An Evaluation of the Beginning Teacher Supervision Program Conducted by the Department of Agricultural and Extension Education at the Pennsylvania State University. Final Report.

Autor/in	Waters, Randol G.
Institution	Pennsylvania State Univ., University Park. Dept. of Agricultural and Extension Education.
Titel	An Evaluation of the Beginning Teacher Supervision Program Conducted by the Department of Agricultural and Extension Education at the Pennsylvania State University. Final Report.
Quelle	(1985), (103 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Agricultural Education; Beginning Teachers; Inservice Teacher Education; Job Satisfaction; Mentors; Outcomes of Education; Postsecondary Education; Program Effectiveness; Teacher Effectiveness; Teacher Supervision; Teaching Skills; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Junior teacher; Junglehrer; Lehrerfortbildung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Berufsbildung; Ausbilder
Abstract	This study evaluated the effectiveness of a beginning teacher supervision program conducted by the Department of Agricultural and Extension Education at Pennsylvania State University. Specifically, it analyzed differences between a group of 23 vocational agriculture teachers who participated in the beginning teacher supervision program that used the Developmental Supervision Model proposed by Glickman (1981) to work with beginning teachers of vocational agriculture in Pennsylvania. It involved university-based supervisors working in teachers' classrooms in an attempt to improve teaching clarity and job satisfaction. Using a non-equivalent control group design, criteria for evaluation were adjusted post-treatment scores on the Brayfield Rothe Index of Job Satisfaction and adjusted post-treatment scores on a teaching clarity index developed for the project. Factors analyzed were the main effect of treatment level and its possible interactive effects with participation in school induction programs and years of teaching experience. Results of the multivariate analysis of variance produced no evidence to conclude that scores on either index differed significantly between treatment group and comparison group. There was also no evidence to suggest that years of teaching experience or participation in school induction programs had any interactive effect with treatment level upon job satisfaction or teaching clarity. A four-page bibliography is included; teacher concerns questionnaire, job satisfaction survey, student questionnaire, and sample teacher concerns profiles are appended. (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC