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Open Access Thesis


Teachers--Training of; Teachers--Iowa; Teachers; Teachers--Rating of; Teachers--Training of; Iowa;


Introduction. The Performance-Based Teacher Education movement is attracting an increasing number of followers. Although there are many concerns yet to be revised, the potential advantages render this one of the most promising educational movements of recent times. Since the movement is somewhat in its beginning stages, the major impact of this type of program is yet to be determined.

Problem. Many teacher education institutions, recognizing the problems that are in the traditional approaches to teacher education, have already begun to study and change their programs and courses toward a Performance-Based Teacher Education program. This being a relatively new approach to teacher education, data based knowledge is needed concerning this type of program. There is an immediate need for techniques which would allow skills the trainees possess to be evaluated, and also techniques which would provide training in those skills that are lacking in the trainees.

Procedures. A questionnaire was sent out to principals of twenty-nine teachers in the Blackhawk and Buchanan counties in Iowa, who had completed either a tutorial practicum (one to one student-child relationship) or both a tutorial and group practicum at the University of Northern Iowa. The questionnaire consisted of fourteen questions. The principals were also asked to write statements with regard to what they perceived as a major part of evaluation concerning teachers, and were lacking in their respective teachers being surveyed. The results of the questionnaire were analyzed by comparing the two groups using the most appropriate statistic; the Mann-Whitney U test for significant differences, and a Chi-square test of "goodness of fit."

Results. A little over 82% of the questionnaires sent out were returned. Differences between the two groups which were significant beyond the .05 level were found, with higher ratings being given to the group of teachers who had taken both Phase I and Phase II. The chi-square test of "goodness of fit" yielded a significant 120.27, and was rejected at the .001 level with three degrees of freedom. Overall, the total population of subjects showed a higher rating than was expected of a normal population.

Conclusions. The conclusions reached were that the majority of teachers who experienced either the tutorial practicum only or the tutorial and group practicum were perceived by their principals as above average teachers on the criteria rated. Teachers who successfully completed both the tutorial and group experiences were considered by their principals to be significantly better teachers (as defined by the questionnaire) than those who only received the tutorial experience.

Year of Submission


Degree Name

Specialist in Education


Department of Curriculum and Instruction

First Advisor

Lee Courtnage


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Date Original


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