Dissertations and Theses @ UNI


Open Access Thesis


Elementary school teachers, Training of--Iowa; Elementary school teachers--In-service training--Iowa; Elementary school teachers--In-service training; Elementary school teachers--Training of; Iowa;


The purpose of the study was to survey the Elementary Teacher Education Programs (ETEPs) of Iowa's three public institutions of higher learning and Iowa's three largest non-public institutions of higher learning. Using a questionnaire and interview method, the survey was to answer two questions: 1. Do (ETEPs) at Iowa's six sample institutions of higher learning prepare preservice teachers through an IGE Teacher Education Program for IGE elementary schools in the state? 2. Do ETEPs of Iowa's six sample institutions of higher learning prepare preservice teachers for IGE elementary school programs in the state?

A 10-item questionnaire with subdivisions was used in the collection of the data. An eight point scale (0-7) was developed for the purpose of providing a mean rating for each sample institution's ETEP.

Three persons from each institution were interviewed, all of whom were in the elementary education area (Student Teaching, Curriculum and Instruction, and Educational Psychology and Foundations). Their responses for each question and its subdivision(s) were assigned a numerical value and placed on a rating scale. This process was duplicated to lessen the researcher's bias since the assigning of the numerical value was a subjective action by the researcher.

As a result of the two ratings for each individual, a mean rating was calculated to represent the response of each person on the scale.

Another mean was taken. This mean was called the Total Mean Rating (TMR). It represented the mean of each institutional representative's response to the items on the questionnaire. A TMR of 4.00 was regarded as an ETEP similar to the Ohio Model for IGE Teacher Education. The Ohio Model's Teacher Education Program was used as the IGE referent in this study.

The sample institutions' ETEP did not prepare preservice teachers for IGE elementary schools in the state with an IGE Teacher Education Program. Sixty-seven per cent of the sample institutions did prepare preservice teachers for IGE elementary school programs. These institutions' ETEPs were similar in construct to the Ohio Model. They made substantial use of the public/private elementary schools for providing teaching experiences for preservice teachers.

Education cannot afford to lag behind the technology and innovations that it is partnered with. Teacher education institutions may never adopt specific innovative or technological programs, but it is imperative that they understand the implications that such innovations have for the education of preservice teachers yet to come.

The widely adopted program of IGE in Iowa elementary schools raises questions for further research which are beyond the scope of this paper. Recommendations for further study are: 1. What is the "state of affairs" of public and private school district's hiring policies? To what extent do school districts that have IGE elementary programs hire personnel whose preservice background matches the elementary school? 2. To what extent are college and university ETEPs altered by "new school" programs in the public/private schools?

Year of Submission


Degree Name

Specialist in Education


Department of Educational Leadership and Postsecondary Education


Department of School Administration and Personnel Services

First Advisor

Robert P. Brimm


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Date Original


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