Literaturnachweis - Detailanzeige
| Autor/inn/en | Stahl, Robert J.; und weitere |
|---|---|
| Titel | A Comparison of High School Psychology Courses Taught by Social Studies, Guidance Counselors, and Other Area-Certified Teachers. |
| Quelle | (1980), (336 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Course Content; Course Objectives; Psychology; School Counselors; Secondary Education; Social Studies; State Surveys; Student Characteristics; Teacher Characteristics; Teaching Methods; Illinois |
| Abstract | This publication contains a status study of psychology in secondary schools in Illinois. One of the major objectives of the study was to examine the status of the psychology course from the perspectives of three major groups of certified teachers--social studies teachers, guidance counselors, and a group of teachers representing all the other miscellaneous areas of certification--to determine if their certification area influences their approach to the course. The study examines teacher characteristics, characteristics of the students enrolled in the courses, as well as course objectives, content, and methods. Where relevant, findings from this study are compared to those from similar surveys conducted in Florida and Mississippi. To gather data questionnaires were sent to teachers and students in the state. Five hundred and fifty four of the 864 schools surveyed (64.1%) returned completed questionnaires. Psychology is taught in 59.7% of the schools in Illinois by 149 social studies teachers, 65 guidance counselors, and 114 teachers in the "Other" category. Social studies teachers received significantly fewer hours of college level psychology course training than their counterparts. None of the three groups of teachers came closer to meeting the expectations or needs of the students than the others. Also, the three groups of teachers emphasized the same content and topics and used identical teaching methods. (Author/RM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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