 1985
and
W o l f g a n g , 1986)
C o n c l u s I o ns
All
seven
discussed
in
F i r s t , each
negative
some
of
the
this
section
method
of
Positive
Importance
to
the
(Glasser,
Skinner
emphasize
tangible
cautions
Negative
forms
use
also.
of
of
the
given
use
reinforcement
One
of
(Skinner),-
behavior
head
on.
improper
the
Glasser
believes
classroom
discussions
and
be
Some
or
on
common.
and
refers
to
and
and
gestures
would
Still
(Glnott).
comes
ignoring
suggest
meeting
process
seem
verbal
rather
(Canter).
children
the
programs
positive
suggest
one
prime
the
techniques
authors
that
one
of
punishment
others
the
of
others
the
discussing
behavior,
beliefs.
to
authors
while
In
to
while
praise
directly
positive
technique
techniques
of
in
rules.
methods.
Jones),
techniques
points
of
every
appears
reinforcement
behavior
handle
the
m a jor
form
classroom
verbal
and
two
some
reinforcement
most
discipline
Second,
obtaining
emphasize
reinforcement
have
contains
reinforcement.
method
another
classroom
to
of
in
improper
poor
how
have
analysis
conferences
several
to
different
through
with
the
36
students
solves
behavior
is
and
smooth
that
the
head
on
the
curtailed
teaching
problem
with
by
that
are
carried
The
second
is
i ef I y
and
in
that
all
the
importance
while
their
class
be
others
discipline
These
Dobs on)
or
the
a
classroom
successful.
the
rules
be
and
curriculum
should
is
Some
poor
Canter
law.
authors
rules.
combined
(G l a s s e r
good
and
behavior
agree
be
These
met
three
punishments
not
stopped.
seem
of
to
the
have
rules
in
authors
CSkinner , Kounin
that
procedures
can
Jones
that
predetermined
indicate
rules
membe r s
decide
to
the
of
a
behavior
seven
classroom
has
down
poor
state
and
proven
the
of
and
to
area
laying
specific,
if
believes
teacher
classroom
teacher
out
Kounln
Dobson,
use
(Canter
used
poor
indicating
GlasserD.
t he
the
the
G i n o t t ),
role
if
style.
of
the
continue
common
problem.
play
a
and
primary
(Canter , J ones , D o b s o n
determined
effor.t
from
J ones) .
r u l e s , the
by
use
the
the
teacher
teacher
W h i chever
of
rules
way
have
is
37
CHAPTER
3
PROCEDURES
The
problem
determine
five
the
the
education
the
the
state
teacher
techniques
teach
and
these
relation
gender,
of
of
specific
the
year
of
of
from
size
w o r d s , do
the
to
classroom
public
their
schools
by
Chapter
level
Three
to
or
hours
student
school
in
the
regard
to
management
used
to
methods
in
graduated,
which
the
certification.
they
were
problems
they
in
properly •
the
received
in
programs?
discusses
that
the
attention
Specific
discipline
that
the
regard
in
with
discipline
of
determine
programs
teaching
training
specific, proc e d u r e s
data.
preparation
believe
to
physical
management
of
of
with
S e c o n d , to
the
graduates'
specific
undergraduate
or
which
In
handle
and
Missouri
instructional
discipline
is
prepared
their
training
graduation,
teaching
of
First,
graduatesz
institution's
of
graduate
other
1985-1986
classroom
number
school
two-fold.
programs.
teacher
the
was
the
their
perceptions
specific
to
of
training
education
teaching
study
universities
quality
graduate's
physical
this
perceptions
regional
overall
of
were
these
used
was
problems
to
with
collect
given
to
the
and
regard
to
analyze
development
38
of
hypotheses,
of
the
how
population
the
data
that
was
was
obtained
used
in
the
and
a
description
collecting
of' t h e
data .
Population
The
population
education
graduates
universities
The
five
Central
in
Missouri
University,
(n-241)
state
State
Northwest
State
for
Missouri
regional
Missouri
used
Description
the
study
from
during
the
the
five
Missouri
University
and
in
the
of
1985
Missouri
Northeast
State
physical
regional
years
universities
University,
was
and
1986.
are:
Missouri
University,
Southwest
state
State
Southeast
Missouri
State
University.
All
of
the
utilized
in
developing
believed
that
graduates'
the
population
was
used.
procedures
data
was
questionnaire.
researcher
regard
to
to
preparation
to
during
the
The
of
the
their
undergraduate
found
if
there
this
the
entire
were
no
Collecting
The
collected
by
means
mail-out
level
responses
of
of
was
from
of
a
Data
developed
the
satisfaction
teaching
specific
study.
In
questionnaire
were
researcher
description
be
population
Used
elicit
the
base.
concerning
would
from
Consequently,
Be
The
their
data
accurate
used
To
received
the
preparation
Method
The
most
perceptions
professional
sampling
responses
in
specific
by
population
their
the
with
professional
classroom
39
dis d p i I n e / m a n a g e m e n t
techniques
was
these
taken
in
Instructed
while
to
The
included:
the
graduate
the
and
which
down
into
State
or
students
and
of
students
AAAA
this
-
g r adu'at es .
that
the
A,
888
was
the
in
the
A A , AAA
and
established
Association
359
of
size
of
was
The
by
Missouri
the
was:
students; AAA
A
=
173
=
360
-
888
students.
1985-1986
training
University
Autumn
administered
of
school
AAAA.
teacher
results
the
broken
education
the
to
graduates
graduates
During
used
of
The
State
was
each
the
teaching
give'
received
gender
which
to
requested •
graduate
certification
currently
-
the
were
relate
procedure.
was
The
which
that
was
procedure.
of
that
Scales
graduates
questions
school
enrolled
174
Rating
questionnaire
Missouri
questionnaire
were
=
time
information
Specifically,
over
reliability
physical
Southwest
the
Activities
l e s s ; AA
test-retest
the
of
the
graduation,
categories:
School
students
The
size
of
graduates
Likert
This
and
teaching
graduates
of
High
of
The
information
from
teaching.
four
breakdown
the
the
the
information.
y e a r .of
level
point
requested
hypotheses
the
amount
sections.
also
university
currently
five
demographic
degree,
graduate,
in
and
the
techniques.
various
specific
study.
were
the
demographic
testing
his/her
four
questionnaire
specific
the
use
answering
The
in
teaching
and
to
their
were
these
program
used
semester
established
as
of
responses
were
(n=12)
at
subjects
1987,
physical
by
the
education
tabulated.
in
40
Af-t-er
a. p e r i o d
administered
reliability
determined
of
to
of
by
2-3
the
the
In
graduates
used
the
analysis
final
four
of
in
of
member
the
two
the
the
panel
p a n e l , the
universities
Patt
(physical
Moore
(measurement
and
Dr.
Michael
and
foundations),
Each
of
the
questionnaire
of
the
their
Each
and
panel
related
Panel
(A
of
testing
were
Barbara
member
copy
of
this
questionnaire
Lockart
be
and
used
in
members
to
was
three
by
and
using
of
Iowa:
Dr.
in
of
education
evaluate
areas:
the
developed
the
clarity
D .)
and
instrument.
cover
letter
"Professional
by
the
comments
Appendix
Arkansas
questionnaire
specific
p a n e l 's
George
University.
to
the
Dr.
teaching
questionnaire,
a
was
the
found
of
members
education
secondary
specific
validity
the
that
asked
using
their
and
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by
The
Cphysi cal
curriculum
Missouri
overall
Form"
can
also
established
construction—
evaluated
form
Southwest
evaluation), University.of
(test
materials
Evaluation
the
Massachusetts— Amherst:
regard
the
was
methods D , University
of
panel
of
was
Correlation
expertise
their
questionnaire, completeness
opinion
Moment
of
Southwest
with
test
professionals.
education
and
Bell
the
teaching
teaching
methods) , University
of
The
responses
questionnaire
Dr.
and
graduates.
Product
first
was
data.
area
curriculum
Dodds
Pearson
the
of
were:
of
reliability
of
the
group
questionnaire
administrations
addition,
Validity
a
same
using
Formula.
weeks , the
researcher.
regarding
Suggestions
the
41
received
by
the
questionnaire
panel
to
add
members
to
its
were
incorporated
into
clarity, completeness
the
and
its
validity.
Once
were
validity
established,
members
of
the
and
the
of
education
departments
yet
D ) and
state
letter
the
rate
assurance
of
preferred
date
able
on
to
attempt
and
of
the
a
to
was
to
was
the
of
and
list.
of
were
For
were
a
five
in
Appendix
included
study,
The
the
responses,
appreciation
and
concise
to
cover
importance
questionnaire,
their
was
and
In
return
sent
graduates
the
matched
the
the
of
by
out,
each
with
t h i s , the
a
each
corresponding
researcher
questionnaires.
rate,
(each
who
purpose
designated
mailed
doing
returned
the
the
found
the
physical
the
letter,
be
the
the
the
the
of
to
Names
questionnaire.
of
of
out
response.
numbered
track
questionnaires.
85%
of
return
can
envelope
questionnaire
increase
apart}
of
return
return
master
keep
stamped
from
offices
cover
(which
justification
questionnaires
month
rate
a
A
reliability
population.
alumni
confidentiality
questionnaire
number
of
completed
Before
the
of
mailed
obtained
universities.
individual's
graduate's
or
were
level
was
described
questionnaire
included
each
questionnaire
graduates
self-addressed
improve
of
the
complete
acceptable
previously
addresses
respective
an
the
two
spaced
had
of
not
this
In
follow-up
an
letters
approximately
returned
study,
researcher
as
a
was
one
their
return
acceptable.
42
if
this
rate
attempted
section
to
in
of
return
explain
Chapter
was
the
not
rationale
the
following
researcher
for
the
the
researcher
failure
of
■
that
Four.
Statistical
The
reached,
is
a
addressed
list
at
of
the
Hypotheses
statistical
completion
hypotheses
of
the
that
study.
1.
P e r c e i v e d l e v e l s of t h e q u a l i t y o f i n s t r u c t i o n
r e c e i v e d w i t h r e g a r d to s u b j e c t m a t t e r m a s t e r y
is i n d e p e n d e n t o f t h e i n s t i t u t i o n f r o m w h i c h a
person graduates.
2.
P e r c e i v e d l e v e l s of t h e q u a l i t y of i n s t r u c t i o n
r e c e i v e d w i t h r e g a r d to su b j e c t mat t e r m a s t e r y
is i n d e p e n d e n t o f t h e y e a r o f g r a d u a t i o n .
3.
P e r c e i v e d l e v e l s of t h e q u a l i t y
r e c e i v e d w i t h r e g a r d to sub j e c t
is i n d e p e n d e n t of g e n d e r .
of i n s t r u c t i o n
matter mastery
- 4.
P e r c e i v e d l e v e l s o f t h e q u a l i t y of i n s t r u c t i o n
r e c e i v e d w i t h r e g a r d to su b j e c t m a t t e r m a s t e r y
i s i n d e p e n d e n t o f t h e l e v e l of t e a c h i n g
certification.
5.
P e r c e i v e d l e v e l s of t h e q u a l i t y o f i n s t r u c t i o n
r e c e i v e d w i t h r e g a r d to s u b j e c t m a t t e r m a s t e r y
is i n d e p e n d e n t of t h e s i z e s c h o o l t h a t t h e
g r a d u a t e t e a c h e s in.
6 .
S p e c i f i c m e t h o d s of d i s c i p l l n e / m a n a g e m e n t
i n s t r u c t i o n a r e i n d e p e n d e n t of g e n d e r .
7.
S p e c i f i c m e t h o d s of d i s c i p l i n e / m a n a g e m e n t
i n s t r u c t i o n a r e i n d e p e n d e n t of t h e . u n i v e r s i t y
from which a person graduates.
8 .
S p e c i f i c m e t h o d s of d i s c i p i i n e / m a n a g e m e n t
i n s t r u c t i o n a r e i n d e p e n d e n t o f t h e y e a r of
graduation.
.
43
9.
S p e c i f i c m e t h o d s of d i s c i p l i n e / m a n a g e m e n t
i n s t r u c t i o n , a r e i n d e p e n d e n t o f t h e l e v e l of
teaching certification.
10.
S p e c i f i c m e t h o d s of d i s c i p l i n e / m a n a g e m e n t "
i n s t r u c t i o n a r e i n d e p e n d e n t o f t h e s i z e of
s c h o o l t h a t i s t a u g h t in.
11.
T h e l e n g t h of t i m e t a k e n f o r t h e i n s t r u c t i o n
of s p e c i f i c c l a s s r o o m d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s i s i n d e p e n d e n t of t h e i n s t i t u t i o n
i n w h i c h the i n s t r u c t i o n was given.
12.
T h e l e n g t h of t i m e t a k e n f o r t h e i n s t r u c t i o n
of s p e c i f i c c l a s s r o o m d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s i s i n d e p e n d e n t o f t h e l e v e l of
teacher certification.
13.
Graduates'
p e r c e p t i o n s of
of t h e p h y s i c a l e d u c a t i o n
p r o g r a m ' i s i n d e p e n d e n t of
14.
Graduates'
p e r c e p t i o n s of t h e o v e r a l l q u a l i t y
of t h e p h y s i c a l e d u c a t i o n t e a c h e r t r a i n i n g
p r o g r a m i s i n d e p e n d e n t of t h e i n s t i t u t i o n f r o m
w h i c h the students graduated.
15.
Graduates'
p e r c e p t i o n s of t h e o v e r a l l q u a l i t y
of t h e p h y s i c a l e d u c a t i o n t e a c h e r t r a i n i n g
p r o g r a m i s i n d e p e n d e n t of t h e s i z e of s c h o o l
t h e g r a d u a t e s p r e s e n t l y t e a c h in.
16.
Graduates'
p e r c e p t i o n s of
of t h e p h y s i c a l e d u c a t i o n
p r o g r a m i s i n d e p e n d e n t of
teaching certification.
the overall q u ality
teacher training
t h e l e v e l of
17.
G r a d u a t e s ' p e r c e p t i o n s of
of t h e p h y s i c a l e d u c a t i o n
p r o g r a m i s i n d e p e n d e n t of
graduation.
the overall q u ality
teacher training
t h e y e a r of
the overall quality
teacher training
gender .
44
Analysis
After
the
researcher,
frequency
questionnaires
the
of
instruments
responses
questionnaire
package
was
used
test
the
dependence
which
year
to
of
the
of
person
Individual
establish
now
data.
to
As
The
then
the
while
researcher
reviewed
inspect
teaches.
for
i n f or m a t i o n .
A
the
the
the
data
input
mistakes
of
the
of
of
used
a
into
with
in
was
the
the
regard
to
perception
from
certification,
which
the
adopted
analysis
program
chance
Square's
the
statistic
to
data.
computer
Chl
with
in
the
the
by
g e n d e r , school
the
in
the
the^
This
teaching
.05
of
analyzed
the
the
eight
through
to
'
section
were
school
Consequently,
data
possible
of
of
level
were
calculating
typed
size
mentioned,
data.
each
concerning
level
the
tabulating
significance
significance
precautions
to
Finesse.
instruction
the
by
data
With
of
graduated,
previously
analyze
mistakes
and
and
in
Independence
levels
statistical
Specific
The
independence
graduation
scored
subsection
styles.
preparation
returned
items
Statistics
the
or
were
all
of
Data
were
each
Squ a r e —Tests
statistical
levels
to
including
discipline/management
usj.ng' C h i
Of
was
computer
original
typing
of
of
of
was
the
used
errors
or
reduced.
program
data
the
and
to
original
'4 5
CHAPTER
ANALYSIS
This
chapter
interpretation
of
questionnaires.
AND
is
It
INTERPRETATION
devoted
the
data
is
analysis
from
the
154
divided
into
results
the
are
discussed.
to
enhance
the
questionnaire.
hypotheses
are
reviewed
results
the
analysis.
of
in
discussion
Finally,
the
and
dls cus s ed
questionnaire
using
I
the
shows
Trial
Pearson
the
#2.. a s
classroom
was
in
determined
Product
individual
they
related
to
distinct
the
the
return
in
relation
are
the
to
the
Testing
by
test-retest
discipline/management.
of
of
statistical
the
each
tables
rates
Three,
total
sections
reliability
N e x t , several
seventeen
Moment
and
three
discussed
Chapter
and
returned
testing
of
Reliability
As
DATA
the
and
used
OF
to
F i r s t , procedur.es
questionnaire
4
the
reliability
Correlation
scores
of
of
eight
the
of
the
procedure
Formula.
Trial
#1
Table
and
methods
of
46
Table
I.
R e l i a b i l i t y Of Q u e s t i o n n a i r e .
Individual And
T o t a l S c o r e s Of T r i a l #1 A n d T r i a l #2 As R e l a t e d
To E a c h Of T h e E i g h t M e t h o d s Of C l a s s r o o m
Management/Discipline.
Trial
S u b j ects
# 7 #8 #9
Method
#1
#2
#3
#1
#2
4
10
10
16
6
4
5
4 12
11 1 6 1 7 1 6 20
6 10
8 ' 5 12
1 3 12 1 9
6 20
8
4 12
6 12
6
3
9
6
9
6 20 1 8
5 17
9
6 1 5 .15 20
#3
#4
#5
3
10
6
19
9
9
4
3
#6
10
10
#7
#8
12
15
#4
#5
#6
#1
6
20
3
7
12
6
8
20
10
5
20
Trial
Method
#1
#2
#1
#2
15
#3
#4
#5
#6
#7
6 10
12 1 6
4 11
6
7
10 1 3
#8
15
8 10
Upon
F i r s t , as
15
the
T otal
4
4
17
3
16
6
15
7
14
73
'198
80
163
93
81
148
164
4
9
3
18
15
10
10
8
12
8
8
#11
#12
15
. 13 . 13
13
#2
#10
5
9
17 17
7 . 7
1 4 16
4
4.
17
20
6
10
3
8
7
18
16
18
20
tabulation
of
T r i a l s ..'#1 a n d
2
4 ‘ 7
3
9
18 17
7 15
was
eight
was
each
6
10
7
7
9
18
15
12
8
of
methods
the
the
of
determined
17
8
12
7
10
15
15.
12
12
in
two
Pearson
Totals
7
14
5
14
9
15
administered
indicates,
using
correlation
#12
20
6
'6
S u b j ects
#7 #8 #9
13
19
9
#11
20
11
10
7
Table
on
mean
4
19
3
7
.4
#4
Formula
by
of
5
4 10
8 16 18
4
8 12
9 11 1 5
11
13
calculated
each
#6
5
5
final
Correlation
#5
#3
8
20
#10
#2.
83
195
.80
156
95
92
154
170
the
Pearson
different
ways.
Correlations
individual
student's
were
scores
discipline/management.
as
r
=
0.857092.
The
47
Table
P e a r s o n C o r r e l a t i o n s B e t w e e n T r i a l #1 A n d T r i a l
R e l a t i v e To I n d i v i d u a l Students'
Scores On Each
T h e E i g h t M e t h o d s Of D i s c i p l i n e / M a n a g e m e n t .
2.
P earson
Correlation
Subj ect
#
#
#
#
#
#
#
#
#
I
(r D
.8 4 8 5
.8 9 9 8
.4 1 8 9
.9887
.7 9 8 9
.9 6 9 1
.9 5 1 1
.9 4 8 7
.9 2 7 8
.8 7 1 2
.7 1 5 9
.9 4 6 5
2
3
4
5
6
7
8
9
#10
#11
#12
Mean
Pearson
The
by
#2
Of
researcher
using
Table
3
totals
of
indicates
methods.
calculated
Table
Correlation:
3.
Method
#1
#2
#3
#4
#5
#6
#7
#8
P e a r s on
By
to
all
the
using
be
then
r
=
calculated
students'
total
this
0.857092
the
scores
scores
for
m e t h o d , the
Pearson
Correlation
on
each
method.
each
of
Pearson
the
eight
Correlation
was
.9933.
T o t a l P e a r s o n C o r r e l a t i o n s Of A l l
Discipline/Management.
T o t a l s Of
Scores On Each M e t h o d .
Trial
#1
Trial
73
198
' 80
163
93
81
■ 148
164
Correlation:
83
195
#2
•
80
156
95
92
154
170
r
-
0.9933
E i g h t M e t h o d s .O f
All Students
48
Return
The
questionnaire
regional
State,
state
Table
4
set
of
indicates
of
demographic
4.
As
was
returned
and
and
T otals
Returns
numbers
Table
number
by
5
Central
the
State,
State.
sent
to
out
returned
4,
with
the
the
regard
five
Missouri
Missouri
indicates
questionnaires
of
Missouri
Table
Responses
Number
Returned
33
20
66
35'
43
24
32
11 e m i z e d
Relati on
Male
89
Of
Number
Sent Out
241
A
24
Southwest
the
67
35
40
Returns
graduates
Missouri:
indicated
64%.
241
S t a t e , Northwest
Number And Percent
Questionnaire.
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
5.
to
each
from
each
total
itemized
to
specific
information.
I ns t i t u t i o n
Table
of
specific
graduates
returned
breakdown
State
the
graduates.
percent
Table
Missouri
Missouri
institution's
sent
universities
Northeast
Southeast
was
Rates
.
To
The
P e r c e nt
Returned
61%
5 3%
64%
69%
80%
154
64%
B r e a k d o w n Of R e t u r n e d Q u e s t i o n n a i r e s
T o Specific Demographic Areas.
Gender
Female
65
School Size
.A A
AAA
AAAA
20
28
16
'Y r . o f G r a d u a t i o n
1985
1986
82
72
L e v e l of
EIe m .
4
Certificati on
Sec.
K - 12
76
. 74
In
49
Eighty-two
of
the
first
mailing.
after
the
the
to
researcher
the
hoped
rate.
to
success
several
returned
being
have
the
a
new
names
by
a
education
the
the
the
questionnaire,
the
under
addresses
an
need
of
received
their
only
Service
a
year
the
after
12
prior
Postal
and
alumni
least
85%.
the
lower
than
been
the
the
no
to
with
in
general
regard
the
forwarding
moved
the
Service
would
the
respective
could
not
Postal
forward
Three,
to
questionnaire
States
won't
offices
a
questionnaires
have
United
year D .
from
of
could
request,
obtained
at
have
with
special
a
on
the
participation
(the
than
of
respondents
address
more
departments
could
respondents
than
rate
effect
potential
Postal
more
for
return
had
Consequently,
unless
incorrect.
a
although
forwarding
location
and
were
the
received
of
One , there
potential
mailed.
Service,
23
were
last
have
Two,
location
had
of
or
questionnaire.
address,
responses
after
the
achieve
return
of
another
to
could
apathy
were
more
received
and
mailing
factors
expected
the
mailing
were
mailing.
Prior
Several
responses
Forty-nine
second
third
154
mail
list
of
physical
have
been
to
50
Discussion
H y p o t h e sis
instruction
is
I :
of
Statistical
Perceived
received
Independent
of
with
the
levels
regard
to
institution
Hypotheses
of
the
quality
subject
from
matter
which
a
of
mastery
person
graduates.
Table
6 .
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
Specific Universities And Subject Matter Mastery.
Subject Matter
Ex c ellent
Good
Prep .
Prep .
5
13
12
19
6
26
5
16
15
16
I ns t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
Chi-Square :
As
with
regard
from
which
difference
perceptions
to
universities
subject
subject
they
in
d f : 12
matter
graduated
the
way
perceived
matter
the
mastery.
the
mastery
was
.0894
graduates
their
2
0
0
8
2
3
I
I
0
significance
concerning
overall
The
null
P o or
Prep .
4
Significance
6 i n d i c a t e s , the
Table
graduates'
to
18.9621
Ma stery
F ai r
Prep .
Level :
level
of
the
quality
of
and
university
the
indicating
of
.0894
the
instruction
there
was
no
various
preparation
hypothesis
with
was
regard
retained.
51
H y p o t h e sis
Instruction
is
7.
Chi-Square:
received
of
by
of
df :
3
Table
7,
perception
with
regard
graduation
indicating
perceived
the
mastery
quality
In
of
to
was
retained,
matter
year
3.1550
indicated
graduates'
year
the
regard
to
of
the
subject
quality
matter
of
mastery
graduation.
Subject Matter
Ex c ellent
Good
Prep,
Prep.
23
50
20
40
Grad.
As
of
with
levels
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
Y e a r O f G r a d u a t i o n And" S u b j e c t M a t t e r M a s t e r y .
••
Y e a r of
1985
1986
Perceived
received
independent
Table
2 :
the
the
the
.3683.
of
graduates
of
way.
and
hypothesis
1985
with
and
.3683
level
instruction
mastery
null
instruction
same
of
matter
The
Level :
significance
quality
Poor
P r e p .■
3
I
6
11
Significance
subj ect
the
Ma stery
F al r
Prep.
of
the
they
their
was
1986
regard
to
subject
I
52
Hypothesls
Instruction
Is
8.
of
to
the
quality
subject
matter
received
in
Table
regard
gender
was
was
significant
perceived
subject
df : 3
perception
with
.9742.
levels
matter
of
mastery
gender.
.2203
shown
graduates '
to
regard
of
Subject Matter
Excellent
Good
Prep .
Prep .
24
53
19
37 .
Chl-Squar e :
no
with
levels
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n
Gender And Subject Matter Mastery.
Gender
Male
F emale
As
Perceived
received
independent
Table
3:
8,
of
to
The
the
subject
null
the
matter
between
quality
mastery.
of
hypothesis
difference
of
significance
quality
of
Regard
Ma stery
Fair
Prep.
10
7
Significance
the
With
Poor
Prep .
•2
2
Level:
level
.9 7 4 2
of
the
instruction
mastery
was
and
they
their
retained.
gender
To
and
instruction
There
the
with
regard
53
Hypothesis
instruction
is
9.
of
Chi-Square:
Table
the
shows
level
teaching
of
difference
between
perception
with
the
became
of
of
to
the
quality
subject
matter
of
mastery
certification.
the
students
of
quality
subject
t o t each
the
of
mastery
was
no
.3 5 0 6
the
and
The
they
their
null
significant
teaching' c e r t i f i c a t i o n
instruction
matter
the
This
It
elementary
area.
was
due
only
and
graduates
mastery.
certification,
certified
K - 12
Level:
instruction
.3506.
of
education.
Poor
Prep.
0
4 0
level
was
subject
low.
became
in
of
elementary
of
matter
There
quality
was
physical
certified
significance
the
to
Ma stery
F ai r
Prep .
I
7
9
Signifi cance
level
relation
area
chose
the
retained.
received
elementary
student
the
teaching
certification
was
responses
that
regard
hypothesis
received
df: 6
perception
with
few
of
to
of
S u b j e c t ,M a t t e r
Excellent
Good
Prep.
Prep.
2
I
21
44
20
45
received
very
regard
level
6 .6885
9
graduates'
In
with
levels
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d To
L e v e l Of T e a c h i n g C e r t i f i c a t i o n A n d S u b j e c t - M a t t e r
Mast e r y .
L e v e l of
Certification
Elementary
Secondary.
K - 12
the
Perceived
received
independent
T able-
4 :
to
in
appeared
physical
the
the
the
number
fact
area
that
that
of
when
education,
of
a
he
54
Hypothesis
instruction
is
5 :
Perceived
received.with
independent
of
the
levels
regard
size
to
school
of
the
quality
subject
in
which
matter
the
of
mastery
graduate
t eac h e s .
Table
10.
School
A
AA
AAA
AAAA
Perceptions
School Size
Subject Matter
Exc ellent
Good
Prep .
Prep .
3
17
. 10
9
7
17
6
8
Size
C h i - Squar e :
As
Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d T o
Taught In And Subject Matter Mastery.
13.3427
indicated
df: 9
by
Table
graduates' perceptions
received
of
with
school
in
regard
which
Consequently,
no
the
significant
which
the
quality
matter
null
the
the
hypothesis
between
taught
instruction
and
they
of
matter
presently
the
L ev e l ;
:
significance
quality
subject
difference
2
Signifi cance
10,
P o or
Prep .
0
0
2
0
was
and
retained.
the
size
of
the
they
the
'There
school
perceptions
with
of
size
.1477.
was
received
level
instruction
mastery
teach
.1477
of
regard
was
in
the
to
subject
mastery.
In
were
to
they
graduates
of
of
M a s t er y
Fair
Prep.
4
I
2
order
five
to
effectively
chi-squares
administered
discipline/management
demographic
specific
variables.
data
of
these
test
system
While
40
with
hypotheses
to
6-10,
there
each
regard
Appendix
t a b l e s , Table
A
to
the
five
addresses
11
was
the
developed
as
55
a
summary
table
to
enhance
the
discussion
of
the
graduates '
response s .
Table
11.
S i g n i f i c a n c e L e v e l s S u m m a r y T a b l e Of T he E i g h t
Specific Classroom Discipline/Management
T e c h n i q u e s W i t h R e g a r d To The F i v e D e m o g r a p h i c
Ar eas .
Year of
Graduation
Level of
Certification
Size of School
Teaching In
.0487
.0154
.0125
.0003
.0056
.0019
.0045
.0825
.0003
.5636
.0097.
.1529
James
Dobson
.0001
.0049
.0001
.9042
.0001
Haim
Ginott
.0015
.0001
.7703
.0694
.0001
Frederic
Jones
.0001
.0023
.1355
.3959
.1885
Lee
Canter
.0001
.0086
.3916
.0001
.0002
.0005
.0001
.0212
.2112
.0047
Gender
Institution
Jacob
Kounin
.0938
.0001
B.F.
Skinner
.0100
William
Glasser
Thomas
Gordon
Significant at the .05 level or less
56
Hypothesis
and
management
The
first
to
be
of
Table
statistically
in
preparation
styles
the
with
six
way
by
to
7 :
the
person
second
are
column
of
from
which
significant.
styles,
was
there
variables.
The
a
six
gender.
areas
that
Indicates
and
proved
there
perceived
discipline
was
a
their
management
G i n o t t , J o n e s , Canter
hypothesis
methods
was
rejected
in
.
of
independent
Table
the
11
discipline
of
the
students
institutions
and/or
was
indicates
perceived
tested
and
university
their
management
all
with
the
that
regard
to
were
in
with
graduates
all
eight
regard
from
preparation
styles
eight
respective
rejected
that
that
graduated
indicates
between
hypothesis
This
indicates
styles
This
difference
null
styles.
discipline
of
graduates.
statistically
eight
females
discipline/management
institution
different
This
null
Specific
a
which
eight
and
the
discipline
.
from
all
indicates
areas.
instruction
the
11
of
Independent
S k i n n e r , Dobson,
management
classroom
are
males
Therefore,
Hypothesis
The
methods
significant.
regard
professed
Gordon.
these
Specific
Instruction
column
difference
and
6 :
in
differently.
all
to
Hypothesis
management
8 :
Specific
Instruction
are
methods
of
independent
discipline
of
the
and
year
of
graduation.
With
of
Table
regard
11
management
were
statistically
regard
the
there
1985
was
and
by
a
1986
classroom
out
was
of
the
the
eight
perceived
discipline
in
the
their
way
rejected
in
the
Gordon.
methods
The
and
This
the
preparation
discipline/management
and
third, c o l u m n
significant.
difference
Skinner, Dobson
with
methods
null
presented
by
these
authors.
Hypothesis
management
teaching
The
9 :
Specific
instruction
are
fourth
column
of
significant
the
teaching
levels
regard
of
way
to
of
independent
Table
dis c i p l i n e / m a n a g e m e n t
statistically
the
methods
discipline
of
the
and
level
of
certification.
classroom
in
graduation,
styles
of
four
of
four
graduates
hypothesis
year
that
that
professed
the
shows
indicates
to
to
the
the
and
Canter.
the
methods
were
perceived
by
the
these
by
that
found
indicating
professed
Accordingly,
professed
shows
that
certification,
graduates
styles
11
to
in
there
their
four
areas
of
be
reference
was
a
to
difference
preparation
with
Kounin , S k i n n e r , Glasser
null
four
hypothesis
authors
with
was
regard
rejected.
to
58
Hypothesis
management
in
which
Specific
instruction
the
The
10:
graduate
final
found
that
in
to
column
be
t e a c h e s , there
preparation
by
Independent
of
Table
styles
to
was
with
a
the
was
Hypothesis
11:
instruction
techniques
is
instruction
Table
12.
Instit.
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
of
to
of
the
the
The
school
in
size
the
way
the
regard
of
classroom
of
that
the
in
specific
with
length
independent
in
and
of
time
six
school
This
which
he
the
indicates
a
graduate
perceived
and
to
of
questionnaire
methods
G i n o t t , Canter
rejected
specific
was
of
significant.
difference
regard
hypothesis
discipline
indicates
addressed
size
Ko u n l n , S k i n n e r , Dobson,
null
11
statistically
reference
of
teaches.
dis c i p l i n e / m a n a g e m e n t
were
are
methods
professed
Gordon.
these
received
his
The
authors.
in
discipline/management
institution
in
which
the
given.
T h e T e a c h i n g Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t T e c h n i q u e s W i t h R e g a r d To
Time Used In Instruction And Institution From
Which Students Graduated.
No
I ns t .
I
2
0
0
2
Chi-square:
A m o u n t of I n s t r u c t i o n G i v e n
2 Hours
3-6 Hours
7+ H o u r s
of I n s t .
of I n s t .
of I n s t .
5
3
6
9
11
10
10
14
14
8
6
8
4
8
5
24.3270
d f : 16
Significance
Full
Sem.
5 '
3
5
2
13
Level:
.0826
59
As
shown, i n
graduates
given
to
styles
12,
perceptions
the
and
graduated
This
Table
was
The
that
despite
g r a d u a t e d , his
regard
to
the
amount
Hypothesis
techniques
of
is
12:
null
which
the
specific
of
length
of
classroom
independent
of
the
level
amount
of
of
the
time
discipline/management
students
was
institution
instruction
The
the
hypothesis
perception
of
to
classroom
from
.0826.
person
significance
regard
of
institution
indicates
instruction
with
instruction
the
the
his
retained.
from
which, a
preparation
given
time
were
with
was
the
same.
taken
for
the
d i s c i p i I n e /management,
level
of
teacher
certification.
Table
13.
T h e T e a c h i n g Of S p e c i f i c C l a s s r o o m
Discipline/Management Techniques With
T i m e U s e d I n I n s t r u c t i o n A n d L e v e l Of
Certification.
L e v e l of
Cert.
EIe m .
Sec .
K - 12
No
I ns t .
0
3
2
Chi-Squar e :
Table
graduates'
A m o u n t of I n s t r u c t i o n G i v e n
2 Hours
3-6 Hours
7+ H o u r s
of I n s t .
of I n s t .
of I n s t .
2
0
I
16
20
17
18
22
24
9 .. 2 7 9 0
13
df : 8
indicates
perceptions
given
to
instruction
level
of
certification
difference
in
the
way
that
with
of
Significance
the
significance
regard
to
the
was
.3193.
graduates
Therefore,
certified
at
Full
Sem.
I
20
8
Level :
level
amount
discipline/management
R e g a r d To
Teaching
of
skills
there
.3 1 9 3
of
the
time
and
was
different
the
no
60
I e v e,l s
perceived
hypothesis
was
is
of
the
independent
Table
14.
perceptions
results
of
their
physical
of
of
The
in
a
Table
overall
df: 3
level
The
null
the
overall
training
program
overall
14,
males
overall
preparation
of
responded
be
.0129
was
in
in
excellent
likewise.
they
or
14
the
with
Gender.
Poor
Prep.
0
I
.0129
indicates
graduates'
regard
to
According
perceive
differently.
that
To
Level:
Table
rejected.
females
Regard
R ating
Fair
Pr e p .
17 .
2
preparation
indicated
to
With
difference
and
preparation
males
Rating
Significance
of
hypothesis
of
females
teacher
Pr e p a r a t i o n
Good
Prep .
• 45
43
significant
percent
the
perceptions
education
Preparation
their
null
the
given.
gender.
10.8009
was
instruction
Graduates'
significance
there
gender.
of
Overall
Excellent
Prep.
27
19
C h i - Squar e :
that
13:
Overall
Gender
Mal e
F emale
The
amount
retained.
Hypothesis
quality
the
the
to
the
quality
Eighty-one
considered, their
good , while
95
9S o f
61
Hypothesis
quality
is
of
the
14:
Graduates'
physical
independent
of
the
perceptions
education
teacher
institution
from
of
the
overall
training
program
which
the
students
graduated.
Table
15.
Overall Preparation Rating With
Institution From W h i c h Students
Overall
Ex c ellent
Prep.
6
11
13
3
12
I ns t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
Chl-Square :
Table
concerning
Institution
.4866.
11.4997
15
d f : 12
indicates
the
overall
from
that
graduated,
there
the
the
despite
was
that
the
no
the
significance
level
rating
were
institution
difference
their
overall
preparation.
rated
their
overall
preparation
in
The
as
with
regard
graduated
hypothesis
rated
Poor
Prep.
0
0
I
0
0
Level:
students
null
R a t Ing
F air
Pr ep .
2
3
6
7
3
Significance
preparation
which
Consequently,
indicating
Pr e p a r a t i o n
Good
Prep .
12
21
23
14
17
R e g a r d To
Graduated.
was
from
the
to
the
was
retained,
which
way
they
were
the
graduates
of
graduates
majority
excellent
.4866
or
good.
62
Hypothesis
quality
is
of
the
independent
t each
in.
Table
16.
physical
of
the
size
The
6.0749
of
concerning
size
the
of
teaching
was
indicates
school
.7324.
that
the
Rating
in
which
The
as
has
no
bearing
preparation
in
teaching:
the
null
of
on
of
the
overall
training
program
graduates
With
Regard
F air
Prep.
4
2
4
2
Significance
indicated
preparation
size
the
Good
Prep .
13
11
19
8
level,
overall
teacher
school
df: 9
significance
perceptions
education
E x c e l l ent
Pr ep .
7
7
4
6
C h i - Squar e ;
:
teaches
Graduates'
Overall Preparation
S c h o o l T e a c h i n g In.
S i z e ■ of
School
A
AA
AAA
AAAA
the
15:
graduates
hypothesis
school
the
way
To
Table
with
are
was
Si z e
'
Poor
Prep .
0
0
I
0
Level::
by
ratings
presently
.7324
16,
regard
to
currently
retained.
in
which
the
he
perceives
This
graduate
his
overall
63
Hypothesis
quality
is
of
the
17.
of
Chi-Squar e :
level
of
Ex c ellent
Pr ep .
I
25
20
4.6476-
indicated
graduates
teacher
teaching
by
Table
with
certification
there
was
no
their
overall
regard
was
that
of
difference
the
to
.58-97.
despite
17,
the
in
preparation.
the
overall
training
program
Regard
F ai r
Prep .
I
11
6
quality
level
null
way
of
teaching
the
Level
Level:
level
of
.5897
of
the
their
teacher
hypothesis
of
To
Poor
Prep
0
I
0
significance
overall
level
the
the
Significance
their
The
of
certification.
With
Go od
Prep.
2
39
48
df : 6
perceptions
preparation
indicating
the
education
Overall Preparation Rating
of T e a c h i n g C e r t i f i c a t i o n .
L e v e l of
Certification
EIe m .
Sec .
K - 12
As
Graduates' perceptions
physical
independent
Table
16:
was
retained
certification,
graduates, perceived
64
Hypothesis
quality
is
of
the
18..
of
Table
6.1496
18
graduates
indicates
their
was
graduation,
year
was
addition
several
education
teacher
universities
Tables
graduates
areas:
in
With
overall
was
Regard
results
Year
Poor
Prep .
0
I
Level:
.1046
level
.1046.
The
despite
difference
To
To
of
preparation
that
overall
discussion
in
the
with
null
the
year
the
of
way
preparation.
The
Study
concerning
the
of
the
study
concerning
the
physical
preparation
show
perceptions
and
program
significance
Related
findings
training
programs
at
the
revealed
five
s.tate
Missouri.
19-21
subject
techniques
their
the
overall
F ai r
Prep.
14
5
significant
h y p o t h e s e s , the
additional
the
their
Findings
to
Rating
indicating
no
of
graduation.
graduation
perceived
Other
statistical
of
the
Slgnifi canc e
that
of
teacher
Good
Prep .
48
40 .
retained,
there
graduates
In
of
df: 3
perceptions
hypothesis
the
year
E x c ellent
Prep .
20
26
Chi-Square :
to
the
education
Overall Preparation
Of G r a d u a t i o n .
Y e a r of
Graduatl on
1985
1986
regard
Graduates' perceptions
physical
independent
Table
17:
matter
the
of
combined
their
mastery,
classroom
responses
overall
of
the
preparation
effective
in
three
teaching
discipline/management
techniques.
65
(Table
19
Four.
The
and
69
in
71,
72
and
Table
corresponds
figures
Table
74
21.
Totals
to
19
Table
Appendix
relate
21
8
to
and
9
professional
was
65,
with
Chapter
66,
67
Tables
70
B .D
With
Mastery
Fair
Prep.
17
Regard
P oor
Prep.
4
With
Regard
Effective Teaching Techniques
Excellent
Good
Fair
Poor
Prep.
Prep.
Prep.
Prep.
44
80
27
3
Classroom
Excellent
Prep.
14
addresses
of
In
Tables
corresponds
Subject Matter
Excellent
Good
Prep.
Prep.
43
90
subject
t o t a l s , 86.3%
mastery
20
7,
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n
. To C l a s s r o o m D i s c i p l i n e / M a n a g e m e n t
Table
regard
Table
6,
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n
To E f f e c t i v e T e a c h i n g Te c h n i q u e s .
Totals
Combined
Tables
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n
To Subject M a t t e r Mastery.
20.
Table
in
Totals
Combined
in
A p p e n d i x •B .
19.
Combined
with
matter
the
either
Discipline/Management
Good
Fair
Prep.
Prep.
76
51
the
graduates
mastery.
graduates
preparation
With Regard
Techniques. .
with
excellent
In
perceptions
looking
indicated
regard
or
Techniques
Poor
Prep.
13
to
good.
that
at
the
response
their
subject
In
the
with
matter
same
manner,
66
Table
20
shows
their
overall
t echnique s
the
that
80.5%
preparation
was
e x c e l l ent
to
the
graduates
good.
As
the
perceived
curriculum
22,
detailed
concerning
related
relation
indicate
totally
the
to
that
the
of
styles
as
the
number
52%
of
the
with
the
males
the
while
at
with
last
of
was
weakness
in
and
class room
21
and
indicate
a
perceptions
to
22
all
down
two
shows
of
by
vaguely
methods
44.7%
the
the
the
eight
gender.
columns
specific
of
excellent
various
r e s p o n s e s , the
were
of
specific
Table
broken
58.4%
questionnaire.
of
responses
in
total
of
Table
learning
techniques.
the
concepts
the
to
of
graduates'
responses
unfamiliar
category.
and
graduate
dis c i p l i n e / m a n a g e m e n t
same
in
of
Iooking
21-) , o n l y
perceived
methods
analysis
number
at
of
area
relate
teaching
preparation
preparation
the
addressed
teaching
(Table
a
the
that
classroom
indicate
to
effective
overall
graduates
24
discipline/management
looking
of
their
the
to
indicated
However , when
their
and
the
23
discipline/management
combined
by
results
discipline/management
more
of
that
concerning
characteristics
Tables
good.
techniques
indicated
i n s t i t u t i o n s , the
in
or
graduates
regard
teaching/learning
di s c i p l i n e / m a n a g e m e n t
the
the
with
graduates' perceptions
regard
or
of
of
In
Table
22
results
familiar
or
of
females
were
in
the
67
Table
22.
C o m b i n e d R e s p o n s e s Of G r a d u a t e s '
Perceptions
Familiarity With Specific Classroom
D i s c i p i i n e / M a n a g e m e n t Styles B r o k e n D o w n By
Gender .
(See A p p e n d i x A D
Very
F amiliar
528
590
Gender
Mal e
F emaIe
Table
23.
Y e a r of
Very
T o t a l l y Gr a d u a t I o n
F amiliar Unfamiliar
546
851
577
790
In
looking
results
the
they
were
On
respondents
In
23,
being
and
In
a
the
were
same
vaguely
at
discussed
in
least
and
46%
institutions
the
T otally
Unfamiliar
878
459
up
of
the
the
same
of
of
manner
toward
the
or
respondents
totally
1986
only
in
with
45.7%
of
the
the
totally
same
manner
as
Tables
A
large
percentage
unfamiliar
to
the
discipline/management
to
to
graduates
from
higher
22,
indicated
unfamiliar
continued
of
Table
improvement
questionnaire
54%
as
discipline/management
appears.
the
733
607
category.
Table.24.in
or
same
trend
in
Vaguely
Familiar
740
546
eight
hand,
familiar
the
Somewhat
Familiar
familiar
pattern
characteristics
in
51.4%
of
other
in
23
potential
vaguely
looking
the
Table
1985,
characteristics
styles.
and
at
show
instruction.
that
Vaguely
Familiar
735
559
C o m b i n e d R e s p o n s e s Of Gr a d u a t e s ' P e r c e p t i o n s O n
Familiarity With Specific Classroom
D i s c i p i i n e /Management Styles B r o k e n Dow n By Year
Of G r a d u a t i o n .
(See A p p e n d i x A)
1985
1986
the
Somewhat ■
Familiar
974
667
On
the
education
who
be
responded
of
concepts
styles
evident.
the
to
22
five
the
At
68
questionnaire
unfamiliar
of
said
with
controlling
NWMSU
-
47%,
Table
24.
Institution
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
they
these
proven
classroom
SEMSU
=
were
54%
vaguely
and
effective
behavior.
and
familiar
SWMSU
CCMSU
=
or
totally
characteristics
=46%,
NEMSU
=■ 4 8 %
51%)
C o m b i n e d R e s p o n s e s Of G r a d u a t e s ' P e r c e p t i o n s
Familiarity With Specific Classroom
D i s c i p l i n e /Management Styles B r o k e n Do w n By
Institution From Which They Graduated.
(See
Appendix)
Very
Familiar
185
249
293
130
260
Somewhat
Familiar
195
384
513
260
291
Vaguely .
Familiar
141
333
352
177
290
Totally
Unf a m i I i .
179
259
347
273
279
On
69
CHAPTER
SUMMARY,
5
CONCLUSIONS, DISCUSSION
AND
RECOMMENDATIONS
Summar y
This
study
perceptions
of
institution's
with
regard
methods
classroom
quality
a
negative
review
matter
of
a
responses
from
education
teacher
state
universities
these
students
University,
mastery,
with
and
training
were
in
the
Missouri.
University,
Southwest
graduates'
the
effective
in
the
program
teaching
teaching
at
are
to
the
of
positive
classroom
preparation
elicit
of
the
five
physical
regional
institutions
Central
State
Missouri
State
to
perceptions
from
Missouri
University,
Southeast
designed
the
teacher
graduates
The
Missouri
was
to
concerning
programs
Missouri
training
constructed
1986
graduated
questionnaire
concerning
and
their
techniques.
teaching
was
In
graduates'
effective
regard
techniques
1985
Northeast
State
University
of
questionnaire
the
teacher
literature
arguments
the
of . p r e p a r a t i o n
specifically,
programs,
The
determine
education
subject
discipline/management
Missouri
to
discipline/management
After
and
the
designed
physical
to
and,
was
which
State
Northwest
State
University.
gather
of
their
data
undergraduate
70
preparation
In
questionnaire
concerning
sake
of
four
requested
their
this
effective
teaching
of
to
include
eight
specific
management.
to
gather
used
in
t each
the
the
graduates
in
reference
to
undergraduate
graduated,
in
and
level
Independence)
of
the
data.
of
of
with
the
The
from
graduation,
to
the
the
amount
key
the
was
mastery,
graduates
and
were
characteristics
discipline
of
For
and
was
designed
instructional
preparation
time
programs
to
discipilne/management
four
the
descriptive
used
the
discipline
questionnaire
of
the
overall
undergraduate
teaching
was
the
rate
institution
year
two,
classroom
of
matter
classroom
undergraduate
program.
five
of
section
to
their
training
and
classroom
Finally,
preparation
teacher
concerning
of
development
subject
section
three
specific
techniques.
asked
methods
graduates'
these
of
familiarity
Section
data
areas
In
one
development.
professional
techniques
their
Section
professional
the
techniques.
rate
areas.
graduates' perceptions
s t u d y , overall
to
asked
the
overall
delimited
management
specific
questionnaire
quality
physical
data
were
of
education
analyzed
in
characteristics:
which
the
graduates.were
gender , size
certification.
determine
of
school
Chi-Square
statistical
taught
(Test
of
significance
71
C o n c l u s I o ns
In
analyzing
limitations
of
the
the
results
of
s t u d y , the
the
data
following
within
the
conclusions
were
drawn:
1.
The
majority
preparation
teaching
their
the
of
was
of
their
the
in
quality
their
of
a
more
half
or
totally
of
the
of
When
the
were
the
key
the
perceived
regard
with
to
the
the
qu e stionnair e .
of
difference
quality
of
than
the
characteristics
styles
vaguely
familiar
characteristics
discipline
the
and
females,
in
their
characteristics
discipline/management
the
questionnaire.
responses
significant
rated
teaching
the
in
males
with
a
in
addressed
was
management
manner
classroom
there
in
skills.
respondents
the
while
lower.
of
to
effective
preparation
and
methods
compared
and
good
effective
preparation
unfamiliar
eight
overall
positive
discipline/management
Over
or
questionnaire
in
overall
mastery
discipline
preparation
management
4.
to
their
excellent
significantly
techniques
of
of
rat.ed
matter
as
specific
respondents
quality
3.
subject
perceptions
area
The
in
graduates
techniques
techniques
2.
of
the
way
the
preparation
of
addressed
the
in
eight
the
72
5 .
The
responses
of
characteristics
techniques
The
and
of
showed
improvement
1985
the
in
graduates
the
a
with
regard
to
the
discipiine/management
potential
instruction
trend
toward
between
the
years
of
1986.
majority
perceptions
excellent
of
of
or
the
graduates ' indicated
their
overall
that
preparation
their
were
good.
D i s cus s i o n
The
the
discussion
involves
questionnaire.
graduates'
perceptions
preparation
teaching
with
of
techniques
which
the
the
and
three
following
student
graduated,
gender,
taught
the
and
of
regard
t e c h n i q u e s . These
each
Section
one
their
to
were
demographic
size
of
of
the
overall
classroom
areas
of
four
specifically
subject
graduated,
level
each
year
school
sections
of
addressed
the
professional
matter
mastery,
effective
dls c i p i i n e / m a n a g e m e n t
analyzed
with
variables:
that
in
certification
the
which
they
regard
school
to
from
student
the
graduate
received
has
upon
graduation.
The
first
graduates'
the
perceived
quality
subject
of
matter
classroom
five
hypotheses
levels
instruction
mastery,
of
they
of
study
preparation
received
effective
discipline/management
the
in
teaching
techniques.
addressed
in
relation
three
the
to
areas:
techniques
and
The. s t a t i s t i c a l
73
analysis
of
section
statistically
independent
Chapter
led
to
significant
and
some
19-21
of
preparation
the
with
A
the
of
maj o r i t y
subject
matter
excellent
or
graduates
the
in
area
looking
at
indicated
subject
same
that
matter
teaching
overall
when
their
preparation
of
Tables
no
the
in
6-10
and
which
of
matter
the
to
subject
to
was
a
their
either
shows
that
techniques
at
with
the
the
matter
86.3%
was
of
techniques
decrease
of
was
mastery.
the
in
In
graduates-
or
the
with
excellent
the
the
graduates'
or
with
regard
good.
In
to
the
graduates
regard
to
good.
graduates' perceptions
to
as
in
preparation
in
skills.
excellent
80.5%
that
preparation
preparation
preparation
regard
effective
indicates
teaching
addresses
totals,
overall
mastery,
overall
there
regard
19
combined
their
study
their
effective
with
the
discipiine/management
of
rated
overall
looking
levels
presented
indicate
professional
20
revealed
some, i n f o r m a t i o n
perceptions
contrast,
Table
mastery
effective
are
discipline/management
their
that
However,
In
response
indicated
Four
subject
and
regard
m a n n e r , Table
reveal
finding
mastery
with
among
tables
classroom
graduates
specific
the
to
and
general
Specifically,
perceptions
did
Chapter
perceptions
of
15
which
conclusions.
regard
good.
tables
B , specifically
graduates'
techniques
techniques.
(The
data
important
Tables
teaching
the
15
differences
Appendix
However,
responses
produced
variables.
Four
65-74.)
one
of
their
teaching/learning
of
74
classroom
the
or
dlsclpllne/management
graduates
good.
receiving
the
that
The
results
the
instruction
teaching
classroom
Indicated
the
show
techniques,
their
that
they
need
dls c l p i I n e / m a n a g e m e n t
Another
effective
conclusion
teaching
management
techniques.
researcher
has
departments
management
there
skills
to
is
no
future
teaching
strategies.
As
indicate
a
excellent
matter
or
good
mastery
and
their
of
the
lower
in
area
of
classroom
This
finding
techniques.
not
appear
skills
in
teaching
the
perceive
same
in
next
graduates'
the
five
data
If
of
hypotheses
familiarity
with
this
effective
part
effective
19-21,
the
the
results
of
techniques,
their
and
perceived
areas
the ■
academic
discipline
of
and
study,
because
in
of
as
subject
while
preparation
were
discipllne/management
that
did,
two
perceived
there
graduate^s
did
effective
would
not
addressed
the
be
such
areas.
(6-10)
the
the
dis d p i i n e / m a n a g e m e n t
they
the
to
between
various
graduates
indicates
they
in
Tables
the
quality
as
regard
discipline
of
teach
are
effective
manner
techniques.
difference
The
to
excellent
not
relationship
teaching
perceptions
of
effective
course
preparation
effective
desire
these
to
in
of
their
the
with
teachers
techniques
percentage
or
classroom
need
discipllne/management
large
are
argument
shown
was
graduates
the
the
the
58.4%
techniques.
and
During
encountered
that
of
involves
techniques
preparation
the
characteristics
only
characteristics
of
eight
a
75
specific
and
well
developed
discipline/management.
Four,
it
largest
regard
year
in
this
number
to
of
school
is
the
of
area
which
When
the
level
at
in
graduates
Cas
number
statistically
seen
of
indicate
the
more
in
the
over
half)
effective
graduate
styles
as
22
size
of
the
five
the
2 5 — 64
demographic
responses
in
of
Appendix
in
the
As
shown
that
graduates
responses
areas
all
down
by
responses
in
last
two
the
total
number
in
nearly
were
the
males
were
Four
of
-
in
areas
the
Table
Chapter
large
11
and
Four)
need
and
classroom
Table
half
vaguely
24
of
Chapter
(and
in
some
familiar
of
eight
or
cases,
totally
proven
and
discipline/management.
shows
the
gender.
columns
familiar
the
eight
r e s p o n s e s , the
vaguely
of
characteristics
broken
of
area
classroom
to
of
A , the
institutions
of
with
taught.
these
in'Chapter
the
and
at
key
the
institution,
students
methods
Table
gender,
24
the
Chapter
differences
Table
show
in
discovered
in
the
with
of
11
responses
results
unfamiliar
Table
researcher
significant
instruction
of
by
certification
Tables
discipline/management.
Four,
classroom
significant
questionnaire,
t h e 'f r e q u e n c y
desire
of
each
addressed
that
the
variables
graduates
looking
of
that
demographic
of
indicated
statistically
graduation,
in
As
methods
or
combined
number
of
discipline/management
In
looking
of
Table
22
at
in
the
relation
results
show
that
totally
unfamiliar
52%
to
of
with
76
the
specific
the
females
The
or
the
in
high.
d± s c I p i i n e / m a n a g e m e n t
the
a
be
higher
dis c i p l i n e / m a n a g e m e n t
H o w e v e r , this
these
would
question
was
while
44.7%
of
category.
graduates
with
It
indicated
same
of
unfamiliar
was
males
with
were
of
percentages
totally
methods
methods
who
were
vaguely
discipline/management
interesting
percentage
methods
not
familiar
of
than
within
to
why
unf amiliarlty
the
the
determine
females.
scope
of
this
study.
In
the
looking
results
show
instruction.
that
the
they
On
1985,
These
improved
the
area
of
key
More
should
be
results
toward
of
were
firm
in
Table
improvement
totally
22,
in
indicated
unfamiliar
with
discipline/management
only
45.7%
of
the
the
professorate
may
to
include
more
dis c i p l i n e / m a n a g e m e n t
attempts
I m p r o v e m e n t 'In
or
as
respondents
1986
courses
the
which
lack
of
at
techniques.
familiarity
instruction
does
not
indicated
instruction.
in
that
definite
However',
is
these
believe
a
have
Information
discipline/management
researcher
proof
toward
the
that
indicate
The
manner
category.
classroom
indepth
made.
of
same
indicate
same
trend
eight
hand,
classroom
areas
high.
the
the
that
the
familiar
methods
percentages
these
in
results
their
in
51.4%
of
other
were
23
potential
vaguely
the
respondents
The
a
In
were
Table
characteristics
styles.
in
at
the
of
still
areas
these
trend
results
77
indicate
see
if
that
the
The
the
this
trend
last
area
to
five .hypotheses
undergraduate
program.
The
professional
excellent
Chapter
the
as
address
results
somewhat
sections.
believed
In
of
techniques.
half
of
the
totally
proven
and
in
the
final
graduates
or^ good
poor
addressed
in
training
their
of
four
ways:
preparation.
rated
their
Tables
responses
with
in
the
overall
14-18
in
regard
to
the
final
rated
was
mastery
two
the
methods
the
results
questionnaire
of
the
indicated
previous
that
they
classroom
matter
with
of
graduates
indicated
unfamiliar
8 7 8a o f
to
section
graduates
in
rate
years.
preparation
(Note:
section
techniques
in
Yet,
excellent
specific
study
teacher
one
or
good.
o n e , the
subject
behavior.
the
or
preparation
effective
to
graduates
contradictory
Then,
overall
in
fair
the
the
to
areas.)
discipiine/management
preparation
program
the
the
section
their
asked
good,
excellent
their
research
through
of
education
were
of
demographic
The
appear
percent
Four
five
graduates
preparation,
preparation
further
(13-17)
of
physical
preparation
Eighty-seven
war.rant
i m p r o v e m e n t -c o n t i n u e s
graduates' perceptions
their
or
could
of
they
key
of
preparation.
and
the
than
their
effective
were
vaguely
controlling
of
overall
teaching
questionnaire,
characteristics
section
their
weaker
the
over
familiar
of
eight
classroom
questionnaire,
preparation
as
78
Consequently,
the
graduates
excellent
or
preparation
took
believe
good,
be
if
their
how
the
the
time
to
apparent
void
left
classroom
the. q u e s t i o n
comes
overall
much
by
their
the
mind:
at
or
discipiIne/management
their
institutions
and
absence
though
was
could
these
curriculums
relative
Even
preparation
b e t t e r .w o u l d
professorate
revise
to
fill
of
the
effective
techniques?
Rec ommendations
The
final
section
of
this
recommendations
for
curriculum
recommendations
for
future
chapter
will
improvement
study
in
the
make
and
area
specific
to
of
make
classroom
di s c i p l i n e .
Recommendation
at
the
five
examine
the
changes
that
classroom
regional
content
The
state
of
address
physical
education
universities
their
methods
specific
in
Missouri
courses
instruction
professorate
in
should
and
make
the
area
of
dis c i p l i n e / m a n a g e m e n t .
Recommendation
should
#I
spend
specifically
controlling
more
on
#2
time
The
during
instruction
classroom
course,
devise
his
popular
method
is
Perhaps
the
role
own
physical
the
of
lecture,
playing
course
various
behavior.
methods
The
of
be
of
a
methods
professor
instruction,
discussion
could
education
put
and
into
then
professorate
semester
of
c a n , of.
but
one
role
practical
playing.
use
by
)
' 79
having
the
students
C r O -^eachi ng
also
require
completing
classroom
a
demonstrate
sessions .
the
students
semester
continue
#3
the
determine
productivity
that
as
their
the
during
teacher
their
relates
key
could
competence
directly
by
to
matter
#5
of
years.
study
which
believe
would
would
e x a m p l e , do
discipline/management
becoming
an
Research
been
were
Results
physical
of
the
For
on
area
the
assist
they
teaching
techniques
teacher?
of
contract
secondary
or
quit
unable
to
control
the
area
research
from
this
before
and
fired
education
classroom
effective
the
of
professorate
control
that
improvement
m a s t e r y , effective
have
they
if
through
a
study
of
see
students
levels
teaching
to
on
Develop
what
longitudinal
styles
teachers
the
a
teaching
many
classrooms?
neces s a r y .
the
How
because
encourage
their
that
teachers.
in
Recommendation
elementary
of
classroom
needs
non-renewal.
in
#4
subject
and
critical
released
demonstrate
carries
specifically
techniques
are
to
techniques
familiarity
Recommendation
believe
addition,
Develop
research
discipline/management
their
In
project
discipline/management
toward
abilities
discipline/management.
Recommendation
would
their
to
being
students
could
enhance
t e c h n i q u e s , if
in
80
Recommendation.
respective
classroom
degree
programs
or
required
Recommendation
why
unfamiliarity
the
in
the
#7
males
than
characteristics
discussed
Adjustments
by
making
discipline/management
recommended
determine
#6
of
the
for
all
Develop
had
a
classroom
a
physical
a
study
with
be
made
specific
techniques
higher
females
should
course
an
to
to
of
the
discipline/management
questionnaire.
in
majors
attempt
percentage
regard
the
highly
education
in
in
key
styles
81
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85
a p p e n d i c e s
:
86
APPENDIX
TABLES
THE
A
25-64
R E S P O N S E S TO THE EIGHT D I S C I P L I N E / M A N A G E M E N T STYLES
IN R E L A T I O N TO THE SCHOOL F R O M W H I C H THE PERSON
G R A D U A T E D , G E N D E R , S I Z E OF S C H O O L T A U G H T I N
A N D L E V E L OF T E A C H I N G C E R T I F I C A T I O N
87
Table
25.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To '
Institution From Which Students Graduated.
I ns t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
J ac ob K o u n i n ' s C l a s s r o o m A w a r e n e s s
Ver y
Somewhat
Vaguely
Totally
Famillar
F a m i I i ar
Famillar U n f amillar
■4
14
18
44
22
51
33
34
15
52
35
70
I
18
29
48
4
17
43
64
Chi-Square :
65.4924
Table
26.
df : 12
Significance
L e v e l : .0 0 0 1
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To Year
Of G r a d u a t i o n .
Y e a r of
Graduati on
1985
1986
J a c o b K o u n i n' s C l a s s r o o m A w a r e n e s s
Very
Somewhat
Vaguely
Totally
Famillar
Familiar
Familiar Unfamiliar
23
94
85
126
23
58
70
137
Chi-Square:
7.8738
Table
27.
Gender
Mal e
F emale
df: 3
Significance
Level:
.0487
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
Jacob Kounin
Very
Famillar
28
18
Chi-Square:
6.3976
s Classroom
Somewhat
Famillar
90
df: 3
62
Awareness
Vaguely
Totally
Familiar Unfamiliar
78
160
80
„100
Significance
Level:
.0 9 3 8
88
Table
28.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i I n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To S i z e
O f S c h o o l T e a c h i n g In.
Jacob Kounin's Classroom Awareness
Very
Somewhat
Vaguely
Totally
F a m i I i ar
F a m i I i ar ■
F a m i l i a r U n f a m i I i ar
S i z e of
School
A
AA
AAA
AAAA
29.
L e v e l of
Certif.
EIe m .
Sec .
K - 12
30.
17
25
23
21.0331
df: 9
22
22
34
24
13
56
17
Significance
38
Level:
.0125
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t Styl e s W i t h R e g a r d To L e v e l
Of C e r t i f i c a t i o n .
J a c o b Kounin' s Clas sr o om
Very
Somewhat
Familiar
Familiar
I
3
15
62
30
87
Chi-Square :
Table
28
3
7
11
Chi-Square:
Table
12
15.7084
df:
6
Awar enes
Vaguely
Familiar
4
83
71
Significanc e
S
Totally
Unfamiliar
. 8
144
108
Level: .0154
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i I n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From Which Students Graduated.
B .F . S k i n n e r ' s B e h a v i o r M o d i f i c a t i o n
Very
Somewhat
Vaguely
Totally
I ns t i t u t i o n
Familiar
Familiar
Familiar Unfamiliar
CMSU
40
31
14
15
NEMSU
62
49
49 ’
15
NWMSU
101
71
30
13
SEMSU
43
49
23
5
SWMSU
80
45
28
7
Chi-Square :
35.9957
d f : 12
Signlficance
L eveI :
.0003
89
Table
31.
P e r c e p t i o n s O n F a m i l i a r i t y of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To Y e a r
Of G r a d u a t i o n .
Y e a r of
Graduati on
1985
1986
B '.F . S k i n n e r ’ s B e h a v i or M o d i f i c a t i o n
Very
Somewhat
Vaguely
Totally.
F a m i I i ar
Familiar
Familiar Unfamiliar
.1 5 4
132
95
29
174
109
53
24
Chi-Square :
12.6116
Table
32.
df: 3
Signiflcanee
Level:
.0056
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
G e n d er
Mal e
F emaIe
B .F . S k i n n e r ' s B e h a v i o r M o d i f i c a t i o n
Very
Somewhat
Vaguely
Totally
Familiar
Familiar
Familiar Unfamiliar
167
162
90
26
152
87
59
27
Chi-Square:
11.3383
Table
33.
df: 3
Significance
Level:
.0100
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i sc i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To S i z e
O f S c h o o l T e a c h i n g In.
S i z e of
School
A
AA
AAA
AAAA
B .F . S k i n n e r ' s B e h a v i o r M o d i f i c a t i o n
Very
Somewhat
Vaguely
Totally
F amiliar
Familiar
Familiar Unfamiliar
41
41
32
6
33
40
15
12
70
35
31
4
31
26
16
7
Chi-Square:
23.8804
df: 9
Significance
Level:
.0045
90
Table
34.
L e v e l of
Certif.
E I em .
Secondary
K - 12
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d T.o L e v e l
Of C e r t i f i c a t i o n .
B .F . S k i n n e r ' s B e h a v i or M o d i f i c a t i o n
Very
Somewhat
Vaguely
Totally
Familiar
Familiar
Familiar Unfamiliar
15
1J
I
3
169
126
65
20
143
113
82
32
I
Chi-Square:
Table
35.
is t I t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
Chi-square:
Table
36.
20.9758
df: 6
Significance
Level:
.0019
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dis c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From Which Students Graduated.
William
Very
F amiliar
11
25
16
0
7
36.4099
G l a s s e r 's
Somewhat
F a m i I i ar
16
. 30
44
• 15
26
d f : 12
Reality Therapy
Vaguely
T otally
F amiliar Unf a m i Iiar
21
12
27
43
31
36
23
26
26
27
Significance
Level:
.0003
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dis c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To Y e a r
Of G r a d u a t i o n .
Y e a r of
Graduation
. 1985
1986
,William
Very
Familiar
28
31
Chi-Square:
2.0428
G l a s s a r 's Reality Therapy
Somewhat •
Vaguely
Totally
Familiar
Familiar Unfamiliar
71
90
57
61
68
56
df: 3
Significance
Level:
.5 6 3 6
91
Table
37.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
Gender
Mal e
F emale
William
Very
F a m i I i ar
27
33
Chi-Square:
6.6898
Table
38.
S i z e of
School
A
AA
AAA
AAAA
Chi-Square:
Table
39.
Glas ser's
Somewhat
F a m i I i ar
84
46
df: 3
Reality Therapy
Vaguely
Totally
Familiar Unfamiliar
89
67
69
47
Significance
Level:
.0825
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To Siz e
O f S c h o o l T e a c h i n g In.
William
Very
Familiar
12 ,
9
Glas ser's
Somewhat
F a m i I i ar
13
12
8
11
13.2189
23
17
df: 9
Reality Therapy
Vaguely
Totally
F a m i I i ar U n f a m i l i a r
28
■ 19
. 19
20
31
22
13
7
Significance
Level:
.1529
P e r c e p t i o n s O n F a m i l i a r i t y Of, S p e c i f i c C l a s s r o o m
Dis c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To L e v e l
Of C e r t i f i c a t i o n .
L e v e l of
Certif .
EIe m .
Sec .
K - 12
William
Very
Familiar
I
19
39
Glas s e r ' s R e a l i t y T h e r a p y
Somewhat,,
Vaguely
T otally
Familiar
F a m i I i ar U n f a m i l i a r
I
3
7
66
85
58
64
68
51
Chi-Square:
16.8852-
df : 6
Significance
Level:
.0 0 9 7
92
Table
40.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dis c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From Which Students Graduated.
I ns t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
J ames ■D o b s o n ’s D i s c i p l i n e W i t h Love
Very
Somewhat
Vaguely
Totally
Familiar
F amiliar
Familiar Unfamiliar
34
39
21
26
29
53
54
74
53
68
61
76
18
34
32
60
42
53
35
62
Chi-Square :
28.3881.
Table
41.
d f : 12
Significance
L e v e l :.0049
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To Yea r
Of G r a d u a t i o n .
Y e a r of
Graduation
1985
1986
J a m e s D o b s o n ' s D i s c i p l i n e W i t h L o ve
Very
Somewhat
Vaguely
Totally
F amiliar
Familiar
Familiar Unfamiliar
74
119
H O
189
104
127
109
92
Chi-Square:
24.6045
Table
42.
df: 3
Significance
L e v e l :.0001
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
Gender
Mal e
F emale
James D o b s o n ' s Discipline W i t h Love
Very
Somewhat
Vaguely
Totally
Familiar
Familiar
Familiar Unfamiliar
85
129
114
206
93
116
88
93
Chi-Square:
25.2738
df: 3
Significance
Level:
.0001
93
Table
43.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To S i z e
O f S c h o o l T e a c h i n g In.
S i z e of
School
A '
AA
AAA
AAAA
James Dobson's D iscipline Wit h Love
Very
Somewhat
Vaguely
T otally
Familiar
Familiar
Familiar Unfamiliar
38
30
17
59
16
19
35
50
37
54
30
47
12
35
29
20
Chi-Square:
46.6841
Table
44.
df: 9
Significance
Level:
.0001
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t Styles W i t h R e g a r d To L e v e l
Of C e r t i f i c a t i o n .
L e v e l of
C e r t if .
EIe m .
Sec .
K - 12
J a m e s D o b s o n ' s D i s c i p l i n e W i t h L o ve
Very
Somewhat
Vaguely
Totally
F amiliar
Familiar
F a m i I i ar U n f a m i l i a r
5
6
5
8
90
117
108
141
83
123
90
148
Chi-Square:
2.1623
Table
45.
df: 6
Significance
Level:
.9042
■P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From W h i c h Students Graduated.
I ns t i t u t i o n
CMSU
■NE M S U
NWMSU
SEMSU
SWMSU
C h i -Squar e :
Very
Familiar
25
17
16
6
20
57.4347
Haim G i n o t t 's
Somewhat
Familiar
21 .
35
52
26
28
df:
12
Method
Vaguely
Familiar
10
50
53
14
40
Significance
Totally
U n f amiliar
24
38
51
50
40
L e v e l :.0001
94
Table
46.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t Styles W i t h R e g a r d To Year
Of G r a d u a t i o n .
Y e a r of
Graduation
1985
1986
Very
Familiar
41
42 .
Chi
1.1280
Squar e :
Table
47.
Gender
'M a l e
F emale
Chi-Square:
15.4665
48.
df : 3
Method
Vaguely
F a m i I i af
95
74
Signiflcanc e
Totally
Unfamiliar
107
96
Level:
.7703
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
Very
Familiar
38
48
Table
H a i m Gino t t 's
Somewhat
Familiar
. 85
76
Haim Ginott
Somewhat
Familiar
84 '
76
df: 3
s Method
Vaguely
Familiar
98
69
Significance
Totally
Unfamiliar
136
67
Level:
.0015
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dis c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To Size
O f S c h o o l T e a c h i n g In.
S i z e of
S c h o oI
A
AA
AAA
AAAA
Very
Familiar
14
9
Chi-Square:
34.4213
8
19
Haim G i n o t t ’s Method
Somewhat
Vaguely
F a m i I i ar .
Familiar
30
18
15
23
31
45
17
16
df: 9
Significance
T otally
Unfamiliar
34
33
28
Level:
12
.0001
95
Table
49.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To L e v e l
Of C e r t i f i c a t i o n .
L e v e l of
Certif.
E I em .
Sec .
K- 12
Very
Familiar
3
36
45
Chi-Square :
Table
50.
11.6845
Very
F a m i I i ar
27
21
32
16
26
Chi-Square:
51.
s Method
Vaguely
Familiar
Totally
Unfamiliar
0
10
92
77
97
97
Significance
Level:
.0694
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From Which Students Graduated.
I ns t i t u t i o n
CMSU
NEMSU '
NWMSU
SEMSU '
SWMSU
Table
Haim Ginott
Somewhat
Familiar
3
79
77
30.6136
F r e d e r i c Jones'
Method
Somewhat
Vaguely
Familiar
Familiar
20
7
38
34
59
24
30
'11
34
17
d f : 12
Significance
T ot a l l y
Unfamiliar
6
12
14
1.5
19
L e v e l :.0023
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To Y e a r
Of G r a d u a t i o n .
Y e a r of
Graduation
1985
1986
Very
Familiar
58
64 .
Chi-Square:
5.5531
F r e d e r i c Jones' M e t h o d
Vaguely
Somewhat
Familiar
Familiar
98
57
86
33
d f : 3 ■ Significance
Totally
Unfamiliar
33
33
Level:
.1 3 5 5
96
T able
5 2.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
Gender
Mal e
F emale
Very
F amiliar
48
74
Chi
27.7578
Square :
Table
53.
F r e d e r i c Jones'
Method
Somewhat
Vaguely
Familiar
Familiar
109
62
75
28
df : 3
F r e d e r i c Jones' M e t h o d
Somewhat
Vaguely
Familiar
Familiar
37
12
19
19
29
17
Very
Familiar
15
15
25
13
C h i - Squar e :
12.4629 . d f : 9
54.
Level:
.0001
P e r c e p t i o n s O h F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t Styles. W i t h R e g a r d To S i z e
O f S c h o o l T e a c h i n g In.
S i z e of
School 1
A
AA
' AAA
AAAA
Table
Significance
Totally
Unfamiliar
48
18
21
T ot a l l y
Unf amiliar
8
7
13
12
Signifi cance
2
Level:
.1885
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h ■R e g a r d T o L e v e l
Of C e r t i f i c a t i o n .
L e v e l of
C e r t i f ..
Elem.
Sec .
K - 12
Very
Familiar
3
62
57
Chi-Square:
6.2484
Frede r i c Jones' M e t h o d
Somewhat
Vaguely
Familiar
Familiar
df: 6
6
0
94
85
39
51
Significance
Totally
Unfamiliar
3
33
29
Level:
.3959
97
Table
55.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From Which Students Graduated.
I ns t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
Lee Canter's A s s ertive D iscipline
Very
Somewhat
Vaguely
Totally
Famillar
Famillar
F a m i I i ar U n f a m i l i a r
27
33
19
21
49
71
31
24
50
94
32
39
25
53
15
27
42
41
43
34
C h i -Squar e :
26.6794
Table
56.
d f : 12
Significance
L e v e l :.0086
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To Y e a r
Of G r a d u a t i o n .
Y e a r of
G r aduatI on
1985
1986
Lee Canter's As s e r t i v e Disci p l i n e
Very
Somewhat
Vaguely
Totally
Familiar
Familiar
Familiar Unfamiliar
111
145
76
78
82
147
64
67
Chi-Squar e :
3.0002
Table
57.
df : 3
Significance
Level:
.3916
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dls c i p i i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Gender.
Gender
Mal e
F emale
Lee Cant e r 's As s e r t i v e D iscipline
Very
Somewhat
Vaguely
Totally
F amillar
Familiar
Familiar Unfamiliar
88
173
74
H O
105
120
66
34
C h i — Square:
33.7716
df: 3
Significance
Level:
.0001
98
Table
58.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t Styles W i t h R e g a r d To Size
O f S c h o o l T e a c h i n g In.
S i z e of
School
A
AA
AAA
AAAA
Lee Canter's Assertive Discipline
Very
Somewhat
Vaguely
Totally
F a m i Iiar
F a m i I i ar
F a miIiar Unfamiliar
45
33
32
.io
14
44
22
20
43
44
31
22
23
34
13
10
Chl-Square :
32.1814
Table
59.
df: 9
Slgnificance
Level:
.0002
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i i n e / M a n a g e m e n t Styles W i t h R e g a r d To L e v e l
Of C e r t i f i c a t i o n .
L e v e l of
Certif.
EIe m .
Sec .
K - 12
Lee Canter's Assertive Discipline
Very
Somewhat
Vaguely
Totally
Famillar
Familiar
F a m i I i a r U n f a m i I i ar
3
.3
9
5
73
140
83
84
116
144
54.
56
Chi-Square:
32.6315 '
Table
60.
df: 6
Significance
Level:
.0001
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i I n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To
Institution From Which Students Graduated.
Thomas
I ns t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
Chi-Square :
Gordon
Very
Familiar
17
24
10
21
39
49.4822
s
Teacher Effectiveness Training
Somewhat
Vaguely
T otally
Familiar'
F a m i l l a r Unf ami liar
21
31
31
57
55
39
73
74
58
35
22
42
47
26
48
d f : 12
Significance
L e v e l : .0001
99
Table
61.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t y l e s W i t h R e g a r d To Y e a r
Of G r a d u a t i o n .
Thomas Gordon
Y e a r of
Very
Graduation
Familiar
1985
57
1986
57
Chi
Square:
Table
62.
9.7125
s
Teacher
Somewhat
Familiar
107
126
df: 3
Significance
Level:
.0212
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p i I n e / M a n a g e m e n t S t y l e s . W i t h R e g a r d To
Gender.
Thomas
Gender
Mal e
F emale
Gordon' s Teacher
Very
Somewhat
F amiliar
Familiar
47
143
67
85
Chi-Squar e :
17.557 9
Table
Effectiveness Training
Vaguely
Totally
Famil i a r Unfamiliar132
114
92
85
63.
df: 3
Effectiveness Training
Vaguely
Totally
Familiar Unfamiliar
130
125
100
73
■S i g n i f i c a n c e
L e v e l : . 0005
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
Dis c i p i i n e / M a n a g e m e n t Styl e s W i t h R e g a r d To S ize
O f S c h o o l T e a c h i n g In.
Thomas
S i z e of
S c h o oI
A
AA
AAA
AAAA
Chi-Square:
Gordon
Very
Familiar
17
' 14
17
12
23.7326
s
Teacher
Somewhat
Familiar
42
16
34
23 .
df: 9
Effect!veness Training
Vaguely
Totally
Familiar Unfamiliar
24
37
33
37
52
37
32
13
Significance
Level:
.0047
100
Table
6 4.
P e r c e p t i o n s O n F a m i l i a r i t y Of S p e c i f i c C l a s s r o o m
D i s c i p l i n e / M a n a g e m e n t S t yles W i t h R e g a r d To L e v e l
Of C e r t i f i c a t i o n .
L e v e l of
Certif.
EIe m .
Sec .
K-12
Thomas
Gordon' s Teac h e r
Very
Somewhat
.F a m i l i a r
Familiar
5
2
53
120
56
H O
Chi-Square:
8.3851
df: 6
E ffectivenes s Training
Vaguely
T otally
Familiar Unfamiliar
4
9 '
• 114
93
H O
94
Significance
Level:
,2112
101
•
APPENDIX
MISCELLANEOUS
B
TABLES
OVERALL PREPARATION WITH REGARD
EFFECTIVE TEACHING TECHNIQUES
(65-69)
TO
OVERALL PREPARATION WITH REGARD.TO
CLASSROOM DISCIPLINE/MANAGEMENT
TECHNIQUES
(70-74)
102
Table
65.
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
To S p e c i f i c U n i v e r s i t i e s A n d E f f e c t i v e T e a c h i n g
Techniques.
o
Ins t I t u t I o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
10
10
6
11
Chi-Square:
Table
66
Y e a r of
1985
1986
6.7933
. df:
12
Significance
Level:
.8710
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
T o Y e a r O f G r a d u a t i o n .A n d E f f e c t i v e T e a c h i n g
Techniques.
Gr a d .
Chi-Square:
Table
E f f e c t i v e T eac hi n g T e c h n i q u e s
Good
F air
Poor
Prep.
Prep
Prep .
9
4
0
18
7
0
22
10
I
13 s
4
I
18
2
I
E x c e l l ent
Prep .
7
67.
Gender
Mal e
F emale
C h i -Squar e :
Excellent
Prep .
20
24
4.1075
E f f e c t i ve
Good
Prep
43
37
df:
3
Teaching Techniques
F ai r
Poor
Prep.
Prep.
16
3
11
Significance
0
Level:
.2501
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
To Gender A n d E f f e c t i v e T e a c h i n g Techniques.
Exc e l l ent
Pr e p .
20
24
4.7536
E f f ective Teac h i ng T e c h n i que s
Good
Fair
Poor
Prep ,
Prep
Prep.
48
19
2
32
8
I
df :
3
Significance
Level:
.1908
103
Table
School
A
AA
AAA
AAAA
68.
P e r c e p t i o n s Of
To School Size
Techniques..
2
6
6
69.
10.6628
Chi-Square:
70.
Ins t i t u t i o n
CMSU
NEMSU
NWMSU
SEMSU
SWMSU
C h i - Squar e :
df:
9
T e a c h ! ng T e c h n i ques
F al r
Poor
Prep
Prep.
4
I
3
0
8
2
0
I
Significance
Level:
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n
To L e v e l Of T e a c h i n g C e r t i f i c a t i o n
Teaching Techniques.
L e v e l of
Certificati on
Elementary
Secondary ■
K - 12
Table
11
12
10
5
C h i - Squar e :
Table
E f f active
Good
Prep
17
Ex c ellent
Prep .
Size
Overall Preparation With Regard
Taught In And Effective Teaching
E xcellent
Prep.
2
22
20
7.0048
E f f e c t i ve
Good
Prep
I
35
44
df:
6
.2995
With Regard
And Effective
Teaching Techniques
F air
Poor
Prep.
Prep
I
0
16
3
10
0
Significance- Level:
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h
To S p e c i f i c U n i v e r s i t i e s And C l a s s r o o m
Discipiine/Management Techniques.
.3204
Regard
Classroom Discipiine/Management Techniques
Excellent
Good
F air .
Poor
Prep.
Prep .
Prep .
Pr e p
3
5
I
. - 11
0
6
I
4
10.8377
df:
12
21
20
10
12
2
14
9
14
11
3
4
3
Significanc e
L e vel :
.5 4 2 9
104
Table
71.
Y e a r of
1985
1986
Grad.
Chi-Square:
Table
72.
Gender
Mal e
F emale
C h i -Square:
Table
School
A
AA
. AAA
AAAA
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h
To Y e a r Of G r a d u a t i o n A n d C l a s s r o o m
Discipline/Management Techniques.
73.
Size
Chi-Square :
Regard
Classroom Management/Di scIpline Techniques
Excellent
Good
Fair
Poor
Prep.
Prep.
Prep.
Prep
6
38
29
• 9
8
38
22
4
2.5309
df:
3
Significance
Level:
.4697
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h R e g a r d
To G e n d e r A n d . C l a s s r o o m D i s c i p l i n e / M a n a g e m e n t
Techniques .
C l a s s r o o m Di s c I p l i n e / M a n a g e m e n t T e c h n i q u e s
Excellent
Good
Fair
Poor
Prep .
Prep.
Prep.
Prep
10
41
31
7
4
35
20
6
1.7980
df:
3
Significance
Level:
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n W i t h
To Sch o o l Size T a u g h t In An d C l a s s r o o m
Dis c i p i i n e / M a n a g e m e n t T e c h n i q u e s .
.6154
Regard
Classroom Discipline/Management Techniques
Ex c ellent
Good
F ai r ■
Poor
Prep .
Pr ep .
Prep .
Prep
4
6
10
4
2
9
7
2
2
15
5
6
.1
11
4
0
12.4589
df:
9 .
Significanc e
Level:
.1 8 8 7
105
Table
74.
P e r c e p t i o n s Of O v e r a l l P r e p a r a t i o n
T o L e v e l Of T e a c h i n g C e r t i f i c a t i o n
Discipline/Management Techniques.
L e v e l of
Certification
E l ement ary
Secondar y
K-12
Chi-Square:
With Regard
And Classroom
Classroom D i sci piine/Management Techniques
Ex c ellent
Good
F ai r
Poor
Prep .
Prep.
Prep .
Prep
I
2
I
0
9
34
26
7
4
40
24
6
4. 0 3 0 1
df : ■ 6
Signlficance
Level:
.6 7 2 6
106
APPENDIX
.DESCRIPTIVE
RESPONSES
C
OF
THE
GRADUATES
107
D e s c r i p t i v e Responses Fro m The Graduates
Central Missouri State University
Of
-I w o u l d h a v e r a t e d t h e o v e r a l l p r e p a r a t i o n as e x c e l l e n t
it h a d n o t b e e n f o r t h e p o o r p r e p a r a t i o n i n d i s c i p l i n e .
if
-Classroom discipline,
especially in physical education
c l a s s e s , and how to k e e p the low a c h i e v e r s m o t i v a t e d w e r e
low in p r e p a r a t i o n levels.
I needed more information on
h o w t o t e a c h a l a r g e n u m b e r of s t u d e n t s p r o p e r s k i l l s a n d
techniques with very limited equipment.
A l s o , h o w to set
u p a g r a d i n g s y s t e m if n o p a r a m e t e r s a r e g i v e n .
- A r e a s of p o o r p r e p a r a t i o n w e r e i n t h e a r e a s of c l a s s r o o m
m a n a g e m e n t , c l a s s r o o m o r g a n i z a t i o n and facilities usage.
I
n e e d e d m o r e i n d e p t h t r a i n i n g of s p e c i f i c s p o r t s s k i l l s
a n d s t r a t e g i e s a n d m o r e i n d e p t h t r a i n i n g of p h y s i o l o g y of
exercise .
-The
program
needs
to
be
more
science
oriented!
-We n e e d to h a v e a c t u a l c l a s s r o o m i n v o l v e m e n t p r i o r to
student teaching.
Too m a n y p e o p l e get out into the f i e l d
and r e a l i z e t h e y do not like teaching.
I use my degree in
t h e a r e a of f i t n e s s .
-I f e l t m y p r e p a r a t i o n w a s a d e q u a t e .
After b e i n g in the
t e a c h i n g f i e l d for I 1/2 years, I have d i s c o v e r e d some
areas that w o u l d be v e r y b e n e f i c i a l to s t u dents I n their
training.
I n c o a c h i n g , l e a r n i n g h o w to s p e a k to t he m e d i a
is t r e m e n d o u s l y i m p o r t a n t .
Yes, w e ' r e t e a c h e r s first, but
w e a r e e x p o s e d , to a h i g h e r d e g r e e , to t h e p u b l i c t h r o u g h
athletics.
Perhaps some a c t u a l t r a i n i n g i n this area
would help a great d e a l .
-I d i d n ' t c i r c l e o n e o r t w o ( p o o r of f a i r p r e p a r a t i o n ) , b u t
w o u l d e n c o u r a g e C M S U to c o n t i n u e the s e m e s t e r s y s t e m t h e y
a r e p r e s e n t l y in.
T h e t r i - m e s t e r s y s t e m t h a t u s ed to be
at C M S U "c u t m e s h o r t " o n s o m e s u b j e c t s t h a t I f e e l a r e
very important ( s pecifically kine s i o l o g y and anatomy).
I'm glad it's changed.
-I n e e d e d
students
more preparation in
and extracurricular
t h e a r e a s of
activities.
discipline
of
108
D e s c r i p t i v e Responses Fro m The Graduates
Northeast Missouri State University
Of
- - W e m a y h a v e c o v e r e d t h e s e a r e a s of d i s c i p l i n e , b u t n o t b y
names.
We c o v e r e d h o w to m a n a g e st u d e n t s , not one s p e c i f i c
plan.
■
— M o r e time was n e e d e d i n st u d e n t teaching.
Four weeks in
h i g h s c h o o l a n d f o u r w e e k s i n e l e m e n t a r y w a s n ' t e n o u g h to
f u l l y u n d e r s t a n d t h e f u l l r e s p o n s i b i l i t y of t e a c h i n g a n d i t s
problems.
— T h e c o m p e t e n c y b a s e d p r o g r a m at N M S U is a "great t h i n g t o
prepare teachers.
W h e r e t h e s c h o o l f a l l s s h o r t is i n its
e f f o r t s to h e l p th e g r a d u a t e s f i n d jobs a p p r o p r i a t e for
their expertise.
— I needed
management
more preparation
and dealing with
i n t h e a r e a s of c l a s s r o o m
sociopathlc individuals’
.
D e s c riptive Responses F r o m The Graduates
Northwest Missouri State University
Of
— I f e e l it w o u l d h e l p t h e s t u d e n t s to h a v e a w h o l e y e a r
student teaching under two different t e a c h e r s .
More
t e c h n i q u e s of d i s c i p l i n e s h o u l d b e b r o u g h t o u t a n d t r i e d
in a classroom.
of
out
— A s y o u h a v e n o t i c e d , I h a v e g i v e n l o w r a t i n g s t o m o s t of
the questions asked.
I h a v e n e v e r h e a r d of s o m e of t h e s e
concepts .
I, f e e l I a m i n n e e d of f u r t h e r e d u c a t i o n c o u r s e s
b e f o r e I c o u l d c o n t i n u e to teach.
Graduating with a double
major,
I c a n s e e t h e l a c k of d i s c i p l i n e w h e n it c o m e s to
taking a.physical education course.
Too m a n y students will
r e c e i v e p a s s i n g grades w i t h o u t a c t u a l l y c o m p l e t i n g the
r e quired work.
--I f e e l tha t the E d u c a t i o n D e p a r t m e n t that I w o r k e d w i t h
d u r i n g m y u n d e r g r a d u a t e days i n c ollege was d e ficient
because I wasn't really taught anything except in a couple
of c l a s s e s .
The P h y s i c a l E d u c a t i o n D e p a r t m e n t was a great
l e a r n i n g e x p e r i e n c e f o r me.
— Probably
a r e as .
more
emphasis
needs
to
be
put
on
discipline
109
--I d o n ' t h a v e p r o b l e m s w i t h d i s c i p l i n e ,.but I f e e l some
p e o p l e do.
I t hink Northwest could have work e d on
discipline a little h a r d e r .
I d i d n t h a v e a l o t of t r a i n i n g
i n t hi s ar ea .
— A f e w of t h e i n s t r u c t o r s I h a d w e r e " w o r t h l e s s " . - T h e y
s e e m e d to be t o o o l d a n d d i d n ' t s e e m to k n o w w h a t was g o i n g
on i n the class.
I w a s n ' t the o n l y one t h a t f e l t this way.
— It w o u l d b e v e r y d i f f i c u l t f o r a n y i n s t i t u t i o n t o f u l l y
p r e p a r e a p e r s o n to enter the t e a c h i n g field.
Personally,
I
t h i n k m o r e " h a n d s on" e x p e r i e n c e w i t h a s c h o o l d i s t r i c t
c o u l d be v e r y b e n e f i c i a l .
Maybe observation and student
t e a c h i n g c o u l d be l e n g t h e n e d .
A l s o , I t h i n k i t is o n l y f a i r
to s a y I a m p r e s e n t l y c o a c h i n g two s ports ( v a r s i t y , j u n i o r
va r s i t y and-junior high), t e a c h i n g health, driver ed u c a t i o n
and athletic d i r e c t o r .
In addition, I am also teaching K-12
physical education,
so I m v e r y s u r e t h e r e i s / w a s v e r y m u c h
to p r e p a r e for.
— A r e a s of d e f i c i e n c y i n c l u d e t h e p s y c h o l o g i c a l a r e a s
p h y s i c a l e d u c a t i o n a n d s p o r t s s u c h as m o t i v a t i o n ,
perception, motor learning and motor control.
Descriptive Responses From The Graduates
Southeast Missouri State University
of
Of
— T h e y d i d n ' t p r e p a r e us at a l l i n c o a c h i n g .
They were more
concerned with dance classes.
I n o w c o a c h a l l y e a r long,,
but d o n ' t t e a c h d a n c i n g .
The teaching curriculum,
otherwise, was more t h a n adequate.
— I feel that the teacher's taught "old-fashioned" physical
education.
They didn't teach up-to-date philosophies.
Furthermore, they didn't teach/tell students what really
went on i n the classroom.
T h e y n e e d to s t r e s s d i s c i p l i n e ,
classroom management ’
m u c h more!
— I f e e l t h a t t h e p h y s i c a l e d u c a t i o n d e p a r t m e n t a t S E M O is
somewhat behind the t i m e s .
I t h i n k t h a t it is i m p e r a t i v e
t h a t t h e y u p d a t e t h e i r f a c u l t y as w e l l a s t h e i r c u r r i c u l u m
(ex. a d d i n g a m o v e m e n t p h y s i o l o g y ) .
— I t h i n k the overall p r o g r a m was not realistic.
Too m a n y
hours beh i n d a desk learning theories and not enough time
spent on f o l l o w i n g t h r o u g h i n a r e a l i s t i c situation..
HO
— Too m u c h
applicable
s i t u a t i o ns
a b l e to be
— It w a s
control,
taking a
t i m e is s p e n t i n t e a c h i n g t h e o r i e s t h a t a r e o n l y
in perfect situations.
Since no r e a l l y perfect
e x i s t s i n h i g h sc h o o I , t h e s e t h e o r i e s a r e n o t
used.
more on material content.
Very little class room
d i s c i p l i n e , a n d b e h a v i o r was t a u g h t .
It h a s b e e n
w a l k i n t h e d a r k f o r m e , l e a r n i n g as I g o .
C e r t a i n a r e a s f a i l e d to be p r e s e n t e d to s t u d e n t s i n the
undergraduate program.
M a i n areas on disci p l i n e ideas and
s o m e p s y c h o l o g y of c o a c h i n g a r e a s w i t h s o m e f o c u s o n
t e c h n i q u e s is d r a s t i c a l l y n e e d e d .
Descriptive Responses From The Graduates
Southwest Missouri State University
Of
- - A g r e a t e r v a r i e t y of c l a s s r o o m d i s c i p l i n e / m a n a g e m e n t
t e c h n i q u e s s h o u l d h a v e b e e n s u p p l i e d to us.
Skinner and
Canter were the m a i n two techniques provided.
Further,
d i s c i p l i n e i n publ i c sch o o l a t h l e t i c s was not h i g h l i g h t e d
nearly enough.
As a l a s t p o i n t , it w o u l d b e a n e x c e l l e n t
l e a r n i n g e x p e r i e n c e if, s o m e h o w , l e s s t h e o r y w a s a p p l i e d a n d
more practicality would have been involved.
— I f e e l like I was p r e t t y p repared, but the most hel p f u l
semester hours I took for c l a s s r o o m manag e m e n t were my
student teac h i n g hours.
I feel that learning from
e x p e r i e n c e a f t e r or d u r i n g t h e t i m e y o u a r e l e a r n i n g
c l a s s r o o m m a n a g e m e n t is m u c h m o r e e f f e c t i v e .
T here are
t h i n g s y o u c a n be l e c t u r e d a b o u t i n the c l a s s r o o m , h o w ever,
t h e s e t h i n g s a r e m o r e a p t to b e r e m e m b e r e d w h e n t h e y c a n be
u s e d i n a h i g h s c h o o l or e l e m e n t a r y s e t t i n g .
T h e r e are,'
sev e r a l s i t u a t i o n s i n the c l a s s r o o m that are not dealt w i t h
until you are actually teaching.
M y s t u d e n t t e a c h i n g was
excellent, because I learned through my evaluation teacher
h o w t o a p p r o a c h s i t u a t i o n s , a n d if t h a t d i d n ' t w o r k , w h a t
else m i ght help.
There are c e r t a i n teachers I l earned a
t r e m e n d o u s amount from, there are some that r ead f r o m the
b o o k or u s e d m y s t u d e n t t e a c h i n g t i m e as a r e c e s s t i m e .
It's v e r y imp o r t a n t ,
I feel, that t h ese t h i n g go together.
L o t s of t h e o r i e s w i l l n o t h e l p y o u i n t h e r e a l c l a s s r o o m .
— I had e x cellent p r e p a r a t i o n in subject m a t t e r mastery, but
c l a s s r o o m d i s c i p l i n e a n d m a n a g e m e n t t e c h n i q u e s w e r e poor.
—
The
best
way
to
learn
is
to
get
the
practical
experience!
Ill
APPENDIX
D
INITIAL
COVER
LETTER
SENT
WITH'QUESTIONNAIRE
113
September
Dear
Fellow.Physical
8,
1987
Educator:
P r o g r a m c h a n g e s a n d I m p r o v e m e n t s I n t h e c u r r i c u l u m of
o u r a l m a m a t e r s a r e of g r e a t i m p o r t a n c e t o a l l of us.
The
u n d e r g r a d u a t e p h y s i c a l e d u c a t i o n p r o g r a m s f r o m w h i c h we
g r a d u a t e d m u s t c o n t i n u e to be u p g r a d e d i n o r d e r to p r o d u c e
quality physical educators.
E n c l o s e d y o u w i l l f i n d a q u e s t i o n n a i r e w h i c h is t h e
b a s i s o f a s t u d y b e i n g d o n e t o i m p r o v e t h e q u a l i t y of t h e
p h y s i c a l e d u c a t i o n t e a c h e r p r e p a r a t i o n p r o g r a m at the
university from which you graduated.
G r a d u a t e s of t h e
five, regi o n a l state u n iversities in Missouri, during the
y e a r s of 1 9 8 5 - 1 9 8 6 , a r e b e i n g s u r v e y e d i n o r d e r t o d e t e r m i n e
t h e i r s a t i s f a c t i o n l e v e l s w i t h r e g a r d t o v a r i o u s a s p e c t s of
their undergraduate professional preparation programs.
The
r e s u l t s of t h i s s u r v e y w i l l b e u s e d to m a k e s p e c i f i c
r e c o m m e n d a t i o n s to t h e r e s p e c t i v e u n i v e r s i t y w i t h r e g a r d to
teacher training program improvements.
W i l l y o u p l e a s e d e v o t e a f e w mi n u t e s to c o m p l e t e the
e n c l o s e d q u e s t i o n n a i r e a n d r e t u r n it i n t h e s t a m p e d ,
self-addressed envelope?
I w o u l d l ike to e m p h a s i z e that
y o u r i n d i v i d u a l r e s p o n s e w i l l b e k e p t c o n f i d e n t i a l a n d is
v i t a l t o t h e r e s u l t of t h e s t u d y .
P l e a s e r e t u r n the
q u e s t i o n n a i r e p r i o r t o S e p t e m b e r 21, 1 9 8 7 .
I f y o u w i s h , y o u w i l l r e c e i v e a c o p y o f t h e re.sults a t
t h e c o m p l e t i o n of t h i s s t u d y .
Simply add your name and
c u r r e n t a d d r e s s at t h e e n d of t h e q u e s t i o n n a i r e .
Thank you
for your r e s p o n s e and p a r t i c i p a t i o n i n this study.
Sincerely,
David Oatman
828 W . V a l l e y Court
Springfield, Missouri
E n c I o s u r es
65807
1-14
FIRST
F O L L O W - U P 'L E T T E R
SENT- W I T H
QUESTIONNAIRE
115
October
Dear
Fellow
Physical
I,
1987
Educator:
In early September, you should have received a
questionnaire concerning your undergraduate preparation in
t h e a r e a s of s u b j e c t m a t t e r m a s t e r y , t e a c h i n g t e c h n i q u e s a n d
specific discipline and management techniques.
A s of t h i s
date, I h a v e not yet r e c e i v e d your reply.
I cannot
o v e r e m p h a s i z e t h e i m p o r t a n c e of y o u r r.esponse.
As i n d i c a t e d i n t h e p r e v i o u s l e t t e r , p r o g r a m c h a n g e s
a n d i m p r o v e m e n t s in- t h e c u r r i c u l u m of o u r a l m a m a t e r s a r e of
g r e a t i m p o r t a n c e t o a l l of u s .
The u n d e r g r a d u a t e physical
e d u c a t i o n p r o g r a m s f r o m w h i c h we g r a d u a t e d m u s t c o n t i n u e to
be u p g r a d e d i n o r der to p r o d u c e q u a l i t y p h y s i c a l e d u c a t o r s .
I n o r d e r to p r o v i d e t h e s e i n s t i t u t i o n s w i t h a c c u r a t e d a t a
c o n c e r n i n g " t h e s e v i t a l a r e a s of t e a c h e r p r e p a r a t i o n , I m u s t
have your response.
W o n ' t y o u p l e a s e t a k e f i v e m i n u t e s of y o u r t i m e to
c o m p l e t e t h e e n c l o s e d q u e s t i o n n a i r e a n d r e t u r n it i n t h e
stamped,
self-addressed envelope?
I w o u l d like to e m p h a s i z e
that your i n d i v i d u a l r e s p o n s e w i l l be kept c o n f i d e n t i a l and
i s v i t a l t o t h e r e s u l t of t h e s t u d y .
P l e a s e r e t u r n the
q u e s t i o n n a i r e p r i o r t o O c t o b e r 18., 1 9 8 7 .
Thank
study.
you
for
your
response
and
participation
in
Sincer e l y ,
David Oatman
828 W . V a l l e y Court
Springfield, Missouri
E n c Ios ur e s
65807
this
116
COVER
LETTER
SENT
TO
RELIABILITY
TESTING
POPULATION
117
October
Dear
Fellow
Physical
I,
1987
Educator:
F i r s t of a l l l e t m e t a k e t h i s o p p o r t u n i t y t o t h a n k y o u
f o r r e s p o n d i n g to t h e q u e s t i o n n a i r e I r e c e n t l y sent you.
I
sincerely appreciate the time and effort you spent in
an s w e r i n g my request for c o n t i n u e d improvements in your alma
mater's physical education teacher training program.
I n p a r t i a l f u l f i l l m e n t of t h e r e q u i r e m e n t s of t h i s
s t u d y , I m u s t c a l c u l a t e t h e r e l i a b i l i t y of t h e
questionnaire.
R e l i a b i l i t y is d e f i n e d as t h e c o n s i s t e n c y o f
r e s u l t s o v e r a p e r i o d of t i m e .
A l t h o u g h t h i s is a v e r y
t e d i o u s p r o c e s s , c a l c u l a t i n g t h e r e l i a b i l i t y o f this'
q u e s t i o n n a i r e is c r i t i c a l t o t h e s i g n i f i c a n c e of t h e s t u d y . '
I must-, o n c e a g a i n , r e q u e s t y o u r a s s i s t a n c e .
Please take .
f i v e m i n u t e s of y o u r t i m e t o f i l l o u t t h e q u e s t i o n n a i r e a n d
r e t u r n it to m e i n t h e s e l f - a d d r e s s e d ,
s t a m p e d e n v e l o p e no
l a t e r t h a n O c t o b e r 18, 1 9 8 7 .
Y o u h a v e m y a s s u r a n c e tha t this w i l l be t he last
c o r r e s p o n d e n c e y o u ' l l see w i t h r e g a r d to this survey. ■ T h a n k
y o u v e r y m u c h for your time i n this v e r y i m p o r t a n t matter.
.S i n e e r e l y ,
David Oatman
828 W . V a l l e y Court
Springfield, Missouri
E n c I o s u r es
65807
118
SECOND
FOLLOW-UP
LETTER
SENT
WITH
QUESTIONNAIRE
119
November
Dear
Physical
4,
1987
Educator:
In. t h e p a s t t w o m o n t h s , I h a v e s e n t o u t a
r e g a r d i n g t h e p h y s i c a l e d u c a t i o n c u r r i c u l u m of
m a t er .
questionnaire
your alma
To this date, I h a v e not r e c e i v e d your r e s p o n s e .
I
w a n t e d to l et y o u k n o w t h a t y o u r o p i n i o n s a n d r e s p o n s e s to
this q u e s t i o n n a i r e are v e r y i m p o r t a n t .
Your answers could
h a v e a s i g n i f i c a n t e f f e c t o n f u t u r e c u r r i c u l u m o f f e r i n g s at
the u n i v e r s i t y f r o m w h i c h you graduated.
For your c o n v e n i e n c e , I've e n closed a s e l f - a d d r e s s e d ,
s t a m p e d e n v e l o p e to r e t u r n you r c o m p l e t e d s u r vey.
The five
m i n u t e s t h a t y o u t a k e t o c o m p l e t e t h e s u r v e y is s i n c e r e l y
a p p r e c i a t e d . I ' m l o o k i n g f o r w a r d to r e c e i v i n g your r e s p o n s e
b y N o v e m b e r 18, 1 9 8 7 .
Thank y o u .
Sincerely,
David
E nc I o s ur e
Oatman
120
GRADUATE'S
PROFESSIONAL
PREPARATION
QUESTIONNAIRE
.121
Graduate
Directions:
I.
s
Professional
Preparation
Read each statement and
the a p p r o p r i a t e blank.
N a m e of u n d e r g r a d u a t e
graduat e d :
place
institution
Central Missouri State
N o r t h e a s t M i ss o u r i S t a t
N o r t h w es t M i ss o u r i S t a t
S o u t heas t M l s s o u r I Stat
S o u t h w e s t M i ss b u r i St a t
2 .
Year
of
Questionnaire
a
check
from
mark
which
you
University
e U n i v e r s it y
e U n i v e r sity
e U n i v e r sity
e University
graduation:
1985
1986
3.
Gender:
Male
F emale
4.
5.
.A r e y o u c u r r e n t l y t e a c h i n g ?
Yes
c ircle the a p p r o p r i a t e answer.
If
".No" , p l e a s e m o v e t o i t e m # 6 . D
No
you
(Please
circled
School size in w h i c h you teach?
Please use
a t h l e t i c r a t i n g ( f o o t b a l l not i n c l u d e d ) .
A
AA
AAA
AAAA
6 .
What
is
_______
_______
your
level
Elementary
Secondary
K - 12
of
teaching
certification?
in
122
Directions
For Q u e s t i o n n a i r e :
The f o l l o w i n g questionnaire
is i n f o u r d i s t i n c t s e c t i o n s .
Please read the
d i r e c t i o n s a n d f i l l out e a c h s e c t i o n , t h e n
r e t u r n it i n t h e s e l f a d d r e s s e d ,
stamped
e n v e l o p e b y S e p t e m b e r 21, 1 9 8 7 .
Please use the
f o l lowing rating scale only for section o n e :
4 __
3
excellent preparation
good preparation
fair preparation
poor p r e p a r a t i o n
no p r e p a r a t i o n
--
2
- -
I
- -
0 --
Section
I
—
Directions:
Overall
Professional
Development
U p o n g r a d u a t i o n , do y o u b e l i e v e t h a t y o u w e r e
a d e q u a t e l y p r e p a r e d for your teaching and/or
c o a c h i n g p o s i t i o n i n t h e , f o l l o w i n g areas..
P l e a s e c i r c l e y o u r r e s p o n s e .'
4
3
2
I
4
3
2
I • 0
Effective
4
3
2
I
Clas sr o om Disci p l i n e and/or
Management Techniques
0
0
Subject Matter Mastery
CKinesiology, Biomechanics,
P s y c h o l o g y of t h e A t h l e t e , e t c . D
Teaching
Techniques
123
S e c t l on. 1 1 :
<■
Directio n s :
4
3
2
I
Method
4
4
4
4
Method
4
4
4
4
4
Method
Specific
To
M e t h o d s Of C l a s s r o o m
DiscipiIne/Management
what extent did your u n d e r g r a d u a t e teacher
t r a i n i n g p r o g r a m f a m i l i a r i z e y o u w i t h the
following classroom discipline/ management
concepts?
P l ease use the f o l l o w i n g rating
scale i n this s e c t i o n and c i r c l e your
appropriate response.
— : very familiar
—
somewhat familiar
—
vaguely familiar
— ; t o tally unf amiliar
*1- - J a c ob
3
3
3
3
2
2
2
2
K o u n i n's
I
I
I
I
2
2
2
2
2
I
I
I
I
I
# 3— -William
4
4
3
3
2
2
I
I
4
3
2
I
Awareness
The Ripple Effect
Wi t hi t ne s s
Overlapping
Movement Management
# 2 — -B .F . S k i n n e r ' s
3
3
3
3
3
Classroom
Behavior
Modification
Negative Reinforcement
Positive Reinforcement
R u l e s - T g n o r e - P r a i s e (RIP}
R u l e s - R e w a r d - P u n i s h m e n t (RRP)
Contracting
Glasser's Reality
Therapy
C l a s s r o o m Rules
Continually Stressing Student's
R e s p o n s i b i l i t y For M onitoring
Their Own Good Behavior
C o n s i s t e n c y of C l a s s r o o m M e e t i n g s
124
Method
4.
4
4
4
4
4
Method
# 4 - -J a m e s
3
3
3
3
3
3
2
2
2
2
2
2
I
I
I
I
I
I
3
3
3
2
2
2
I
I
I
4
3
2
I
G.
# 6 - -Fr ederI c
3
2
I
4
3
2
I
4
3
2
I '
#7- -Lee
4
4
3
3
4
4
4
3
3
3
2
2
2
2
2
I
I
I
Love
and
Isolation
G i not t
Jones
P r o p e r U s e of E f f e c t i v e B o d y
Language
(Eye contact. Physical
proximity. Bodily carriage, Facial
expressions and Gestures)
Incentive Systems (Positive
reinforcement)
Providing Efficient Help
Canter's
1
1
With
Never ,Attack The Chil d ' s Character
Sane Messages From The Teacher
Negative Teacher Characteristics
( L o s s of t e m p e r , N a m e c a l l i n g ,
Rudeness,
Sadistic)
Positive Teacher Characteristics
(Polite, Helpful and Respectful).
4
Method
Discipline
Silently Looking On
Directive Statements
Modeling
Reinforcement
.Physical I n t e r v e n t i o n
Corporal Punishment
#5- - H a i m
4
■ 4
4
Me t ho d
Dobson's
Assertive
Discipline
S p e c i f i c , O b s e'r v a b l e C l a s s r o o m R u l e s
F i r m C o n v i c t i o n T h a t T h e T e a c h e r Is
In Charge
S e t P l a n of N e g a t i v e C o n s e q u e n c e s
Positively Reinforcing Good Behavior
Positive, Working Relationships With
Parents and Principals
125
Method
#8—
Thomas
Gordon's
Teacher
Effectiveness
T r a l nl ncr
Section
4
3
2
I
4
4
4
4
3
3
3
3
2
2
2
2
I
I
I
I
III
—
Direction s :
Time
Effective Communication With
Student s
The "No Lose A p p r o a c h "
All Students Are Winners
No S t u d e n t s Ar e L o s e r s
Common Grounds Solutions
Used
In
Instruction
Ho w m u c h time was spent i n your t eacher
t r a i n i n g p r o g r a m w i t h r e g a r d to the
t e a c h i n g / l e a r n i n g of s p e c i f i c c l a s s r o o m
discipline/management techniques?
Pleas e
c h e c k t h e a p p r o p r i a t e l e v e l of i n s t r u c t i o n .
No i n s t r u c t i o n was g i v e n
2 h o u r s of i n s t r u c t i o n i n a s e m e s t e r
3 - 6 h o u r s of i n s t r u c t i o n i n a s e m e s t e r
M o r e t h a n 7 h o u r s of i n s t r u c t i o n i n a
s ernes t er
F u l l s e m e s t e r CH a d a c l a s s d e v o t e d t o t a l l y
to this t o p i c . )
Section
IV
—
Dir e c t i o n s :
,
4
Overall
Preparation
Rating
R e m e m b e r i n g t h e r a t i n g s c a l e of e x c e l l e n t
p r e p a r a t i o n (4), g o o d p r e p a r a t i o n (3), f a i r
p r e p a r a t i o n ( 2) a n d p o o r p r e p a r a t i o n Cl), do
you believe that the und e r g r a d u a t e physical
education teacher training program from which
you graduated, a d e q u a t e l y p r e p a r e d you for
your teaching/coaching position?
Pleas e ■
circle your r e s p o n s e .
3
2
If y o u c i r c l e d
deficiency:
I
one
or
two,
please
explain
the
areas
of
126
SAMPLE
OF
COVER LETTER SENT TO PROFESSIONAL
VALIDITY COMMITTEE
127
December
'D r . M i c h a e l B e l l
342I W . Moark
Springfield, Missouri
Dear
19,
1986
65807
Dr . B e l l :
F i r s t of a l l , I w o u l d l i k e t o t h a n k y o u f o r b e i n g a
p a r t of t h i s p r o f e s s i o n a l p a n e l .
I c o n s i d e r m y s e l f to be
q u i t e f o r t u n a t e t o h a v e s u c h h i g h l y q u a l i f i e d p e o p l e , as
y o u r s e l f , to a s s i s t me i n m y p r o f e s s i o n a l g r o w t h .
I
s i n c e r e l y a p p r e c i a t e t h e f a c t t h a t y o u a r e w i l l i n g to t a k e
t i m e o u t of y o u r b u s y s c h e d u l e t o h e l p m e w i t h m y d o c t o r a l
dissertation.
W i t h o u t g e t t i n g i n t o t oo m u c h d e t ail, I w o u l d like to
b r i e f y o u o n a f e w of t h e b a s i c s c o n c e r n i n g m y d i s s e r t a t i o n .
T h r o u g h m y s i x y e a r s of w o r k w i t h s t u d e n t t e a c h e r s , I b e c a m e
a w a r e of a d e f i c i e n c y i n t h e t e a c h e r e d u c a t i o n p r o g r a m a t
the local university.
Basically,
I felt that the graduates
of t h e p h y s i c a l e d u c a t i o n u n d e r g r a d u a t e t e a c h e r t r a i n i n g
p r ogram were being effectively trained in the teaching
m e t h o d s an d s ubject m a t t e r mastery, but w e r e l a c k i n g
effective training in classroom discipline/management
techniques.
W i t h this i n mind, I d e v e l o p e d a n interest and
p u r s u e d t h i s i n t e r e s t as m y d i s s e r t a t i o n t o p i c .
T h e s t a t e m e n t of t h e p r o b l e m f o r m y s t u d y i s t h r e e f o l d .
F i r s t , t o d e t e r m i n e t h e g r a d u a t e ' s p e r c e p t i o n s of t h e
o v e r a l l q u a l i t y of t h e i r p h y s i c a l e d u c a t i o n t e a c h e r t r a i n i n g
programs.
Second, to d e t e r m i n e the g r a d u a t e ' s perceptions'
of t h e i r t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d t o t h e
t e a c h i n g of s p e c i f i c d i s c i p l i n e / m a n a g e m e n t t e c h n i q u e s .
The
t e c h n i q u e s tha t c a n be u s e d to h a n d l e the d i s c i p l i n e
problems they face in their own classrooms.
F i n a l l y , to
r e s e a r c h a n d d i s c u s s t h e l i t e r a t u r e th a t p e r t a i n s to the
proven and effective classroom discipline/management
t e c h n i q u e s t h a t c a n be t a u g h t i n t h e c o l l e g e or u n i v e r s i t y
teacher education p r o g r a m s .
D u r i n g t h e s t u d y , I p l a n to s u r v e y t h e 1 9 8 1 - 1 9 8 5
g r a d u a t e s of t h e u n d e r g r a d u a t e p h y s i c a l e d u c a t i o n p r o g r a m s
i n t h e f i v e r e g i o n a l s t a t e u n i v e r s i t i e s of M i s s o u r i .
With
t h e r e s u l t s of t h e s u r v e y , I h o p e t o d e t e r m i n e t h e i r
p e r c e p t i o n s of t h e q u a l i t y of t h e t e a c h e r t r a i n i n g p r o g r a m s
from which they graduated.
The Likert Rating Scale used in
128
t h i s q u e s t i o n n a i r e w i l l p r o v i d e .me w i t h p e r t i n e n t d a t a i n
three areas.
F i r s t , t h e g r a d u a t e ' s p e r c e p t i o n s of t h e i r
t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d to t h e i r o v e r a l l
p r o f e s s ! onal development .
S e c o n d , t h e gr a d u a t e ' s
p e r c e p t i o n s of t h e i r t e a c h e r t r a i n i n g p r o g r a m s w i t h r e g a r d
t o t h e t e a c h i n g o f s p e c i f i c m e t h o d s or t e c h n i q u e s of
classroom discipline/management.
F i n a l l y t h e a m o u n t of
t i m e , i f a n y , t h a t w a s u s e d i n t h e i n s t r u c t i o n of t h e s e
discipline techniques.
A f t e r t h e d a t a is c o l l e c t e d , C h i S q u a r e - T e s t s of
I n d e p e n d e n c e w i l l be u s e d to t e s t t h e l e v e l s of s i g n i f i c a n c e
w i t h r e g a r d t o t h e d e p e n d e n c e or i n d e p e n d e n c e c o n c e r n i n g t h e
p e r c e p t i o n l e v e l s of p r e p a r a t i o n a n d i n s t r u c t i o n t o g e n d e r ,
s c h o o l from, w h i c h t h e p e r s o n g r a d u a t e d , l e v e l of t e a c h i n g
c e r t i f i c a t i o n , a g e of t h e i n d i v i d u a l a t g r a d u a t i o n , y e a r of
g r a d u a t i o n a n d t h e s i z e of t h e s c h o o l i n w h i c h t h e
individual now t e a c h e s .
E n c l o s e d w i t h t h i s l e t t e r y o u w i l l f i n d a l l of t h e
m a t e r i a l s I w a s p l a n n i n g o n s e n d i n g e a c h of t h e g r a d u a t e s .
T h i s p a c k a g e c o n s i s t s of a c o v e r l e t t e r , a s u m m a r y of
d i s c i p l i n e / m a n a g e m e n t methods and the q u e s t i o n n a i r e itself.
P l e a s e e v a l u a t e t h i s q u e s t i o n n a i r e w i t h r e g a r d to its
validity, t h o r o u g h n e s s and its clarity.
F e e l f r e e to m a k e
s u g g e s t i o n s , p o s i t i v e o r n e g a t i v e , w i t h r e g a r d t o a n y of t h p
m a t e r i a l s t h a t I w i l l s e n d t o t h e g r a d u a t e s or w i t h r e g a r d
to the s t u d y itself.
O n c e again, I t h a n k y o u for your a s s i s t a n c e i n this
a r e a of g r e a t c o n c e r n .
I l o o k f o r w a r d to h e a r i n g f r o m y o u
i n l a t e J a n u a r y or e a r l y F e b r u a r y .
Sincerely.,
David Oatman
828 W . V a l l e y Court
Springfield, Missouri
65807
129
PROFESSIONAL
PANEL
EVALUATION
FORM
130
PROFESSIONAL
PANEL
EVALUATION
F.ORM
NAME :
UNIVERSITY
AREA
OF
ACADEMIC
.AT
WHICH
YOU
WORK:.
EXPERTISE:
RANK:
PLEASE A N S W E R THE F O L L O W I N G
ENCLOSED QUESTIONNAIRE.
I.
QUESTIONS
WITH
REGARD
TO
THE
W i t h r e g a r d t o t h e s t a t e m e n t of t h e p r o b l e m a n d t h e
o v e r a l l s c o p e of t h i s s t u d y , d o y o u c o n s i d e r t h i s
q u e s t i o n n a i r e to be a v a l i d i n s t r u m e n t ?
YES
_______
NO
_______'
Comments/Suggestions:
2.
W i t h r e g a r d t o t h e s t a t e m e n t of t h e
o v e r a l l s c o p e of t h i s s t u d y , d o y o u
q u e s t i o n n a i r e is t h o r o u g h e n o u g h t o
needed?
YES
_______
NO
p r o b l e m and the
b e l i e v e this
o b t a i n the data
_______
Comments/Suggestions: ■
3.
W i t h r e g a r d t o t h e s t a t e m e n t of t h e p r o b l e m a n d t h e
o v e r a l l s c o p e of t h i s s t u d y , d o y o u b e l i e v e t h i s
q u e s t i o n n a i r e h a s t h e c l a r i t y t h a t is n e e d e d f o r a n
accurate response?
YES
NO
131
INDIVIDUAL COMMENTS AND RESPONSES
FROM PANEL MEMBERS
132
Individual
P r . George
Comments
and
Responses
From
Panel
Members
Moore:
-- D r . M o o r e a n s w e r e d " y e s " t o e a c h qf t h e t h r e e
questions.
I n a d d i t i o n , he had the f o l l o w i n g
comment:
" S e c t i o n II w i l l n o t y i e l d a c c u r a t e d a t a
u n l e s s s t u d e n t s w i l l r e f e r b a c k a n d f o r t h to the
" s u m m a r i e s " at t h e f r o n t .
S i n c e t h i s is t h e h e a r t
your study, s ome a t t e m p t m u s t be m a d e to e n c o u r a g e
th i s " :
of
M y a c t i o n t a k e n i n r e f e r e n c e to his c o m m e n t :
Three
of t h e c o m m i t t e e m e m b e r s m e n t i o n e d t h e " s u m m a r i e s " .
B e c a u s e of t h e i r c o m m e n t s , t h e s u m m a r i e s w e r e d e l e t e d
a n d t h e q u e s t i o n n a i r e c h a n g e d to a d d r e s s t h e s p e c i f i c
c h a r a c t e r i s t i c s of e a c h d i s c i p l i n e / m a n a g e m e n t s y s t e m .
r a t h e r t h a n t h e s t y l e s as a w h o l e .
Dr.
Michael
—
L . Bell:
D r . B e l l a n s w e r e d " y e s " t o e a c h of t h e t h r e e
.questions.
In a ddition, he ha d the f o l l o w i n g
suggestions:
" M a k e s u r e a n d a d d r e s s a l l l e v e l s of
certification in physical education,
(i.e. K - 8 ,
Mi ddle S c h o o l , etc.)".
Also,
"O n t h e l a s t q u e s 11 o n ,
w h a t d o e s '4 3 2 I ' m e a n ? " .
M y a c t i o n t a k e n i n r e f e r e n c e to his s u g g e s t i o n s :
I
m a d e s u r e t h a t t h e l e v e l s of p h y s i c a l e d u c a t i o n
certification
addressed on the questionnaire were
s i m i l a r to t h e d e g r e e s o f f e r e d at t h e s p e c i f i c
universities.
I n a d d i t i o n , to p r e v e n t c o n f u s i o n , th e
las t q u e s t i o n was r e v i s e d to i n c l u d e a n o t h e r
e x p l a n a t i o n on the rating system.
P r . Barbara
Day
Lockart:
- - D r . L o c k a r t a n s w e r e d " y e s " t o e a c h of t h e t h r e e
questions, with reservations.
W i t h r e g a r d to the
reservations,
she had the f o l l o w i n g s u g g e s t i o n s :
"At
t h i s t i m e t h e q u e s t i o n n a i r e is t o o v a g u e — n o t
s p e c i f i c e n o u g h t o y o u r s t a t e m e n t of t h e p r o b l e m .
Don't sacr i f i c e t h o r o u g h n e s s for c l a r i t y and brevity.
I n a d d i t i o n , t h e s u m m a r i e s m i g h t b e t o o m u c h of a
h a s s l e r e f e r r i n g b a c k a n d f o r t h to t he q u e s t i o n n a i r e
and the s u m m a r i e s .
I would suggest that you add more
c our s ewo r k to y our s u b j e c t m a t t e r m a s t e r y area.
As
it s t a n d s now, y o u h a v e l e f t out s o m e c r i t i c a l a r e a s
■(i.e. m o t o r l e a r n i n g , c h i l d r e n i n s p o r t ,
p h i l o s o p h i c a l i s s u e s i n p h y s i c a l e d u c a t i o n , etc.)"
133
P r . Patt
Dodds:
- D r . D o d d s a n s w e r e d "no" t o e a c h of t h e t h r e e
q u e s t i o n s a n d had s e v e r a l p r a c t i c a l a p p l i c a t i o n s to
t he q u e s t i o n n a i r e t h a t , if i m p l e m e n t e d ,
she would
agree that the i n s t r u m e n t w o u l d become m ore v a l i d ,
t h o r o u g h and c l e a r .
S h e c o m m e n t e d as f o l l o w s :
"Cut the s c o p e d o w n to o n l y m a n a g e m e n t / d i s c i p l i n e a n d
dump the overall p r o g r a m e v a l u a t i o n component.
Then,
expand the systems into component parts and give
r e s p o n d e n t s a c h a n c e to
p i c k a l l or n o n e '.
(So, i n
essence, you are e x p anding your focus questions for
the d i s s e r t a t i o n
r a t h e r t h a n c u t t i n g it down.)'
I
s u g g e s t b r e a k i n g d o w n e a c h s y s t e m of d i s c i p l i n e i n t o
its c o m p o n e n t p a r t s , l i s t i n g these an d l e t t i n g
respondents decide about each part rather than the
whole system."
"M a k e t h e m
c h o o s e ."
"Contact
specific
read
the
s u m m a r i e s , don' t
let
them
class hour s w o u l d be m o r e a p p r o p r i a t e
weeks.
I ' d u s e c o n t a c t h o u r s ."
than
" I t ' s e s s e n t i a l t h a t y o u r m e a n i n g s m a t c h t h o s e of t h e
r e s p o n d e n t s or d i f f e r e n t i n t e r p r e t a t i o n s of t h e s a m e
q u e s t i o n w i l l g i v e y o u s t uff b a c k t hat w o n ' t be a b l e
t o i n t e r p r e t a n d m a k e s e n s e of.
Therefore, time
spent in developing g o o d , specific, concrete question
w o r d i n g that makes the same sense to y o u and the
p ilot p e o p l e w i l l p a y off i n the l o n g run.
I suggest
y o u do some i n f o r m a l pilots on your
q u e s t i o n n a i r e — l i s t e n to their s u g g e s t i o n s and
p o s s i b l y implement them."
" S h o u l d f o l l o w - u p to o r i g i n a l request,
p h o n e ( p r e f e r a b l e ) or s e c o n d m a i l i n g . "
" M a k e sure- t h a t
d a t e s !"
your
cover
letters
have
either
by
accurate
M y r e s p o n s e to Dr. D o d d s '
a n d Dr. L o c k a r t s c o m m e n t s
w e r e t o i m p l e m e n t m o s t of t h e m .
In essence, I did
c h a n g e t h e s c o p e of t h e s t u d y b y a d d r e s s i n g s p e c i f i c
c h a r a c t e r i s t i c s of e a c h s t y l e r a t h e r t h a n t h e w h o l e .
I n a d d i t i o n , I c o n d e n s e d P a r t I of t h e q u e s t i o n n a i r e
into three broad areas (subject matter mastery,
effective teaching techniques, classroom
dis c i p i i n e / m a n a g e m e n t t e c h n i q u e s ) r a t h e r t h a n
addressing each class addressed in the major
134
curriculum.
Several informal
questionnaire were d o n e i
'
\
pilot
studies
on
the
MONTANA STATE UNIVERSITY LIBRARIES
762 100613 3 O