A Longitudinal Study of Elementary Education Majors: 1982-1994.

Autor/inn/en	Turner, James S.; Shelton, Aubrey W.
Titel	A Longitudinal Study of Elementary Education Majors: 1982-1994.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Education Majors; Educational Change; Elementary Education; Higher Education; Knowledge Base for Teaching; Longitudinal Studies; Outcomes of Education; Program Evaluation; Schools of Education; Teacher Education Programs; ACT Assessment + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Erziehungswissenschaftliche Fakultät; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	In 1948 the Mississippi State University College of Education underwent a major revamping of the undergraduate program. Prior to new reforms, data were gathered on elementary education majors to study the effects of the reforms. In order to compare a variety of data from two years prior to 1984 (before actual changes) with data of those graduating during the 1984-88 period (partial changes implemented) and of those graduating since 1988 (all changes implemented), the study looked at four questions: (1) whether personal characteristics of elementary education majors change; (2) relationships between the ACT (American College Test) and the NTE (National Teachers Exam); (3) changes in the NTE scores following curriculum modification; and (4) whether these reforms would bring about the desired changes. After a review of relevant literature, data relating to each of the research questions are discussed. Findings indicated that over the course of the study, elementary education majors' personal characteristics appeared very similar, and that the best predictor of how well students performed on the areas of the NTE was the ACT Composite Score. The study also found a significant increase in scores on all the ACT areas. In general, scores for NTE areas increased approximately four points, with the exception of the Elementary Specialty Area which increased over 40 points. The question raised by this study is why the curriculum area which underwent the most radical reform (professional knowledge) showed the least gain and the curriculum area which underwent the least radical reform (Elementary Education Specialty Area) showed the most gain. Tables summarizing the data are included. (Contains 32 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC