A Study of Early Childhood Teacher Education Degree Programs in Selected Ncate Accredited Institutions.

Transcription

1 Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1973 A Study of Early Childhood Teacher Education Degree Programs in Selected Ncate Accredited Institutions. Frances Pirotte Zink Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: Recommended Citation Zink, Frances Pirotte, "A Study of Early Childhood Teacher Education Degree Programs in Selected Ncate Accredited Institutions." (1973). LSU Historical Dissertations and Theses This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact gradetd@lsu.edu.

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3 I ZINK, Frances Pirotte, A STUDY QF EARLY CHILDHOOD TEACHER EDUCATION DEGREE PROGRAMS IN SELECTED NCATE ACCREDITED INSTITUTIONS. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1973 Education, teacher training University Microfilms, A XEROX Com pany, Ann Arbor, Michigan 1973 FRANCES PIROTTE ZINK ALL RIGHTS RESERVED

4 A STUDY OF EARLY CHILDHOOD TEACHER EDUCATION DEGREE PROGRAMS IN SELECTED NCATE ACCREDITED INSTITUTIONS A D is s e rta tio n Subm itted to th e G raduate F aculty o f th e L ouisiana S ta te U n iv e rsity and A g ric u ltu ra l and M echanical C ollege in p a r t i a l f u lf illm e n t o f the requirem ents fo r th e degree o f D octor o f Philosophy in The Department o f Education by Frances P ir o tt e Zink B.S. Marymount C o lleg e, 1945 B.A. U n iv e rsity o f Southw estern L o u isia n a, 1962 M.A. U n iv e rs ity o f Southw estern L o u isian a, 1967 Ed.S. U n iv e rsity o f Southw estern L o u isia n a, 1969 A ugust, 1973

5 ACKNOWLEDGEMENTS The w r ite r w ishes to express h e r a p p re c ia tio n o f and h e r g r a titu d e fo r th e guidance and h e lp fu l c r itic is m s which were given by Dr. D oris J. Conway, under whose d ir e c tio n the study was made. She w ish es, a ls o, to acknowledge w ith g r a titu d e th e h e lp fu l su g g estio n s o f Dr. H elen M. Cookston, Dr. Edwin Adams D avis, Dr. O llie B. F u g laar, Dr. G. C. G ibson, Dr. J. B erton G rem illio n, and Dr. Robert E. May who served as members o f h e r com m ittee. G ra te fu l a p p re c ia tio n is expressed to Dr. Sam Adams who o ffe re d su g g estio n s in the a n a ly s is and ta b u la tio n o f th e data o f the stu d y, to th e ju ro rs who were asked to v a lid a te item s o f th e q u e s tio n n a ire, and to th e respondents who com pleted th e q u e s tio n n a ire s to fu rn is h data fo r the stu d y. The w r ite r i s in d eb ted to Miss Sandra Hernandez fo r th e c h e e rfu l co o p eratio n durin g th e typing o f t h i s d is s e r ta t io n. F in a lly, s p e c ia l a p p re c ia tio n i s extended to h e r husband and c h ild re n who o ffe re d c o n sta n t support and in s p ir a tio n throughout the course o f t h i s work. i i

6 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS... LIST OF TABLES... i i v i ABSTRACT...v i i i C hapter 1. INTRODUCTION... 1 Statem ent o f the P r o b l e m D e lim ita tio n o f th e S t u d y... 6 Method o f Procedure... 6 Im portance o f the S t u d y... 7 DEFINITION OF TERMS... 8 B ehavioral s tu d ie s... 8 C lin ic a l ex p erien ce Competency-based in s tr u c tio n... 8 E arly childhood ed u catio n... 8 H um anistic s tu d ie s... 9 NCATE... 9 P r a c ti c u m... 9 SOURCES OF DATA ORGANIZATION OF THE STUDY REVIEW OF THE LITERATURE C urriculum Development and E valuation G eneral Education i i i

7 Page P ro fe s sio n a l Education Program Planning C lin ic a l E xperiences and Teaching PROCEDURES OF THE STUDY S e le c tio n o f Item s fo r Q u estio n n aire S e le c tio n o f th e J u r y V a lid a tio n o f th e I n s t r u m e n t A p p lic a tio n o f th e Q u estio n n aire to a S ele cted P o p u l a t i o n ANALYSIS AND PRESENTATION OF VALIDATED CRITERIA G eneral E ducation H um anistic and B ehavioral S tu d ie s Teaching and L earning Theory and C lin ic a l Experience. 35 P r a c tic u m GENERAL INFORMATION APPLICATION OF EVALUATIVE INSTRUMENT TO SELECTED NCATE ACCREDITED INSTITUTIONS SUMMARY AND CONCLUSIONS C o n c lu s io n s Recommendations REFERENCES C I T E D APPENDICES A. C o r r e s p o n d e n c e B. L is t o f J u r o r s C. Q u e s tio n n a i r e iv

8 D. Correspondence Page E. L is t o f C olleges and U n iv e rs itie s P a r tic ip a tin g in the S t u d y F. R estru c tu re d Q u estio n n aire G. Comments o f th e Study P a r tic ip a n ts Concerning S uggestions fo r Research and M ajor Problems in E arly Childhood Teacher E ducation V I T A v

9 LIST OF TABLES T able Page 1. A n aly sis o f Ju ry Responses to Item s o f th e Q u estio n n aire Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s P a r tic ip a tin g in th e Study o f E arly C h ild hood Teacher Education Programs U ndergraduate M ajor and C e r t if ic a tio n C re d e n tia l o f E arly Childhood Teacher Education G raduates Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s P ro v id in g O ptions fo r G eneral E ducation Requirem ents in E arly Childhood T eacher Education Number o f NCATE A ccred ited C olleges and U n iv e rs itie s In clu d in g S e le c te d P ro fe s sio n a l E ducation Courses in E arly Childhood Teacher Education C urriculum Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s In c lu d in g a V a riety o f L abo rato ry and F ield E xperiences P rio r to S tudent Teaching in th e E arly C h ild hood Teacher Education Program Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s O fferin g Perform ance-based C u rric u la r E xperiences throughout the Four-Year E arly Childhood T eacher Education Program Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s O fferin g a V ariety o f S tudent Teaching E xperiences in E arly Childhood Teacher Education P ro g ra m s Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s R eporting A reas o f S p e c ia liz a tio n o f S tudent Teaching S u p erv iso rs Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s R eporting V arious Kinds o f In s tr u c tio n and Feedback During the S tudent Teaching Experience Number and P ercent of NCATE A ccred ited C olleges and U n iv e rs itie s P roviding C e rta in S tudent S e rv ice s During tin*. U ndergrajuate T eacher Education Program v i

10 T able Page 12. Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s P ro v id in g C e rta in Student S erv ices Subsequent to G raduation in th e E arly Childhood Teacher E ducation Program Number and P ercen t o f NCATE A ccred ited C olleges and U n iv e rs itie s P lanning Curriculum R evision in E arly Childhood Teacher Education v il

11 ABSTRACT The purposes o f t h i s study were to form ulate c r i t e r i a fo r th e e v a lu a tio n o f u n d erg rad u ate programs fo r te a c h e rs o f young c h ild re n, to v a lid a te and r e s tr u c tu r e th e c r i t e r i a as a u sa b le in stru m e n t, and to apply th e in stru m en t to e a rly childhood te a c h e r ed u ca tio n programs o f s e le c te d NCATE a c c re d ite d i n s t i t u t i o n s. The study was lim ite d to th e s e le c tio n o f c r i t e r i a con sid ered e s s e n ti a l fo r p re p a rin g te a c h e rs o f c h ild re n from th re e to e ig h t y ears o f age. Item s composed o f co u rse l i s t i n g s and p ro fe s s io n a l ex p erien ces fo r p ro s p e c tiv e te a c h e rs o f young c h ild re n were drawn from c u rre n t p ro fe s s io n a l l i t e r a t u r e and s tru c tu re d in to a te n ta tiv e e v a lu a tiv e in stru m e n t. The in stru m en t c o n ta in in g th e se le c te d item s was se n t to a s e le c te d ju ry c o n s is tin g o f tw enty ed u cato rs w ith e x p e rtis e in e a rly childhood education in o rd e r to e s ta b lis h v a l i d i t y o f each item as to i t s d e s i r a b i l i t y o r im portance in an e a rly childhood te a c h e r ed u catio n program. A mean score was d eriv ed on each item from the responses o f the ju ry and a p re -e s ta b lis h e d minimum r a tin g determ ined i t s v a l i d i t y. A q u e s tio n n a ire c o n ta in in g the v a lid a te d item s was s tru c tu re d and se n t to a randomly s e le c te d p o p u la tio n o f NCATE a c c re d ite d c o lle g e s and u n i v e r s i t i e s. E ig h ty -n in e i n s t i t u t i o n s p a r tic ip a te d in th e stu d y. The responses o f th e p a r tic ip a n ts from the re s p e c tiv e i n s t i t u t i o n s were analy/.ed and p re sen te d in ta b le s acco rd in g to the number o f responses and p erce n tag es in agreement w ith each item. v i 11

12 The follow ing c o n clu sio n s were reached: 1. E arly childhood ed u catio n s p e c ia liz a tio n is provided by p ercen t o f th e c o lle g e s and u n iv e r s i tie s p a r ti c ip a tin g in t h i s study and, an a d d itio n a l p ercen t o f th e respondents in d ic a te d t h a t t h e i r re s p e c tiv e i n s t i t u t i o n s w ere planning to implement e a rly childhood te a c h e r ed u catio n program s. 2. C e rta in p ro fe s s io n a l education co u rses were re q u ire d by a t le a s t f i f t y p e rc e n t o f th e I n s t i t u t i o n s p a r ti c ip a tin g in the stu d y. These co u rses and th e frequency o f each a re : Name o f Course P ercen t Reading 83.0 Foundations 81.0 C hild Psychology 81.0 C h ild re n 's L ite r a tu r e 71.9 G eneral Methods 67.9 Block o f Methods C ourses 64.1 C urriculum Development 56.6 T heories o f L earning F ie ld ex p erien ces p r io r to stu d e n t te ach in g were provided in many d if f e r e n t o rg a n iz a tio n a l p a tte rn s w ith th e u n s tru c tu re d e a rly childhood classroom m entioned most fre q u e n tly. 4. A v a r ie ty o f f ie l d ex p erien ces were m entioned. The most fre q u e n tly m entioned c u r r ic u la r ex p erien ces were o b se rv a tio n, tu to r in g, d ia g n o stic a n d /o r c o r r e c tiv e te a c h in g, sim u la tio n, and m icro teach in g. 5. Student te ach in g ex p erien ces r e f le c te d th e v a r ie ty o f classroom s and o r g a n iz a tio n a l p a tte rn s a v a ila b le to th e p a r tic ip a tin g i n s t i t u t i o n s. Only 24.5 p e rc e n t o f th e respondents re p o rte d th a t lx

13 stu d e n t te a c h e rs in t h e i r re s p e c tiv e i n s t i t u t i o n s were sup erv ised by e a rly childhood s p e c i a l i s t s. 6. Sem inars, in d iv id u a l co n feren ces, and co n feren ces scheduled upon re q u e st o f s u p e rv is o r an d /o r stu d en t te a c h e r were re p o rte d as the means used to exchange id e as and to o b ta in feedback durin g stu d en t te a c h in g. 7. A d d itio n a l stu d e n t se rv ic e s provided in the i n t e r e s t o f p ro fe s s io n a l growth w ere re p o rte d by th e respondents o f the re s p e c tiv e i n s t i t u t i o n s p a r ti c ip a tin g in th e stu d y.

14 Chapter 1 INTRODUCTION The need fo r p ro v id in g le a rn in g experiences fo r young c h ild re n has been recognized fo r many y e a rs, and such ex p erien ces in term s o f e a rly childhood ed u ca tio n programs remain one o f th e most w idely d iscu ssed a rea s in ed u catio n to d ay. L eadership in prom oting and su p p o rtin g e a rly childhood ed u catio n in th e U nited S ta te s was e x e r c ise d by Henry B arnard, E liz a b e th Peabody, W illiam T. H a rris, and Susan Blow. Susan Blow opened th e f i r s t p u b lic school k in d e rg a rte n in S t. L ouis, during th e su perintendency o f H a rris, one hundred y ears ago. H a rris f e l t th a t th e inform al c h ild -c e n te re d program which is approp r ia t e fo r th e k in d e rg a rte n c h ild, i s n o t a p p ro p ria te fo r c o n tin u a tio n in to the prim ary y e a rs, th e re f o r e, s p e c ia l com petencies must be developed by k in d e rg a rte n te a c h e rs (H a rris, ). Abom re p o rte d th a t through h is in flu e n c e, tr a in in g schools fo r k in d e rg a rte n te ach ers w ere a v a ila b le in c e r t a in urban c e n te rs alm ost as soon as were k in d e rg a rte n s (Weber, 1969:40). In th e 1890's th e lack o f p re p a ra tio n o f te a c h e rs became an a re a o f a tta c k by s o c ia l c r i t i c s. During th is decade, normal schools were reo rg an ized w ith s e v e ra l such i n s t i t u t i o n s o ffe rin g a b acc alau re a te d egree. P a tty Smith H ill (1923), C. S. P ark er and A lic e Temple (1924:98), and Nina C. Vandewalker (1924) were le a d e rs in te ach er ed u ca tio n who supported the movement toward u n if ic a tio n o f k in d e r g a rte n and prim ary program s. Each o f th e se ed u ca to rs emphasized the need fo r te a c h e rs to u n d erstan d and share ex p erien ces in teaching the 1

15 2 k in d e rg a rte n and prim ary c h ild. C o n tin u ity in th e e d u c a tio n a l pro cess o f c h ild re n was enhanced by th e u n if i c a ti o n in th e t r a i n i n g, s u p e rv i s io n, and o rg a n iz a tio n o f te a c h e rs o f e a rly child h o o d. As th e em phasis in k in d e rg a rte n cu rricu lu m changed, te a c h e r ed u ca tio n programs were re v is e d. The in flu e n c e o f G. S tan ley H all ( S tric k la n d, 9 3 :9 8 ), John Dewey (1900), and l a t e r Edward Thorndike (1906), was e v id en t in th e p erio d when i t was recognized t h a t te a c h e rs w orking w ith young c h ild re n needed e x te n siv e u n d e rsta n d ing o f human developm ent. H ill worked a t T eachers C ollege to b rin g about changes in e a r ly ch ild h o o d te a c h e r ed u catio n w hich r e f le c te d th e fin d in g s o f the b e h a v io r is ts. The Conduct Curriculum w ith emphasis on h a b it form ation re p re s e n te d th e thoughts o f e a r ly childhood ed u cato rs o f t h i s p e rio d (Burke, 1923). C hild developm ent gained g r e a te r im portance in e a rly childhood te a c h e r ed u catio n te x ts o f th e 1930's (F o ste r and H eadley, 1936:1-23). Lambert (1958) and H effem an (1960) continued to em phasize c h a r a c te r i s t i c s and needs o f c h ild re n fo r cu rricu lu m p la n n in g. S o c ia l concerns o f th e 1960's served to d ir e c t a t te n ti o n to ed u catio n o f young c h ild r e n. The W hite House C onference on C hild ren and Youth (1960:335) recommended th a t k in d e rg a rte n become a p a rt o f th e ta x -su p p o rte d p u b lic school system and th a t s t a t e departm ents o f e d u ca tio n be a u th o riz e d to extend f in a n c ia l su p p o rt to n u rse ry sc h o o ls. During th e n ex t decade many re se a rc h s tu d ie s were funded by th e fe d e ra l government and p r iv a te c o rp o ra tio n s. Head S ta r t and v a rio u s programs implemented through th e p ro v isio n s o f th e Elem entary and Secondary E ducation Act provided la rg e s c a le involvem ent o f

16 3 ed u cato rs and a s e le c te d p o p u la tio n o f young c h ild re n fo r stu d y. The N atio n al L aboratory fo r E arly Childhood E ducation, w ith i t s seven u n iv e rs ity -b a s e d c e n te r s, and th e Regional Education L a b o ra to rie s supported by th e U nited S ta te s O ffice o f E d u catio n s N atio n al C enter fo r E d ucational R esearch and Development, have provided support fo r re se a rc h in e a rly childhood ed u catio n (N ational School P ublic R elatio n s A ss o c ia tio n, b : ). The cu rricu lu m reform movement which s ta r te d in th e elem entary and secondary schools during th e 1960's was extended to te a c h e r ed u c a tio n. James B. Conant (1963) conducted a study o f th e ed u catio n o f American te a c h e rs. He found g re a t v a r ia tio n in g en era l education requirem ents and lim ite d c o n siste n c y in p ro fe s s io n a l ed u catio n req u ire m en ts. As Conant made recommendations fo r c u r r ic u la r re v is io n he p re d ic te d th a t " s e lf-c o n ta in e d classroom s w ill co n tin u e to be the dominant p a tte r n fo r k in d e rg a rte n and th e f i r s t th re e grades during the next ten y e a rs" (1963:146). He f e l t th a t th is should be co n sid ered as changes were proposed in te a c h e r ed u catio n program s. In O ctober 1967 th e U n ited S ta te s O ffic e o f E d u c a tio n 's Bureau o f R esearch is s u e d a r e q u e st fo r p r o p o sa ls to d e sig n model te a c h e r e d u ca tio n program s. The r e q u e st was fo r " E d u cation al S p e c if ic a t io n s fo r a C om prehensive U ndergraduate and I n s e r v ic e T eacher E ducation Program fo r E lem entary Teachers" (B le w e tt, :i). "Elem entary" was d e fin e d a s in c lu d in g p r e s c h o o l, p rim ary, and in t e r m ed iate a g e s. In 1970, r e p o r ts o f f e a s i b i l i t y s t u d ie s o f th e s e le c t e d programs appeared in th e l i t e r a t u r e ("Elem entary T eacher E ducation M odels", 1-123) and c o l le g e s and u n i v e r s i t i e s w ere

17 4 b eginning to re p o rt th e im plem entation o s e le c te d model components o r com plete model program s. D espite th e su g g estio n s o f th e c o g n itiv e p s y c h o lo g ists, the W hite House Conference p a r t i c i p a n t s, and th e U nited S ta te s O ffice o f E ducation, p u b lic school system s were slow to implement k in d e rg a rte n program s. R obert H. Anderson (1969: ) noted th a t very few programs fo r c h ild re n under fiv e y e a rs o f age were sponsored by lo c a l p u b lic school d i s t r i c t s and, u n t i l very re c e n tly, le s s than h a l f of A m erica's fiv e -y e a r-o ld s have had ta x -su p p o rte d k in d e rg a rte n s e rv ic e s. The 1970 W hite House Conference on C h ild ren and Youth (N ational School P u b lic R e la tio n s A ss o c ia tio n, a, 1970:91) made more in c lu s iv e recommendations than w ere made a t th e previous co n feren c e. The su g g estio n s which w ere p a r t i c u l a r l y s ig n if ic a n t to e a rly childhood ed u catio n proposed th a t a g r e a te r allo tm e n t o f fe d e ra l monies be used fo r ed u c a tio n, th a t ed u ca tio n be red esig n ed fo r c h ild -c e n te re d le a rn in g, and th a t fre e p u b lic ed u ca tio n be provided a t th e age o f th re e o r fo u r in s te a d o f fiv e o r s ix. P roviding q u a lif ie d and c e r t i f i e d perso n n el to s t a f f e a rly childhood programs has been a concern fo r many y e a rs. H a rtle (1969: 19) re p o rte d t h a t :... over 66 p e rc e n t o f th e s t a t e s w ill perm it a te a c h e r to teach k in d e rg a rte n w ith a re g u la r o r stan d ard elem entary c e r t i f i c a t e w h ile 31 p e rce n t re q u ire a c e r t i f i c a t e fo r p re sc h o o l, e a rly elem en tary, o r k in d e rg a rte n -p rim a ry e d u ca tio n. G ils tr a p (1971: ) re a ffirm e d th e p o s itio n o f th e N ational E ducation A sso c ia tio n on e a rly childhood ed u catio n by summari7.ing th e many a c t i v i t i e s o f v a rio u s a s s o c ia tio n s w ith in th e N ational

18 E ducation A sso c ia tio n which were a c tiv e ly committed to p ro v id in g th e b e s t p o s s ib le ed u catio n f a c i l i t i e s and p erso n n el fo r e a rly childhood e d u c a tio n. Emphasis was placed on th e need fo r o rg a n iz a tio n s to work toward th e In creased p ro fe ss io n a lism o f members who work w ith young c h ild re n. By th e 1970's many te a c h e rs and a d m in is tra to rs in h ig h e r education had jo in e d fe d e ra l program d ir e c to r s in defense o f th e id ea th a t changes must ta k e p la c e in te a c h e r ed u catio n programs and proposed c u r r ic u la r re v is io n in p re p a ra tio n programs fo r te a c h e rs to meet th e ch a lle n g e s o f th e f u tu re. The i n t e r e s t in and im plem entation o f com petency-based o r perform ance-based te a c h e r ed u catio n have been encouraged by th e American A sso c ia tio n o f C olleges fo r Teacher Education through th e d isse m in a tio n o f in fo rm atio n (Perform ance-based Teacher E d u catio n. 1972) and sp onsorship o f re g io n a l i n v i ta t io n a l co n feren ces during th e academic y e a r. I f p u b lic school ex p erien ces were to be provided fo r a l l c h ild re n from th e ages o f th re e or fo u r y e a rs, e a rly childhood educatio n must assume new and more s ig n if ic a n t dim ensions in the t o t a l elem entary te a c h e r ed u catio n program. S tatem ent o f th e Problem The purposes o f th i s study were: (1) to form ulate a p p ro p ria te c r i t e r i a fo r th e e v a lu a tio n o f u ndergraduate programs fo r te a c h e rs o f young c h ild re n, (2) to v a lid a te and r e s tr u c tu r e th e c r i t e r i a as a u sab le in stru m e n t, and (3) to apply the instru m en t to e a rly childhood te a c h e r education programs o f se le c te d NCATK a c c re d ite d i n s t i t u t i o n s.

19 6 D e lim ita tio n o f the Study The study was lim ite d to th e s e le c tio n o f c r i t e r i a co n sid ered e s s e n tia l fo r p re p a rin g te a c h e rs o f c h ild re n from th re e to e ig h t y e a rs o f age. The form ulated and v a lid a te d in stru m en t was a p p lie d to a randomly s e le c te d group from the a lp h a b e tic a l l i s t i n g o f NCATE a c c re d ite d i n s t i t u t i o n s appearing in A Manual on C e r t if ic a tio n Requirements fo r School P ersonnel in th e U nited S ta te s E d itio n (N atio n al Commission on Teacher Education and P ro fe s s io n a l S tan d a rd s, 1970: ). Method o f Procedure A review o f p ro fe s s io n a l l i t e r a t u r e was u n dertaken in o rd er to id e n tif y co u rses and ex p erien ces co n sid ered e s s e n ti a l fo r p ro sp ecti v e te a c h e rs o f young c h ild re n. NCATE S tandards fo r th e A c c re d ita tio n o f Teacher E ducation (N atio n al C ouncil fo r A c c re d ita tio n o f T eacher E ducation, 1970), " P re p a ra tio n S tandards fo r Teachers in E arly Childhood T eacher E ducation" (A sso ciatio n fo r Childhood Education I n te r n a tio n a l, 1967:1 7 6 f-g ), C h a r a c te r is tic s o f E arly Childhood Teacher E ducation (Howard, 1968), and r e la te d s tu d ie s designed to develop e v a lu a tiv e c r i t e r i a in s p e c if ic a re a s o f p u b lic school and h ig h e r e d u c a tio n, a ls o were examined to o b ta in item s which were com piled in to a te n ta ti v e e v a lu a tiv e in stru m e n t. This in stru m en t was p re se n te d to a group o f n a tio n a lly recognized a u t h o r i ti e s in e a rly childhood e d u c a tio n, who were asked to respond to each item o f th e in strum ent as to i t s r e la tiv e im portance

20 7 o r c o n siste n c y w ith th e recommended purposes o f te a c h e r ed u catio n. Using a p o in t v alu e s c a le, a mean score was o b ta in ed on the agreem ent o f th e resp o n d en ts, and th o se item s having a mean o f 3.51 were accep ted as v a lid a te d c r i t e r i a. To determ ine th e e x te n t to which NCATE a c c re d ite d c o lle g e s and u n iv e r s i t i e s w ere p ro v id in g s p e c ia liz e d programs in e a rly c h i ld hood te a c h e r ed u catio n a second instru m en t c o n ta in in g th e v a lid a te d item s was se n t to a randomly s e le c te d p o p u la tio n. The respondents w ere asked to check item s which were included in t h e i r re s p e c tiv e program s. Three q u e stio n s concerning fu tu re p la n s, c u rre n t problem s, and p r i o r i t y a re a s fo r suggested re se a rc h were inclu d ed to s o l i c i t " w rite -in " comments and recom m endations. The r e s u l t s o f t h i s q u e s tio n n a ire and th e answ ers to the q u estio n s concerning p lan s and su g g e stio n s fo r re se a rc h were p re se n te d by p erce n tag es (where p o ssib le ) in ta b u la r form. Im portance o f th e Study The study i s im p o rtan t because: (1) th e c r i t e r i a w i l l be u s e fu l fo r e v a lu a tin g e x is tin g, and planning new ed u catio n programs fo r te a c h e rs o f young c h ild r e n ; (2) i t w ill p ro v id e an a n a ly s is o f programs fo r te a c h e rs o f young c h ild re n r e p re s e n ta tiv e o f NCATE a c c re d ite d i n s t i t u t i o n s ; and, (3) i t w ill be a b a s is fo r a d d itio n a l re s e a rc h.

21 8 DEFINITION OF TERMS B eh av io ral s tu d ie s. B eh av io ral s tu d ie s r e f e r to th e study o f e d u c a tio n a l problems w ith re s p e c t to th e fin d in g s and methods o f psychology, so c io lo g y, an th ro p o lo g y, econom ics, and p o l i t i c a l sc ie n c e (N atio n al C ouncil fo r A c c re d ita tio n o f Teacher E ducation, 1970:5). C lin ic a l e x p e rie n c e s. The term r e f e r s to th e p ro fe s s io n a l ex p erien ce in which th e stu d en t i s co n fro n ted w ith in d iv id u a l cases o r problem s, th e d ia g n o sis and s o lu tio n o f which in v o lv e th e a p p lic a tio n o f p r in c ip le s and th e o ry. The problem s (such as p la n n in g, s e le c tio n o f le a rn in g re s o u rc e s, m o tiv a tio n, p r e s e n ta tio n, d ia g n o sis o f le a rn in g d i f f i c u l t i e s, in d iv id u a liz a tio n o f in s tr u c tio n, c l a s s room management, and e v a lu a tio n ) a re re p re s e n ta tiv e o f re c u rrin g ty p es o f classroom s itu a tio n s (N ational C ouncil fo r A c c re d ita tio n o f Teacher E ducation, 1970:5). Competency-based i n s t r u c t i o n. The concept o f competency- based in s tr u c tio n has emerged from th e em phasis on minimum stan d ard s in in s tr u c tio n. Goal o r ie n ta tio n, in d iv id u a liz a tio n, and acco u n t a b i l i t y a re c h a r a c t e r i s t i c o f com petency-based in s tr u c tio n. The s p e c if ic com petencies to th e re q u ire d le v e l in th e agreed-upon manner must be dem onstrated by the le a rn e r (Howsam and Houston, 1972: 3-4 ). E arly childhood e d u c a tio n. T h e Teacher Education Committee o f th e A sso c ia tio n fo r Childhood Education I n te rn a tio n a l

22 9 d e fin e d e a r ly childhood ed u catio n as n u rse ry, k in d e rg a rte n, and prim ary (A sso c ia tio n fo r Childhood Education I n te r n a tio n a l, 1967:176fg ). In a re c e n t is s u e o f The Schools o f th e Future Now ( S a y lo r :1972: 1 7 ), M illy Cowles n o te d, "The emerging concensus now i s th a t e a rly ed u ca tio n extends from th e e a r l i e s t form al tr a in in g to th e age many developm ental p sy c h o lo g ists c a lle d m iddle child h o o d, th e o nset o f which i s around seven, e ig h t, o r n in e y e a rs." For th e purposes o f t h i s stu d y, e a rly childhood ed u catio n w ill mean programs o f i n s t r u c tio n fo r c h ild re n th e ages o f th re e to e ig h t y e a rs. H um anistic s tu d ie s. The term r e f e r s to s tu d ie s concerning th e n a tu re and aims o f e d u c a tio n, th e c u rric u lu m, th e o rg a n iz a tio n and a d m in is tra tio n o f a school system, and th e p ro cess o f te ach in g and le a rn in g w ith re s p e c t to t h e i r h i s t o r i c a l developm ent and th e p h ilo so p h ic a l is s u e s to which they a re r e la te d (N atio n al C ouncil fo r A c c re d ita tio n o f Teacher E ducation, 1970:5). NCATE. NCATE is th e N a tio n al C ouncil fo r A c c re d ita tio n o f T eacher E ducation which was e s ta b lis h e d in 1952 and i s a n a tio n a l p ro fe s s io n a l a c c re d itin g agency which a c c r e d its programs o f p re p a ra tio n fo r th e te ach in g p ro fe s s io n (De Young and Wynn, 1968:207). P racticum. Practicum r e f e r s to a p erio d o f ex p erien ce in the classroom during which th e stu d e n t t e s t s and re c o n s tru c ts the theory which he has evolved and d u ring which he fu rth e r develops h is own te ach in g s ty le. P racticum may r e f e r to stu d en t te ach in g o r it mnv he a type o f in te rn s h ip (N atio n al C ouncil for A c c re d ita tio n o f Teacher E ducation, 1970:6).

23 10 SOURCES OF MIA Data used In t h i s study were o b tain ed by means o f a q u e s tio n n a ire subm itted to a randomly s e le c te d p o p u la tio n o f NCATE a c c re d ite d c o lle g e s and u n i v e r s i t i e s. The item s in th e q u e stio n n a ire w ere subm itted to a ju ry o f ed u cato rs w ith e x p e rtis e in e a rly c h i ld hood ed u catio n fo r v a lid a tio n. ORGANIZATION OF THE STUDY C hapter 1 p ro v id es a background fo r th e problem, th e d e f in i ti o n o f term s, purposes o f th e stu d y, sources o f d a ta, and o rg a n iz a tio n o f th e stu d y. C hapter 2 In clu d e s a review o f r e la te d s tu d ie s in e a rly childhood te a c h e r e d u c a tio n. I n C hapter 3 i s inclu d ed a d is c u s s io n o f th e s e le c tio n o f th e ju r y, and th e developm ent and a n a ly s is o f the in stru m e n t. The d esig n in g o f th e q u e s tio n n a ire, th e s e le c tio n o f th e sample p o p u la tio n, and th e o rg a n iz a tio n and p re s e n ta tio n o f th e d ata a re d is c u ss e d. A n aly sis o f th e ite m s, p re s e n ta tio n o f the v a lid a te d c r i t e r i a in a u sa b le in stru m e n t, and a p p lic a tio n o f th e e v a lu a tiv e instru m en t to a s e le c te d p o p u la tio n o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i t i e s a re p re se n te d in C hapters 4 and 5. A f in a l c h a p te r in clu d es the summary and c o n c lu sio n s.

24 C hapter 2 REVIEW OF THE LITERATURE R esearch r e la tin g to e a rly childhood te a c h e r ed u catio n Included d e s c r ip tiv e s tu d ie s in t h i s a re a, and an a n a ly s is o f fo rty - f o u r k in d e rg a rte n te a c h e r tr a i n in g programs in fiv e upper midwest s t a t e s. An a n a ly s is o f re s e a rc h p e rta in in g to c h ild c a re, s t a t e funding, and e a rly childhood te a c h e r ed u catio n programs and re p o rts o f model te a c h e r ed u catio n programs w ere review ed. The o th e r s tu d ie s re p o rte d in t h i s c h a p te r r e l a t e to th e v alu e o f in c lu d in g c e r t a in co u rse work o r ex p erien ces in th e e a rly childhood te a c h e r ed u catio n cu rric u lu m. C urriculum Development and E valu atio n An e v a lu a tio n o f k in d e rg a rte n -p rim a ry c u r r ic u la r e p re s e n ta tiv e o f two, th r e e, and fo u r y e a r programs in s e le c te d te a c h e r ed u catio n i n s t i t u t i o n s (Vandewalker, 1924) seemed to show a tre n d toward a combined k in d e rg a rte n and prim ary program. In d iv id u a l methods co u rses were designed fo r k in d e rg a rte n and prim ary In s te a d o f se p a ra te methods co u rses fo r k in d e rg a rte n te a c h e rs. An a n a ly s is o f te n exem plary e a rly childhood te a c h e r ed u catio n programs was conducted by Howard (1968) in a re s e a rc h stu d y financed by a fa c u lty re se a rc h g ra n t a t Stephen F. A u stin C o lleg e. The study served to determ ine th e c h a r a c t e r i s t i c s o f programs fo r te a c h e rs o f c h ild re n from th re e to e ig h t y ears o f age. Follow ing th e a n a ly s is o f th e program s, Howard used th e most common p r a c tic e s o f th e I n s t i t u t i o n s 11

25 12 In p re p a rin g a s e t o f g u id e lin e s fo r e a rly childhood te a c h e r ed u catio n program s. Hansen (1971) conducted an a n a ly sis o f f o r ty - f o u r k in d e rg a rte n te a c h e r tr a in in g programs In fiv e upper-m ldw est s t a t e s. He used th e g u id e lin e s developed by Howard t o s tr u c tu r e h i s stu d y, however, he re p o rte d th a t th e g u id e lin e s lacked th e s p e c if i c it y needed when stu d y in g k in d e rg a rte n program s, and th a t th e s p e c ia liz e d course and f ie l d ex p erien ces o f k in d e rg a rte n a c tu a lly cu t a c ro ss s u b je c t a re a s. Of th e one hundred tw e n ty -fiv e schools Included in th e sam ple, 41 p e rc e n t o f th e schools w ith elem entary education programs had s p e c ia l k in d e rg a rte n endorsem ent programs w h ile 5 p e rc e n t had k in d e rg a rte n c e r t i f i c a t i o n as a p a r t o f elem entary c e r t i f i c a t i o n. There seemed to be a v a r ia tio n o f from zero to n in e c r e d i ts in k in d e rg a rte n methods p er k in d e rg a rte n endorsem ent w ith an average o f 3.25 c r e d i ts p e r program and fo u rte e n d if f e r e n t t i t l e s a p p lie d to th e se c o u rs e s. co u rse req u ire m en ts in p ro fe s s io n a l ed u catio n v a rie d. A d d itio n a l He re p o rte d only 11 p e rce n t o f th e k in d e rg a rte n ed u catio n co u rses Inclu d ed a c tu a l ex p erien ces w ith c h ild r e n. The s tu d e n t teach in g was in a l l cases o ffe re d to s tu d e n ts only once during th e program r a th e r th an as two ex p e rie n c e s, one in th e ju n io r and one in th e s e n io r y e a r, as Howard recommended. The s tu d e n t te ach in g a lso v a rie d in le n g th from te n to e ig h te e n weeks and 57 p e rc e n t re p o rte d su p e rv isio n by g rad u ate s tu d e n ts. Only 30 p e rc e n t o f th e programs w ere su p erv ised by f a c u lty members w ith a c tu a l k in d e rg a rte n te ach in g ex p erien ce. The Searcy study (1970) was concerned w ith d e s c rip tio n and a n a ly s is o f re se a rc h r e l a t i n g to fe d e ra lly funded e a rly childhood

26 13 programs in c lu d in g c h ild c a re, s t a t e g ra n ts, and te a c h e r tra in in g programs p e rta in in g to young c h ild re n. The prim ary em phasis o f the study was to id e n tif y th e e x te n t and th e a rea s o f re se a rc h r e la tin g to young c h ild r e n th a t was financed by th e fe d e ra l governm ent. Rudolph (1972:559A-560A) re p o rte d a new co n cep tu al d esig n fo r ed u ca tin g te a c h e rs i n e a rly childhood ed u ca tio n. Two b a sic assum ptions r e l a t i n g to te a c h e r ed u catio n were id e n tif i e d by the re se a rc h e r: T eachers o f young c h ild re n a re persons who must r e a liz e and ex p erien ce a l l a sp e c ts o f t h e i r p e rso n -n e ss.... S tu d en t e d u ca to rs have a r ig h t to pursue th o se ed u c a tio n a l ex p erien ces th a t a re most m eaningful to them selves. I n s t i t u t i o n a l stan d ard s fo r b a c c a la u re a te and m a s te r's degree programs in e a rly childhood ed u catio n w ere developed by th e Alabama S ta te Departm ent o f E ducation (1971). The sta n d ard s in clu d ed a statem en t o f p u rp o se, s tr u c tu r e s fo r a d m in is tra tiv e p o li c ie s, com m ittee r e s p o n s i b i l i t i e s, program o f in s tr u c tio n, f a c i l i t i e s, and degree req u ire m en ts. The re p o rt o f th e U nited S ta te s O ffice o f Education (1972) program fo r tr a in in g elem entary te a c h e rs included a cu rricu lu m model fo r e a rly childhood ed u catio n m a jo rs. The modules fo r independent le a rn in g were d esigned to provide th e p ro fe s s io n a l ed u catio n component in a perform ance-based model fo r tr a in in g te a c h e rs (U nited S ta te s Department o f H ealth E ducation and W elfare, 1972). Hodges (1971) rep o rte d a cu rriculum in e a rly childhood ed u ca tio n which was based on pro cess o rie n te d in te r a c tiv e le a rn in g. T eachers learn ed to s o l i c i t th e d e s ire d beh av io r o f c h ild re n.

27 14 G eneral Education The g e n e ra l s tu d ie s component in te a c h e r e d u c a tio n, as recommended by NGATE, emphasized g e n e ra liz a tio n r a th e r than academic s p e c ia liz a tio n. I t was fu r th e r recommended th a t the g e n e ra l ed u catio n program be in d iv id u a liz e d according to the needs and i n t e r e s t s o f stu d e n ts (N atio n al C ouncil fo r A c c re d ita tio n o f Teacher E ducation, 1970:3). Hymes (1968:76) expressed a s im ila r concern when he sa id :...The te a c h e r o f young c h ild re n cannot sim ply be c h ild c e n te re d. She must be c h ild c e n te re d, s o c ie ty c e n te re d, and tuned in on c u l tu r e, on knowledge. She must be a b ro ad ly ed u cated, w e ll inform ed p e rso n... Her own l i b e r a l a r t s ed u catio n i s a fundam ental p a r t o f h e r p ro fe s s io n a l tr a i n in g. The im portance o f language and th e study o f l i t e r a t u r e was em phasized in th e re c e n t e f f o r t to improve th e q u a lity o f ed u catio n in sc h o o ls. Sm ith, Goodman, and M eredith (1970:358) suggested th a t: "Study o f language and l i t e r a t u r e should be a re q u ire d in g re d ie n t in th e ed u catio n o f te a c h e rs." The te a c h e r 's own i n t e r e s t in l i t e r a t u r e and read in g h a b its may be im portant v a r ia b le s in d eveloping read in g s k i l l s o f c h ild r e n, according to T in k er and McCullough (1968:23-51). The r e la tio n s h ip between th e te a c h e r and th e q u a lity o f a r t in s tr u c tio n was suggested by Lowenfeld and B r i t t a i n (1970:57): " In te a c h in g a r t to c h ild re n th e most im portant f a c to r i s th e te a c h e r h im s e lf." The a u th o rs a ls o b e lie v e d th a t "... a te a c h e r o f c h ild re n should have been Involved in a r e a l c r e a tiv e ex p erien ce and fe e l com petent in some a rea o f ex p ressio n " (Lowenfeld and B r i t t a i n, 1970: 62).

28 15 P ro fe s sio n a l Education The te a c h in g o f read in g was th e s u b je c t o f much re s e a rc h, w r itin g, and th e concern o f a l l elem entary te a c h e rs. B rzein sk i (1971), in a paper p re se n te d a t th e I n te r n a tio n a l Reading A sso c ia tio n m eeting, s tr e s s e d th a t c h ild re n vary in degree o f re a d in e ss and th a t some were ready b e fo re s ix y ears o f age. I f th e needs o f c h ild re n were m et, i t would be n e c e ssa ry to provide in s tr u c tio n a l o p p o rtu n itie s fo r younger c h ild re n and fin d ways fo r determ ining re a d in e ss le v e ls which could be used to d esig n in s tr u c tio n a l programs fo r them. Durkin (1966: ) re p o rte d th a t some c h ild re n le arn ed to read b e fo re th e age o f s ix y e a r s. The LaConte (1970) study to determ ine th e e x te n t th a t read in g was being tau g h t in k in d e rg a rte n a ls o provided evidence th a t, in g e n e ra l, k in d e rg a rte n te a c h e rs were not p repared to te ach re a d in g. T eacher com petencies in read in g were an is s u e as in v e s tig a to rs t r i e d to fin d teach in g methods which would p ro v id e th e b e s t o f read in g in s tr u c tio n. C hall (1967), Bond (1967), and o th e rs have em phasized th e fa c t th a t th e te a c h e r and n o t one p a r t i c u l a r method was th e most im portant fa c to r in determ ining success in read in g I n s tr u c tio n. M ille r (1969) id e n tif ie d four b a s ic te a c h e r com petencies which were im portant in developing th e I n te r e s t o f c h ild re n in books and which may have s ig n ific a n c e in developing read in g s k i l l s in c h ild re n. They w ere: (1) Knowledge o f a wide range o f c h ild r e n s books (2) Knowledge o f c h i ld r e n 's l i t e r a t u r e (3) Knowledge o f how to c re a te a fav o rab le read in g c lim ate (A) S e n s itiv ity to l i t e r a r y q u a lity

29 16 H iggins (Cohen, 1972:60-63) em phasized th e im portance o f th e te a c h e r b ein g dynam ically involved w ith th e c h ild re n and w ith l i t e r a t u r e in o rd e r to p ro v id e a l i t e r a t u r e program o f d e s ira b le q u a lity and scope. Jacobs (Cohen, 1972:8) noted th a t "The p r a c tic e s used by te a c h e rs m arkedly a f f e c t th e q u a lity o f c o n ta c ts w ith l i t e r a t u r e which y o u n g sters have in sc h o o l." The te a c h e r 's a b i l i t y to provide a r ic h and b alanced l i t e r a t u r e program enhanced th e read in g program. P lay was recognized as a le a rn in g a c t i v i t y in programs fo r young c h ild r e n. B iber (1969:204) s ta te d th a t "The young c h ild re n... extend t h e i r u n d erstan d in g through re h e a rsin g and r e - li v in g exp erien ce through p la y." P ia g e t (1952:167) viewed symbolic p la y as one form o f th o u g h t, and Robinson (1971:334), in a d is c u ssio n o f th e im portance o f p la y, s ta te d th a t "The te a c h e r can b e n e f it from a c l e a r framework fo r h e r o b s e rv a tio n, as w e ll as s k i l l s in sam pling and re co rd in g c h i ld r e n 's b e h a v io r." Hymes (1968:96-97) and B iber (Anderson and Shane, 1971:102) expressed th e follow ing o p in io n s on th e v alu e o f p la y : P lay was a way c h ild re n experim ented w ith le a rn in g m a te r ia ls ; i t provided o p p o rtu n itie s fo r le a rn in g about the w orld; and i t served as an o u t l e t fo r complex and o fte n c o n f li c ti n g em otions. I n t e r e s t in e a rly childhood ed u catio n and th e a llo tm e n t o f f e d e ra l funds fo r program developm ent have r e s u lte d in th e development o f d if f e r e n t types o f programs fo r young c h ild r e n. O rg an iza tio n, a d m in is tra tio n, e v a lu a tio n, and s t a f f development fo r v a rio u s programs have become to p ic s fo r study and the concern o f c o lle g e f a c u ltie s re sp o n sib le fo r the developm ent o f e a rly childhood te a c h e r ed u catio n c u r r ic u la. E l l i o t t, Cowles and F ro st (1971), members o f the Early

30 17 Childhood E ducation C ouncil o f th e A sso ciatio n fo r S u p erv isio n and C urriculum Development, and B ranche, Kamii, and o th e rs (1971) w rote a s e r ie s o f a r t i c l e s designed to give an overview o f e a rly childhood e d u c a tio n, to provide g u id e lin e s fo r an aly zin g program s, and to provide a s s is ta n c e to cu rricu lu m w orkers who were c o n sid e rin g a l te r n a t iv e s b efo re s e le c tin g and im plem enting a p a r t i c u l a r program fo r young c h ild re n. School, home, and community involvem ent in e a rly childhood ed u catio n has in c re a se d th e im portance o f p a re n t-te a c h e r r e la tio n s h ip s. Hymes (B aker, 1972:29) supported t h i s idea by su g g estin g : There i s a deepening o f th e long roo ted i n t e r e s t in p a re n ts ; t h e i r u n d e rsta n d in g, t h e i r su p p o rt, t h e i r reenforcem ent o f school e f f o r t s, t h e i r supplem entation o f school program s, a firm er a p p re c ia tio n o f the t o t a l fam ily l i f e in which th e young c h ild spends most o f h is tim e. W eikart (1971:79) expressed a s im ila r id ea when he suggested th a t th e em phasis be placed on th e v alu e o f home te ach in g to involve th e m other in th e te a c h in g -le a rn in g p ro c e ss. I t a ffo rd e d an o p p o rtu n ity fo r a o n e-to -o n e r e la tio n s h ip w ith th e c h ild and te a c h e r ( p a r e n t). The Committee fo r E arly Childhood fo r the N atio n al A sso c ia tio n fo r E ducation o f Young C h ild ren (1970:333) expressed th e idea th a t... "warm, c o o p e ra tiv e p a re n t-te a c h e r and hom e-school r e la tio n s a re p r e r e q u is ite fo r any e d u c a tio n a l program fo r young c h ild re n."

31 Program P lanning I n d iv id u a liz a t io n o f program may apply o n ly to th e g e n e r a l e d u c a tio n c o u r se s w ith a p r e sc r ib e d and str u c tu r e d p r o fe s s io n a l e d u c a tio n cu rricu lu m, or th e in d iv id u a liz a t io n may c h a r a c te r iz e th e e n t ir e b a c c a la u r e a te program. O ther m ethods o f in d iv id u a liz in g programs In clu d ed th e u se o f in s t r u c t io n a l m odules to be s e le c t e d by th e te a c h e r e d u c a tio n s tu d e n t. T hese in s t r u c t io n a l p a c k e ts were d e sig n e d t o b e com pleted in v a ry in g le n g th s o f tim e and w ere o f t e n r e s tr u c tu r e d to m eet th e p a r t ic u la r n eeds and I n t e r e s t s o f stu d e n ts (U n ited S t a t e s Department o f H e a lth, E d u cation, and W e lfa r e, 1971). W ilhelms (1970:13) c r i t i c i z e d the p ra c tic e o f re q u irin g each s tu d e n t to follow a p re sc rib e d sequence o f co u rses and suggested in s te a d t h a t th e cu rricu lu m should be "h ig h ly in d iv id u a liz e d to meet each s tu d e n t 's needs, la rg e ly s e lf - s e le c te d by th e stu d e n t under g u id an ce, and aimed more a t self-developm ent than a t s k i l l developm ent. Combs (1972:289) s t a t e d th a t "... p eo p le le a r n b e s t when th ey have a need to know." He q u e stio n e d th e e f f e c t i v e n e s s o f an o r d e r ly seq u en ce o f co u rse w ork. Owens (1970:20-27) su g g e ste d th a t m odular p a tte r n in g in te a c h e r ed u ca tio n o ffe r e d among o th e r ad van tages th e p r o v is io n fo r in d iv id u a l d if f e r e n c e s both in s e le c t io n o f the m odules and in th e le n g th o f tim e sp en t in co m p letin g each. Goodlad (1970:68) q u estio n ed th e p re s c rib e d sequence o f co u rses in th e follow ing statem en t: " I t is u n r e a l i s t i c to b e lie v e th a t any sequence o f c o u rs e s, however c a r e fu lly p rep ared, w i l l s u f f ic e fo r a l l s tu d e n ts." He suggested th e use o f modules to provide a more

32 19 m ean in gfu l cu rricu lu m. The m odules d esig n ed to d ev elo p s p e c i f i c s k i l l s, i d e n t i f i e d by th e feed b ack sy stem, w ould be s e le c t e d by in d iv id u a l stu d e n ts to m eet a p a r t ic u la r need a s th ey work w ith c h ild r e n. He a ls o recommended th a t stu d e n ts sh ould p a r t ic ip a t e r e g u la r ly in c r i t i c a l a n a ly s is o f te a c h in g s k i l l s. The stu d en t w orking a s a member o f a team would have th e o p p o r tu n ity to fu n c tio n as te a c h e r and a s an o b serv er who p rovid ed feed b a ck. C lin ic a l E x p erien ces and T eaching S tu d ie s r e la t in g to th e p e r fe c tin g o f te a c h in g te c h n iq u e s through m icrotea ch in g w ere rep o rted by Baird ( ), Brown (1969), and o t h e r s. Cooper and A lle n (1970) d e fin e d m icrotea ch in g and s im u la tio n, compared to two te c h n iq u e s, and rep o rted th a t e m p ir ic a l e v id e n c e seemed to su g g e st th a t b oth p roced u res w ere w o rth w h ile fo r b r in g in g about d e s ir a b le changes in te a c h in g b e h a v io r. The c r i t i c a l a n a ly s is by o b se r v e r s p a r t ic ip a t in g in the sim u la tio n and m icrote a c h in g feedback has been id e n t i f i e d a s n e c e ssa r y fo r p e r fe c tin g te a c h in g s k i l l s. Cooper and Sadker (1972: ) re p o rte d th a t c u rre n t tren d s in te a c h e r ed u catio n in d ic a te d th a t e a r l i e r f ie l d e x p e rie n c e s, m o d u la riz a tio n, in d iv id u a liz a tio n, com petency-based in s tr u c tio n, s e n s i t i v i t y s e s s io n s, th e use o f technology, as w e ll a s, sim u latio n and m icro teach in g c h a ra c te riz e te a c h e r ed u ca tio n. W ilhelms (1970:10-11) s tre s s e d the im portance o f f ie ld ex p erien ces having an e x p lo ra to ry q u a lity, moving around in the whole school s itu a tio n as w ell as in the community. The e a rly ex p erien ces

33 20 should h e lp th e stu d e n t u n d erstan d th e ro le o f th e te a c h e r and make him more aware o f th e problem s to be so lv ed. The experiences provided throughout th e te a c h e r ed u catio n program helped th e stu d en t d isc o v e r and develop h is s tr e n g th s. E xperiences w ith teach in g c h ild re n in many d if f e r e n t s itu a tio n s, over a lo n g er p erio d o f tim e, w i l l allow th e stu d e n t to grow in h is p ro fe s s io n a l u n d erstan d in g and com p eten cies. W ilhelms s ta te d th a t f ie ld ex p erien ces provided throughout th e program were more d e s ira b le th an lim itin g the teach in g ex p erien ces to th e stu d en t te ach in g sem ester a t th e te rm in a tio n o f th e p ro fe s s io n a l program. During f i e l d ex p erien ces and s tu d e n t te a c h in g th e re must be some kind o f in t e r a c t io n betw een the stu d e n t as a p r a c t iti o n e r and a su p e rv is o r. Sm ith, Goodman, and M eredith (1970:364) s ta te d : "The co re o f any te a c h e r ed u ca tio n program, p re s e rv ic e o r in - s e r v ic e, is th e b e h a v io ra l g ain s made by the p r a c tic e o f te ach in g under s u p e rv is io n." Combs (1972:290) supported the id ea th a t feedback on te ach in g perform ance i s im p o rtan t. "A person le a rn s about h im se lf from th e feedback he re c e iv e s from o th e rs." Yonemura (1968:107) emphasized the need fo r feedback from th e s u p e rv is o r i f th e beginning te ach in g ex p erien ce is to be an optimum le a rn in g e x p e rie n c e. V ideotaping provided th e stu d en t and the su p e rv iso r w ith m a te ria l fo r c r i t i c a l a n a ly s is and conference d is c u s s io n. However, su p e rv isio n "... had to be planned, co n scio u s, and s u p e rv is o r-te a c h e r d ir e c te d." With su p e rv isio n o f t h i s k in d, the stu d e n t and su p e rv is o r id e n tif ie d com petencies needed and developed th e s tr a t e g ie s n e c e ssa ry to accom plish th e se o b je c tiv e s. The

34 21 su p e rv iso r should encourage the te a c h e r to analyze te ach in g b eh av io r and suggest a l te r n a t iv e s to stre n g th e n teach in g perform ance. The im portance o f th e s u p e rv is o r-te a c h e r co nference was s tre s s e d (Yonemura, 1968:108). Sm ith, Goodman, and M eredith (1970:364) emphasized the im portance o f e v a lu a tio n o f te ach in g perform ance. I t was suggested th a t: "B efore e v a lu a tio n i s even su g g ested, su p e rv iso ry v i s i t s and follow -up conferences should focus on an a n a ly s is o f te ach in g observed, o f th e in te r a c tio n data gath ered during a v i s i t. " In summary, a review o f th e l i t e r a t u r e rev ea led few s tu d ie s lim ite d to e a rly childhood te a c h e r e d u ca tio n. These s tu d ie s seemed to s tr e s s c h a r a c t e r i s t i c s o f programs which have been id e n tif ie d as exem plary. The term s e a rly f ie ld ex p erien ces, m odular p la n n in g, in d iv id u a liz e d program s, m icro tea ch in g, s e lf - a n a ly s is, and competency- based in s tr u c tio n were fre q u e n tly found in the l i t e r a t u r e. The emphasis placed on f ie l d ex p erien ces throughout th e program seemed to in d ic a te a need fo r more c o n ta c t w ith c h ild re n in r e a l classroom s itu a tio n s th a n may be p o s s ib le w ith a one-sem ester stu d e n t te ach in g e x p erien ce.

35 C hapter 3 PROCEDURES OF THE STUDY The purpose o f t h i s c h a p te r i s to p re se n t th e p rocedures used to develop e v a lu a tiv e c r i t e r i a f o r e a rly childhood te a c h e r ed u catio n program s. The developm ent o f th e te n ta tiv e in stru m e n t, th e s e le c tio n o f th e ju ry w ith e x p e rtis e in e a rly childhood e d u c a tio n, and the a n a ly s is o f th e responses o f th e ju ry a re d isc u s se d. The r e s t r u c t u r ing o f th e v a lid a te d in stru m e n t, the s e le c tio n o f th e sample p o p u la tio n o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s and the d is c u s s io n o f th e a n a ly s is and p re s e n ta tio n o f the data a re in clu d ed in th i s c h a p te r. S e le c tio n o f Item s fo r Q u estio n n aire A te n ta ti v e l i s t o f c o u rs e s, com petencies, and ex p erien ces c o n sid ere d d e s ira b le fo r te a c h e r ed u catio n programs were drawn from th e NCATE sta n d a rd s fo r b a s ic programs (N ational C ouncil fo r A c c re d ita tio n o f Teacher E ducation, :3-7). The course requirem ents w ere c l a s s i f i e d as g e n e ra l and p ro fe s s io n a l ed u ca tio n com ponents. The g e n e ra l ed u c a tio n component was subdivided in to c o n te n t fo r th e te a c h in g s p e c i a l i t y, hu m an istic and b e h a v io ra l s tu d ie s, te a c h in g and le a rn in g th e o ry w ith la b o ra to ry o r c l i n i c a l e x p e rie n c e s, and a p racticu m. W ithin th e framework o f th e NCATE s ta n d a rd s, the recommend a tio n s o f th e A sso c ia tio n fo r Childhood E ducation In te r n a tio n a l p re p a ra tio n sta n d a rd s fo r te a c h e rs in e a rly childhood ed u catio n (1967: f-g ), The C h a r a c te r is tic s o f E arly Childhood Teacher Education 22

36 (Howard, 1968), and s e v e ra l rece n t a r t i c l e s (Ovens, 1970; Goodlad, 1970; liib er, 1969; Cooper and A lle n, 1970) were examined fo r the purpose o f o b ta in in g a d d itio n a l item s. Item s r e la tin g to c l i n i c a l e x p e rie n c e s, f ie l d e x p e rie n c e s, and th e o rg a n iz a tio n o f e a rly c h ild hood ed u catio n were drawn from re c e n t a r t i c l e s (Yonemura, 1968; Cooper and A lle n, 1970; W ilhelm s, 1970). The item s w ere arran g ed according to g en era l and p ro fe s s io n a l ed u catio n components in a te n ta ti v e e v a lu a tiv e in stru m en t which was sen t to a ju ry o f e x p e rts fo r v a lid a tio n. (Appendix C) S e le c tio n o f th e Jury In o rd e r to o b ta in an in stru m en t th a t m ight r e f l e c t the thoughts o f ed u cato rs w ith e x p e rtis e in e a rly childhood ed u ca tio n a ju ry was s e le c te d w ith a t te n ti o n to in d iv id u a l i n t e r e s t s in th e teach in g p ro fe s s io n, to com m ittee assignm ents in p ro fe s s io n a l o rg a n iz a tio n s, to re c e n t p u b lic a tio n s, and to v a rio u s academic a rea s re p re se n te d in programs fo r young c h ild re n. In a d d itio n an e f f o r t was made to s e le c t ju ry members r e p re s e n ta tiv e o f v a rio u s g eo g rap h ical area s o f the U nited S ta te s. (Appendix B) V a lid a tio n o f th e Instrum ent The te n ta tiv e e v a lu a tiv e instrum ent, to g e th e r w ith a cover l e t t e r, which ex p lain ed th e purposes and a n tic ip a te d outcomes o f the study and s o lic ite d th e c o o p e ra tio n and c o n s tru c tiv e c r it ic i s m o f th e resp o n d en t, were se n t to each ju r o r. The ju r o r was re q u e ste d to give an op in io n o f each item as to i t s r e l a t i v e im portance o r c o n siste n c y

37 24 w ith th e recommended purposes o f te a c h e r e d u c a tio n. A r a tin g sc a le from "1 ", in d ic a tin g stro n g agreem ent, to "5 ", in d ic a tin g stro n g disagreem ent, was provided fo r each item. The r a tin g s w ere designed to read as fo llo w s: "1" in d ic a te d th a t the ju r o r stro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance; "2" in d ic a te d th a t the ju r o r agreed w ith o r co n sid ere d th e idea o f m oderate im portance; "3" in d ic a te d th a t th e ju r o r was undecided about agreem ent o r im portance o f th e id e a ; "4" in d ic a te d th a t th e ju r o r d isa g re e d w ith o r co n sid ered th e idea o f l i t t l e im portance; and "5" in d ic a te d th a t th e ju r o r stro n g ly d isa g re e d w ith o r co n sid ere d th e idea o f no im portance. Two o th e r responses were p o s s ib le ; "a" in d ic a te d th a t th e meaning o f the statem en t was n o t c l e a r to th e re a d e r, and "b" in d ic a te d th a t no response was in te n d e d. Each ju r o r was encouraged to make s u g g e stio n s fo r a d d itio n s o r d e le t io n s and o th e r comments w hich m ight str e n g th e n th e stu d y. R esponses w ere r e c e iv e d from f i f t e e n o f th e tw enty e x p e r ts. In th e a n a ly s is o f th e responses o f th e ju ry, a p o in t value was assig n ed to each r a tin g to p ro v id e a b a s is fo r s t a t i s t i c a l com putation (D aig le, 1968:13-15). The follow ing num erical v alu es were assig n ed : For th e r a tin g o f "1" a v alu e o f fiv e p o in ts was a ssig n e d, fo r the r a tin g o f "2" a v alu e o f four p o in ts was a ssig n e d, fo r th e r a tin g o f "3" a v alu e o f th re e p o in ts was a ssig n e d, for the ra tin g o f 4" a v a lu e o f two p o in ts was a ssig n e d, for th e r a tin g of "5M a v a lu e o f one p o in t was a ssig n e d, and fo r the r a tin g s of "a" and f'b" zero p o in ts were a s sig n e d. Since the to ta l response;; lor in d iv id u a l item s in the q u e stio n n a ire v a rie d Inun len to ihiru on, a

38 25 mean sco re was c a lc u la te d fo r each Item. The m id -p o in t o f th e ra tin g was "3H, th e re f o r e, in o rd er fo r a mean sco re to shew a p o s itiv e ra tin g i t would have to be c lo s e r to,r4,r than to "3 "; 3.51 o r above was co n sid ered to show p o s itiv e agreem ent or im portance; and a mean o f 2.49 o r below was co n sid ere d to show n e g a tiv e o p in io n (disagreem ent and l i t t l e o r no im p o rtan ce). The two p o s itiv e c a te g o rie s were determ ined by d iv id in g the p o s itiv e d is ta n c e rem aining: A mean o f from 3.51 to was co n sid ere d in d ic a tiv e o f m oderate agreem ent or im portance and a mean o f from 4.26 to 5.00 was co n sid ered in d ic a tiv e o f stro n g agreem ent o r m ajor im portance. The two n e g a tiv e c a te g o rie s were determ ined by d iv id in g th e n e g a tiv e d is ta n c e rem aining: A mean o f from 1.76 to 2.49 was co n sid ere d in d ic a tiv e o f disagreem ent or th a t th e idea was o f l i t t l e im portance and, a mean o f from 1.00 to 1.75 was co n sid ere d in d ic a tiv e o f stro n g disagreem ent o r th a t the id ea was o f no im portance. The mean which f e l l between 2.50 and 3.50 was co n sid ered in d ic a tiv e o f q u e stio n a b le agreem ent o r im portance. An item -b y -item a n a ly s is o f th e responses o f the ju ro rs to th e q u e s tio n n a ire is p re se n te d in C hapter 4. A p p lic a tio n o f th e Q u e stio n n aire to a S ele cted P o p u latio n The v a lid a te d item s were re s tr u c tu r e d in to a u sab le instru m en t (Appendix F) which was p re sen te d to n in e ty -fo u r s e le c te d NCATE a c c re d ite d c o lle g e s and u n iv e r s i t i e s throughout th e U nited S ta te s. The i n s t i t u t i o n s (Appendix E) were chosen by random s e le c tio n o f every f i f t h one from the a lp h a b e tic a l l i s t i n g o f the i n s t i t u t i o n s with

39 26 n a tio n a l a c c r e d ita tio n appearing in "Approved T eacher Education I n s t i t u t i o n s, Types o f A c c re d ita tio n and Types o f Teacher Education Programs fo r Which A pproved," A Manual on C e r t i f i c a t i o n Requirem ents fo r School P ersonnel in th e U nited S ta te s, 1970 E d itio n (N ational Commission on Teacher E ducation and P ro fe s s io n a l S tan d a rd s, 1970: ). The q u e s tio n n a ire was sen t to the Dean o f th e C ollege o f E ducation a t each i n s t i t u t i o n. The accompanying cover l e t t e r co n tain ed a b r i e f d e s c rip tio n o f th e study and asked th a t th e q u e stio n n a ire be forw arded to th e f a c u lty member re sp o n s ib le fo r d ir e c tin g th e e a rly childhood te a c h e r ed u catio n program. Of th e 94 q u e s tio n n a ire s m ailed, 57 (60.6 p e rc e n t) were re tu rn e d. A second copy o f th e q u e s tio n n a ire and an o th er cover l e t t e r w ere se n t on January 10, The second m a ilin g r e s u lte d in an a d d itio n a l 32 (34.0 p e rc e n t) r e p lie s fo r a t o t a l r e tu r n o f 89 (94.6 p e r c e n t). No f u r th e r e f f o r t was made to s o l i c i t a d d itio n a l resp o n ses. The re tu rn e d q u e s tio n n a ire s were analyzed and c l a s s i f i e d in to th re e groups: Those re tu rn e d unansw ered; th o se re tu rn e d incom plete because o f no e a rly childhood te a c h e r e d u ca tio n program, and those re tu rn e d com pleted. The d ata from th e com pleted q u e stio n n a ire s were com piled and p re se n te d in ta b u la r form. The su g g estio n s made by the respondents fo r needed re se a rc h appear in l i s t i n g s and, where in d ic a te d, th e item s were d iscu ssed in s u f f ic ie n t d e t a i l to f a c i l i t a t e u n d e rsta n d in g. The p la n s fo r program developm ent, as in d ic a te d by th e resp o n d en ts, were p re se n te d in ta b u la r form w ith o u t e la b o ra tio n, and the c u rre n t problem s, re p o rte d by the re sp o n d e n ts, were l i s t e d.

40 Chapter 4 ANALYSIS AND PRESENTATION OF VALIDATED CRITERIA This c h a p te r c o n s is ts o f an item -b y -item a n a ly s is o f the responses o f th e ju r o r s to the q u e s tio n n a ire o f e v a lu a tiv e c r i t e r i a fo r e a rly childhood te a c h e r education program s. In each c a se, f i r s t the statem ent is p re se n te d ; second, the mean sco re and an in t e r p r e t a tio n o f th e mean a re n o te d ; and th i r d, th e re v is e d statem en t is l i s t e d. G eneral Education S tatem ents in th i s s e c tio n were p refaced w ith : To what e x te n t do you agree t h a t. 1. O rig in a l S tatem en t: The te a c h e r o f young c h ild re n must be a b ro ad ly and l i b e r a l l y educated person. I n t e r p r e t a t i o n : The mean o f 4.76 in d ic a te d th a t the ju ro rs s tro n g ly agreed w ith o r co n sid ere d th e idea o f m ajor im portance. R e v isio n : E arly childhood ed u catio n m ajors com plete g e n era l ed u catio n requirem ents by: Follow ing a p re sc rib e d cu rricu lu m Planning an in d iv id u a liz e d program by s e le c tin g courses from l i b e r a l a r t s, fin e a r t s, and v o c a tio n a l a r ts Planning an in d iv id u a liz e d program by follow ing a p re sc rib e d co re o f g e n e ra l ed u catio n co u rses and com pleting the program by s e le c tin g e le c tiv e s from l i b e r a l a r t s, fin e a r t s, and v o catio n al a r t s 27

41 28 Taking advanced placem ent t e s t s and re c e iv in g a p p ro p ria te c r e d i t fo r g e n era l ed u catio n co u rses O ther (sp e c ify ) 2. O rig in a l S tatem en t; The p re p a ra tio n o f te a c h e rs o f young c h ild re n should be th e r e s p o n s ib ility o f a Department o f E arly C h ild hood E ducation and not o f th e Department o f Elem entary Education and/ or the Department o f C hild Development. I n t e r p r e t a t i o n : The mean o f 3.50 in d ic a te d th a t the ju ro rs were undecided about agreem ent o r im portance o f th e item. I t was noted by the ju ry th a t t h i s was a double item th a t should be r e w ritte n. The item was r e s ta te d as Number 1, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. R ev isio n : E arly childhood ed u catio n is a c u r r ic u la r o p tio n o f which departm ent o f your u n iv e rs ity : Elem entary Education E arly Childhood Education O ther (sp e c ify ) 3. O rig in a l S ta te m e n t: The program fo r e a rly childhood te a c h e r education should be in t e r d is c ip l in a r y and n o t the r e s p o n s ib ility o f one departm ent of th e u n iv e r s ity. I n te r p r e t a t i o n : The mean o f 3.25 in d ic a te d th a t the ju ro rs were undecided about the agreem ent o r im portance o f th e item. R ev isio n : The item was dropped a f t e r c o n s id e ra tio n o f the responses o f th e ju r o r s. 4. O rig in a l S ta te m e n t: E arly childhood ed u catio n m ajors should be allow ed to p lan in d iv id u a liz e d programs o f g e n era l education

42 29 co u rses by e le c tin g from a wide s e le c tio n o f co u rses in l i b e r a l a r t s, fin e a r t s, and v o c a tio n a l-te c h n ic a l a re a s. I n t e r p r e t a t i o n : The mean o f 4.54 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R ev isio n : The item was re w ritte n and in clu d ed in Number 3, S ectio n I I o f th e re s tr u c tu r e d q u e s tio n n a ire. 5. O rig in a l S tatem en t: E arly childhood ed u catio n m ajors should have an area o f academic c o n c e n tra tio n o r an academic m ajor. I n te r p r e t a t i o n : The mean o f 3.00 in d ic a te d th a t the ju r o r s were undecided about agreem ent o r im portance o f the item. R e v isio n : The item was dropped a f t e r c o n s id e ra tio n o f th e responses o f th e ju r o r s. 6. O rig in a l S ta te m e n t: Some I n i t i a l assessm ent should be made o f th e le v e l o f g e n e ra l ed u catio n background o f each s tu d e n t and each program o f study should be acc o rd in g ly in d iv id u a liz e d. I n t e r p r e t a t i o n : The mean o f 4.38 in d ic a te d th a t the ju r o r s s tro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R ev isio n : The item was re s ta te d and included in Number 3, S e c tio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 7. O rig in a l S tatem en t: To what e x te n t do you agree th a t e a rly childhood ed u catio n m ajors should be re q u ire d to meet g e n era l ed u catio n requirem ents in th e follow ing a re a s: a. E nglish b. L in g u is tic s c. M athem atics d. Logic

43 30 e. f. Science B ehavioral and S o c ia l S cience (1) A nthropology (2) Economics (3) Geography (4) American H isto ry (5) World H isto ry (6) P o l i t i c a l Science (7) Sociology g. Hum anities (1) C la s s ic a l L ite r a tu r e (2) C la s s ic a l A rt (3) Philosophy h. Fine A rts (1) A rt A p p re c ia tio n (2) Music A p p recia tio n i. Fundamentals o f Speech I n t e r p r e t a t io n ; Mean Item 4.23 E nglish 3.50 L in g u is tic s 3.50 M athem atics 2.73 Logic 4.00 Science 4.46 A nthropology 2.64 Economics 3.25 Ccogr.ipliy

44 Mean Item 3.69 American H isto ry 3.57 World H isto ry 3.50 P o l i t i c a l Science 3.84 Sociology 2.84 C la s s ic a l L ite r a tu r e 2.61 C la s s ic a l A rt 3.69 Philosophy 4.54 A rt A p p re c ia tio n 4.54 Music A p p re c ia tio n 4.23 Fundamentals o f Speech Means on responses to th e se item s re v e a le d : Strong agreem ent item s f - ( l ), h - ( l ), and h (2 ); agreem ent w ith item s a, e, f - ( 4 ), f - ( 7 ), g - ( 3 ), and i j and no d e c isio n on agreem ent w ith item s b, c, d, f (2), f - (3), f - (6), h - ( l ), and h - ( 2 ). R ev isio n ; E arly childhood ed u catio n m ajors com plete g e n e ra l ed u ca tio n requirem ents by planning an in d iv id u a liz e d program by follow ing a p re sc rib e d core o f g e n era l ed u catio n co u rses and com pleting th e program by s e le c tin g e le c tiv e s from l i b e r a l a r t s, fin e a r t s, and v o c a tio n a l a r t s. The statem en t as re w ritte n was included in Number 3, S ectio n I I o f th e re s tru c tu re d q u e s tio n n a ire. H um anistic and B eh a v io ral S tu d ie s S tatem ents in tills se c tio n were- prefaced with: To what extent do you ag ree th a t.

45 32 1. O rig in a l S tatem en t: E xperiences should be designed to h e lp th e p ro s p e c tiv e te a c h e r u n d erstan d th e p h ilo so p h ic a l foundations o f e a rly childhood e d u c a tio n. I n t e r p r e t a t i o n : The mean o f 4.46 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R e v isio n : E arly childhood ed u catio n m ajors com plete the fo llo w in g : R equired hours E lected hours P h ilo s o p h ic a l fo u n d a tio n s o f e d u c a tio n H is t o r ic a l fo u n d a tio n s o f e d u c a tio n Research tech n iq u es O rg an izatio n and a d m in is tra tio n o f e a rly childhood education C urrent problem s in e a rly childhood education C urriculum developm ent in e a r ly childhood education Group a n a ly s is or s e n s i t i v i t y tr a in in g 2. O rig in a l S tatem en t: P ro sp e c tiv e te a c h e rs o f young c h ild re n should be encouraged to and a s s is te d w ith forming a p e rso n a l e d u c a tio n a l p h ilo so p h y. I n t e r p r e t a t i o n : The mean o f 4.62 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R e v isio n : The item was r e w ritte n and included in Number 4, S ectio n I I o f th e r e s tru c tu re d q u e s tio n n a ire. 3. O riginal Statement: Early childhood education majors should be required to study the histo ry of early childhood educat ion.

46 33 I n t e r p r e t a t i o n : The mean o f 4.31 in d ic a te d th a t the ju ro rs stro n g ly agreed w ith o r co n sid ere d the idea o f m ajor im portance. R ev isio n : The item was re w ritte n and included in Number 4, S ectio n I I o f th e r e s tru c tu re d q u e s tio n n a ire. 4. O rig in a l S ta te m e n t: P ro sp e ctiv e te a c h e rs o f young c h ild re n should be made acq u ain ted w ith the to o ls o f re s e a rc h to enable know ledgeable re ad in g o f p ro fe s s io n a l l i t e r a t u r e. I n t e r p r e t a t i o n : The mean o f 4.62 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was r e w ritte n and in clu d ed in Number 4, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 5. O rig in a l S tatem en t: E arly childhood ed u catio n m ajors should be acq u ain ted w ith the school system and the unique ro le o f ed u cato rs o f young c h ild r e n. I n t e r p r e t s t i o n : The mean o f 4.75 in d ic a te d th a t the ju ro rs s tro n g ly agreed w ith o r co n sid ere d the idea o f m ajor im portance. R e v isio n : The item was re w r itte n and in clu d ed in Number 4, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 6. O rig in a l S ta te m e n t: E arly childhood ed u ca tio n m ajors should be fa m ilia r w ith th e ro le o f th e O ffice o f Economic O pportunity and th e O ffice o f C hild Development in th e o v e r a ll e f f o r t to p rovide e d u c a tio n a l o p p o rtu n itie s fo r a l l young c h ild re n in the U nited S ta te s. I n t e r p r e t a t i o n : The mean o f 4.38 in d ic a te d th a t the ju ro rs stro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. Revision: The item was rew ritten and included in Number 4, Section II of the restructured questlonnai re.

47 34 7. O rig in a l S ta te m e n t: The p ro sp e c tiv e te a c h e r o f young c h ild re n should be re q u ire d to study c u rre n t problems in e a rly c h i ld hood ed u c a tio n. I n t e r p r e t a t i o n ; The mean o f 4.84 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was re w ritte n and included in Number 4, S ectio n I I o f th e r e s tr u c tu r e d q u e stio n n a ire. 8. O rig in a 1 S ta te m e n t: The program fo r e a rly childhood ed u catio n m ajors should in c lu d e the study o f the o rg a n iz a tio n and a d m in is tra tio n o f schools fo r young c h ild re n. I n t e r p r e t a t i o n : The mean o f 4.38 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was re w ritte n and in clu d ed in Number 4, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 9. O rig in a l S ta te m e n t: Curriculum development and program planning should be inclu d ed in the te a c h e r education program fo r e a rly childhood ed u catio n m ajors. I n t e r p r e t a t i o n : The mean o f 4.69 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ere d th e idea o f m ajor im portance. R e v isio n : The item was re w ritte n and included in Number 4, S ectio n I I o f th e re s tr u c tu r e d q u e stio n n a ire. 10. O rig in a l S ta te m e n t: The p ro sp e c tiv e te a c h e r o f young c h ild re n should p a r ti c ip a te in a program o f s e lf-u n d e rs ta n d in g such as m ight be o b ta in e d from group a n a ly s is under th e le a d e rsh ip o f a p ro fe s s io n a l tra in e d p s y c h o th e ra p is t.

48 35 I n t e r p r e t a t i o n : The mean o f 3.69 in d ic a te d th a t th e ju r o r s agreed w ith o r co n sid ered th e id ea o f m oderate im portance. R e v isio n : E arly childhood education m ajors should com plete group a n a ly s is o r s e n s i t i v i t y tr a i n in g. The item was in clu d ed in Number 4, S e c tio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. Teaching and L earning Theory and C lin ic a l E xperience S tatem ents in t h i s s e c tio n were p reface d w ith : To what e x te n t do you a g re e t h a t. 1. O rig in a l S ta te m e n t: The te a c h e r e d u ca tio n program should p ro v id e o p p o rtu n itie s fo r th e stu d e n t to in v e s tig a te th e f a c to rs which in flu e n c e le a rn in g, c lim a te s fo r le a rn in g, and th e p a r t i c u l a r needs o f young c h ild re n. I n t e r p r e t a t i o n : The mean o f 4.77 in d ic a te d th a t th e ju r o r s s tro n g ly agreed w ith o r co n sid ered th e id ea o f m ajor im portance. R e v isio n : E arly childhood ed u catio n m ajors should com plete th e fo llo w in g : Required hours E lecte d hours T h eo ries o f le a rn in g C hild psychology Techniques o f play Guiding th e b eh av io r o f c h ild re n G eneral methods co u rse in te ach in g young c h ild re n Blocks of specific methods courses including language a r ts, mathematics, science, social stu d ies, music, art, and physical education

49 36 R equired hours E lecte d hours D iagnosis o f le a rn in g problem s 2. O rig in a l S ta te m e n t: The program fo r e a rly childhood e d u ca tio n m ajors should be designed to p rep are th e p ro sp e c tiv e te a c h e r fo r th e emerging o rg a n iz a tio n a l p a tte r n s o f e a rly childhood ed u catio n (open classro o m s, in fo rm al e d u c a tio n, in d iv id u a liz e d in s tr u c tio n, e t c.) I n t e r p r e t a t i o n : The mean o f 4.50 in d ic a te d th a t th e ju r o r s s tro n g ly agreed w ith o r co n sid ere d the idea o f m ajor im portance. R e v isio n : The item was r e w ritte n and in c lu d ed in Number 4, S e c tio n I I o f the r e s tr u c tu r e d q u e s tio n n a ire. as a p ro c e ss. 3. O rig in a l S ta te m e n t: Emphasis should be p la ced on le a rn in g I n te r p r e t a t io n : The mean o f 4.31 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r c o n sid ere d th e id ea o f m ajor im portance. R e v isio n : The item was re w ritte n and in clu d ed in Number 5, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 4. O rig in a l S ta te m e n t: E arly childhood ed u catio n m ajors should have a g e n e ra l methods co u rse in te ach in g young c h ild re n. I n t e r p r e t a t i o n : The mean o f 4.15 in d ic a te d th a t th e ju r o r s agreed w ith o r co n sid ere d th e id ea o f m oderate im portance. R e v isio n : The item was r e w ritte n and in clu d ed in Number 5, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 5. O rig in a 1 S ta te m e n t: E arly childhood e d u ca tio n m ajors should have methods co u rses in th e follow ing a re a s: a. b. Language a r t s fo r c h ild re n from 3-8 y ears M athem atics fo r c h ild re n from 3-8 y ears

50 c. S cience fo r c h ild re n from 3-8 y ears d. S o c ia l s tu d ie s fo r c h ild re n from 3-8 y ears e. f. g. h. Teaching o f read in g A rt fo r c h ild re n 3-8 y ears Music fo r c h ild re n 3-8 y ears P h y sic a l ed u ca tio n fo r young c h ild re n I n t e r p r e t a t i o n : Mean Item Language a r t s fo r c h ild re n from 3-8 y ears 4.16 M athem atics fo r c h ild re n from 3-8 y ea rs S cience fo r c h ild re n from 3-8 y ears 3.92 S o c ia l s tu d ie s fo r c h ild re n from 3-8 y ears 3.84 Teaching o f read in g 4.17 A rt fo r c h ild re n from 3-8 y ears 4.27 Music fo r c h ild re n from 3-8 y ears P h y sic a l ed u catio n fo r young c h ild re n Means on responses to th e se item s in d ic a te d th a t th e ju ro rs co n sid ere d one item o f m ajor im portance and agreed o r co n sid ered o f m oderate im portance th e rem aining item s o f q u e stio n Number 5. R e v isio n : The statem en t was re w r itte n and in clu d ed in Number 5, S e ctio n I I o f th e re s tr u c tu r e d q u e s tio n n a ire. 6. O rig in a l S ta te m e n t: E arly childhood m ajors should have a b lock o f p ro fe s s io n a l c o u rses w ith methods and c l i n i c a l ex p erien ces designed e s p e c ia lly fo r te a c h e rs o f young c h ild re n. Any o r a l l o f th e above (Number 5) m entioned may be included in t h i s cate g o ry. D escribe th e a re a s which you would In clu d e in th e b lo ck.

51 38 I n t e r p r e t a t i o n : The mean o f 4.75 in d ic a te d th a t th e ju r o r s s tro n g ly agreed w ith o r c o n sid ere d th e idea o f m ajor im portance. The ju ry in d ic a te d th a t methods co u rses in clu d ed in q u e stio n 5 should be in c lu d ed in th e block o f p ro fe s s io n a l c o u rse s. R e v isio n ; The statem en t was r e w ritte n and in clu d ed in Number 5, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 7. O rig in a l S ta te m e n t: In s te a d o f methods c o u rses fo r te ach in g c h ild re n from th e ages o f th re e to e ig h t y ears o f age the follow ing should be re q u ire d o f te a c h e rs p rep arin g to te ach young c h ild re n : a. b. c. N ursery ed u catio n K in d erg arten methods and m a te ria ls C hild developm ent d. Language a r t s fo r prim ary grades e. f. g. h. i. j. k. M athem atics fo r prim ary grades S cience fo r prim ary grades S o c ia l s tu d ie s fo r prim ary grades Reading in th e prim ary grades A rt fo r prim ary grades Music fo r prim ary grades P h y sic a l ed u ca tio n fo r the prim ary grades I n t e r p r e t a t i o n : Mean Item 2.90 N ursery ed u ca tio n 2.09 Kindergarten methods and m aterials 2.27 Child development

52 Mean Item 1.82 Language a r t s fo r th e prim ary grades 1.36 M athem atics fo r th e prim ary grades 1.64 Science fo r the prim ary grades 1.64 S o c ia l stu d ie s fo r th e prim ary grades 1.64 Reading in the prim ary grades 1.82 A rt fo r the prim ary grades 1.82 Music fo r th e prim ary grades 1.90 P h y sical education fo r the prim ary grades Means on th e responses to th e se item s rev ea led : No d e c isio n about agreem ent w ith item a; disagreem ent w ith item s b, c, d, i, j, and k; and, stro n g disagreem ent w ith item s e, f, g, and h. R e v isio n : The item s were dropped after c o n s id e ra tio n of th e responses o f the ju r o r s. 8. O rig in a l S tatem en t: P ro sp e ctiv e k in d e rg a rte n te a c h e rs should be re q u ire d to f u l f i l l the requirem ents fo r elem entary school c e r t i f i c a t i o n. I n t e r p r e t a t i o n : The mean o f 3.50 in d ic a te d th a t ju ro rs were undecided about agreem ent w ith the id e a. R e v isio n : E arly childhood te a c h e r ed u catio n m ajors com plete requirem ents fo r c e r t i f i c a t i o n c r e d e n tia l in which o f th e fo llo w in g : (check a l l th a t apply) E arly Childhood Education Elem entary E ducation K Lndergartcn-l rim nry Oilier (specify) q u e s tio n n a ire. The Ltem was made. Number 2, S ection II o f the re s tru c tu re d

53 9. O rig in a l S ta te m e n t; The study o f t e s t s and e v a lu a tio n should be in clu d ed in th e e a rly childhood ed u catio n cu rricu lu m. 40 I n t e r p r e t a t i o n : The mean o f 4.82 in d ic a te d th a t the ju ro rs sto n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R e v isio n : The statem en t was re w ritte n and in clu d ed in Number 6, S e c tio n I I o f th e re s tru c tu re d q u e s tio n n a ire. 10. O rig in a l S tatem en t: A co u rse in media and m a te ria ls should be in c lu d ed in th e te a c h e r ed u catio n cu rricu lu m. I n t e r p r e t a t i o n : The mean o f 3.50 in d ic a te d th a t th e ju ro rs were undecided about agreem ent w ith th e id e a. R ev isio n : The item was r e w r itte n and inclu d ed in Number 6, S e ctio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. S tatem ents 11 to 22 were prefaced w ith : To what e x te n t do you agree th a t a l l stu d e n ts p re p a rin g to te a c h young c h ild re n should in c lu d e th e follow ing in th e cu rricu lu m. 11. O rig in a l S ta te m e n t: Guidance techniques in e a rly c h i ld hood ed u catio n I n t e r p r e t a t i o n : The mean o f 3.16 in d ic a te d th a t th e ju ro rs were undecided about agreem ent w ith th e id e a. R ev isio n : The item was dropped after c o n s id e ra tio n o f the responses o f th e j u r o r s. of c h ild re n 12. O rig in a l S tatem en t: D is c ip lin e and guiding th e b eh av io r I n t e r p r e t a t i o n : The mean o f 3.57 in d ic a te d th a t th e ju ro rs agreed w ith o r co n sid ere d the idea o f m oderate im portance.

54 41 R ev isio n : The item was r e w ritte n and in clu d ed in Number 5, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 13. O rig in a l S tatem en t: The te ch n iq u es and v alu e o f play I n t e r p r e t a t i o n : The mean o f in d ic a te d th a t the ju ro rs stron gly agreed w ith or considered the idea o f major importance. R e v isio n : The item was r e w ritte n and inclu d ed in Number 5, S ectio n I I o f th e re s tr u c tu r e d q u e s tio n n a ire. 14. O rig in a l S tatem en t: C h ild re n 's l i t e r a t u r e I n t e r p r e t a t i o n : The mean o f 4.33 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith or considered the idea o f major importance. R e v isio n : The item was included in Number 6, S e c tio n II o f th e r e s tr u c tu r e d q u e s tio n n a ire. 15. O rig in a l S tatem en t: Story t e l l i n g fo r young c h ild re n I n t e r p r e t a t i o n : The mean o f 4.33 in d ic a te d th a t th e ju ro rs stron gly agreed w ith or considered the idea o f major importance. The item was assumed, on the suggestion of the jury, to be included in other cou rses. 16. O rig in a l S tatem en t: D iagnosis o f le a rn in g problem s I n t e r p r e t a t i o n : The mean o f in d ic a te d t h a t th e ju ro rs agreed w ith or considered the idea o f moderate importance. R e v isio n : The item was inclu d ed in Number 5, S ectio n II o f th e r e s tr u c tu r e d q u e s tio n n a ire. 17. O rig in a l S ta te m e n t: The study o f l i n g u is tic c h a r a c te r i s t ic s o f speech o f v a rio u s e th n ic and c u l t u r a l groups. I n t e r p r e t a t i o n : The mean o f 3.77 in d ic a te d th a t the jurors agreed w ith o r co n sid ered the idea o f m oderate Im portance. It was

55 42 assumed, on su g g e stio n o f the ju r y, th a t th e item was included in o th e r item s (Number 5, S ectio n I I, and Number 7, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire ). 18. O rig in a l S tatem en t: Speech c o rre c tio n I n t e r p r e t a t i o n : The mean o f 3.00 in d ic a te d th a t th e ju ro rs were undecided about agreement o r im portance o f th e item. R e v isio n : The item was dropped a f t e r c o n s id e ra tio n o f the responses o f th e ju r o r s. r e la tio n s h ip s 19. O rig in a l S tatem en t: Horae-school o r p a re n t-te a c h e r I n t e r p r e t s t i o n : The mean o f 4.91 in d ic a te d th a t the ju ro rs s tro n g ly agreed w ith o r considered th e id e a o f m ajor im portance. R e v isio n : The item was r e w ritte n and inclu d ed in Number 6, S ectio n I I o f th e r e s tru c tu re d q u e s tio n n a ire. r e la tio n s h ip s 20. O rig in a l S tatem en t: The study o f home, sch o o l, community I n t e r p r e t a t i o n : The mean o f 4.00 in d ic a te d th a t th e ju ro rs agreed w ith o r co n sid ered th e id ea o f m oderate im portance. R e v isio n : The item was inclu d ed in Number 6, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 21. O rig in a l S tatem en t: H ealth and n u tr i tio n I n t e r p r e t a t i o n : The mean o f 4.83 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r con sid ered th e idea o f m ajor im portance. R ev isio n : The item was inclu d ed in Number 6, S ectio n II o f the restructured questionnaire.

56 43 S tatem ents 22 to 33 were p reface d w ith : To what e x te n t do you ag re e th a t p ro s p e c tiv e te a c h e rs o f young c h ild re n should have o p p o rtu n itie s to observe a n d /o r have c l i n i c a l ex p erien ces in the fo llo w in g. 22. O rig in a l S ta te m e n t: An e a rly childhood program in which young c h ild re n le a rn in a prep ared environm ent w ith c o g n itiv e m a te ria ls th a t have been developed fo r s p e c ific sta g e s o f growth I n t e r p r e t a t i o n : The mean o f in d ic a te d th a t the ju ro rs agreed w ith o r co n sid ere d th e idea o f m oderate im portance. R ev isio n : The item was in clu d ed in Number 7, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 23. O rig in a l S tatem en t: An e a rly childhood program in which c h ild re n le a rn in a " f r e e " o r in fo rm al classroom atm osphere where m a te ria ls and a c t i v i t i e s a re s e le c te d and used as th e young c h i l d 's i n t e r e s t s and c u r io s i ty d ic ta te I n t e r p r e t a t i o n : The mean o f 4.69 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ered th e id ea o f m ajor im portance. R e v isio n : The item was r e w ritte n and in clu d ed in Number 7, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 24. O rig in a l S ta te m e n t: An e a rly childhood program which i s an u n s tru c tu re d p lay school atm osphere I n t e r p r e t a t i o n : The mean o f 3.15 in d ic a te d th a t th e ju ro rs w ere undecided about agreem ent o f im portance o f the item. R e v isio n : The item was dropped a f t e r c o n s id e re a tio n of the responses o f the ju ro rs.

57 O rig in a l S ta te m e n t: An e a rly childhood program which is a c t i v i t y c e n te re d w ith in fo rm al in s tr u c tio n in m athem atics and beginning read in g a c t i v i t i e s I n t e r p r e t a t i o n : The mean o f 4.31 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ere d th e idea o f m ajor im portance. R e v isio n : The item was included in Number 7, S e c tio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 26. O rig in a l S ta te m e n t: An e a rly childhood program which in c lu d e s form al in s tr u c tio n in read in g and m athem atics in a s tru c tu re d le a rn in g environm ent I n t e r p r e t a t i o n : The mean o f 2.58 in d ic a te d th a t th e ju ro rs w ere undecided about agreem ent o r im portance o f the item. R e v isio n : The item was dropped a f t e r c o n s id e ra tio n o f th e resp o n ses o f th e ju r o r s. 27. O rig in a l S ta te m e n t: An e a rly childhood program which o f f e r s day c a re only I n t e r p r e t a t i o n : The mean o f 2.41 in d ic a te d th a t th e ju ro rs d isa g re e d w ith o r co n sid ere d th e idea o f l i t t l e im portance. R e v isio n : The item was dropped a f t e r c o n s id e ra tio n o f th e resp o n ses o f th e ju r o r s. 28. O rig in a l S ta te m e n t: A n u rse ry school w ith c h ild re n from th e ages o f two to fo u r y ears I n t e r p r e t a t i o n : The mean o f 3.83 in d ic a te d th a t the ju ro rs agreed w ith o r c o n sid ere d th e id ea o f m oderate im portance. R e v isio n : The item was included in Number 7, S ectio n IT o f the restructured q u estion n aire.

58 O riginal Statem ent: An ea rly childhood program which in cludes ch ild ren w ith s p e c ia l needs ( i. e. the p a r tia lly sig h ted, ch ild ren w ith hearing lo s s, e t c.) I n t e r p r e t a t i o n : The mean o f 3.69 in d ic a te d th a t th e ju ro rs agreed w ith o r co n sid ered th e idea o f m oderate im portance. R e v isio n : The item was inclu d ed in Number 7, S ectio n I I o f the re s tr u c tu r e d q u e s tio n n a ire. 30. O riginal Statem ent: Child psychology I n t e r p r e t a t i o n : The mean o f 3.92 in d ic a te d th a t th e ju ro rs agreed w ith o r co n sid ere d th e idea o f m oderate im portance. R e v isio n : I t was assumed th a t th e item was included in Number 5, 7, and 8, S ectio n I I o f th e r e s tru c tu re d q u e s tio n n a ire. 31. O riginal Statem ent: Educational psychology I n t e r p r e t a t i o n : The mean o f 3.38 in d ic a te d th a t th e ju ro rs were undecided about agreem ent o r im portance o f the item. R ev isio n : The item was dropped a fte r con sid eration o f the responses o f the ju rors. 32. O riginal Statem ent: An early childhood program with ch ild ren o f various socio-econom ic, eth n ic, and c u ltu r a l backgrounds I n t e r p r e t a t i o n : The mean o f 4.76 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r con sid erec th e idea o f m ajor im portance. R e v isio n : The item was included in Number 7, S ectio n I I o f th e re s tr u c tu r e d q u e s tio n n a ire. The follow ing item was added to the q u e stio n n a ire on the re q u e st o f th e ju ry :

59 46 Statem ent: An early childhood program which is based on d evelopm en tal-in teraction (sim ila r to the Bank S treet program) The item was in clu d ed in Number 7, S ectio n I I o f the r e s tr u c tu r e d q u e s tio n n a ire. Statem ents 33 through 42 w ere p refaced w ith : To what e x te n t do you agree th a t. 33. O rig in a l S tatem en t: The c l i n i c a l a n d /o r la b o ra to ry ex p erien ces should in c lu d e : a. b. c. O bservation Problem so lv in g T u to rin g in d iv id u a l c h ild re n d. M icroteaching e. D iagnosis and tr e a tin g in d iv id u a l c a s e s, p r a c tic e s, or problems In terp rets t io n :» Mean Item 4.84 O bservation 4.15 Problem so lv in g 3.92 T u to rin g in d iv id u a l c h ild re n M icroteaching D iagnosis and tr e a tin g in d iv id u a l c a s e s, 3.92 p r a c t ic e s, o r problems Means on responses to these items in d icated that the jurors stron gly agreed w ith item a, and agreed wilh or considered o f moderate importance items b, c, d, and e.

60 47 R e v isio n : In d ic a te th e y e a r in which the e a rly childhood m ajors p a r ti c ip a te in the follow ing c u r r ic u la r ex p erien ces (Freshman, Sophomore, J u n io r, S enior): O bservation T utoring in d iv id u a l c h ild re n D iagnosis a n d /o r c o r r e c tiv e teach in g S im ulation M icroteaching O ther f ie ld experiences (ex p la in ) The item was made Number 8 in th e r e s tr u c tu r e d q u e s tio n n a ire. 34. O rig in a l S tatem en t: The e a rly childhood te a c h e r ed u catio n m ajor should be involved in d e c isio n making fo r the c l i n i c a l ex p erien ce program I n t e r p r e t a t i o n : The mean o f 4.08 in d ic a te d th a t the ju ro rs agreed w ith o r co n sid ered the idea o f m oderate im portance. R ev isio n : The s tu d e n ts are provided an o p p o rtu n ity to p a r ti c ip a te in cu rricu lu m e v a lu a tio n and development o f th e e a rly childhood te a c h e r ed u ca tio n program The item was included in S ectio n I I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 35. O rig in a l S tatem en t: S tudents in te a c h e r ed u catio n should be re q u ire d to follow a p re sc rib e d sequence o f co u rses ( i. e. f in is h a l l o r c e r ta in g e n e ra l ed u catio n requirem ents b e fo re ta k in g p ro fe s s io n a l ed u catio n co u rses) In te rp re ta tio n : The mean ol 1.H4 Indicated that the jurors disagreed with or considered the idea ol l i t t l e importance.

61 48 R e v isio n : The item was dropped a f t e r c o n sid e ra tio n o f th e responses o f th e ju r o r s. 36. O rig in a l S tatem en t: E arly childhood education m ajors should have co u n selin g and ad v isin g se rv ic e s a v a ila b le to them during the u ndergraduate program I n t e r p r e t a t i o n : The mean o f 4.62 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was r e w ritte n and included in S ectio n I I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 37. O rig in a l S ta te m e n t: E arly childhood education m ajors should have o p p o rtu n itie s fo r o b se rv a tio n and c l i n i c a l ex p erien ces during each academic y e a r I n t e r p r e t a t i o n : The mean o f 4.92 in d ic a te d th a t th e ju ro rs s tro n g ly ag ree w ith o r co n sid ere d th e idea o f m ajor im portance. R e v isio n : The item was inclu d ed in Number 8, S ectio n I I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 38. O rig in a l S ta te m e n t: There should be open access or m u ltip le acc ess in to e a rly childhood te a c h e r ed u catio n program s; th u s, a stu d e n t p re p a rin g to work as a p a ra -p ro fe s s io n a l might take c e r ta in p ro fe s s io n a l ed u c a tio n co u rses and l a t e r re tu rn to f i l l in m issing co u rses in a degree program w ith o u t being p e n a liz e d by having to com plete th e re q u ire d co u rses in a planned sequence I n t e r p r e t s t i o n : The mean o f 4.66 in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R ev isio n : The item was n o t included in th e r e s tru c tu re d q u e s tio n n a ire because the emphasis was on degree program s.

62 O rig in a l S ta te m e n t: P ro fe s sio n a l ed u catio n co u rses in e a rly childhood te a c h e r ed u ca tio n may be e le c te d by stu d e n ts in o th e r te a c h e r ed u catio n programs I n t e r p r e t a t i o n : The mean o f in d ic a te d th a t the ju ro rs agreed w ith o r co n sid ered the idea o f m oderate im portance. R e v isio n : The item was dropped a t th e su g g estio n o f th e ju ry. 40. O rig in a l S ta te m e n t: P ro fe s sio n a l e d u ca tio n co u rses in e a rly childhood should be a v a ila b le to p a ra -p ro fe s s io n a ls who do not in te n d to pursue a degree program in te a c h e r e d u ca tio n. I n t e r p r e t a t i o n : The mean o f in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was dropped from the r e s tru c tu re d q u e s tio n n a ire because th e emphasis was on e a rly childhood te a c h e r ed u ca tio n degree program s. 41. O rig in a l S ta te m e n t: S tudents s p e c ia liz in g in k in d e rg a rte n ed u ca tio n should be re q u ire d to have o b se rv a tio n and a t le a s t lim ite d c l i n i c a l ex p erien ce w ith th e p re k in d e rg a rte n age c h ild as w ell as th e c h ild in the prim ary grades I n t e r p r e t a t i o n : The mean o f 4.81 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R evision: In d ic a te the area and the amount o f tim e spent in a practicum o r in su p erv ised stu d e n t te a c h in g : Hours per week Number o f weeks Karly childhood ed u catio n Prekindergarten

63 50 Hours p e r week Number o f weeks K indergarten Nongraded prim ary Graded primary O ther (sp ecify ) F ield ex p erien ces throughout th e fo u r y ear program in lie u o f stu d e n t teach in g The item was a ls o inclu d ed in Number 7, S ectio n I I o f the re s tr u c tu r e d q u e s tio n n a ire. 42. O rig in a l S tatem en t: E arly childhood ed u catio n m ajors should have an o p p o rtu n ity to and be encouraged to jo in and p a r ti c ip a te in le arn ed s o c ie tie s o f te a c h e rs o f young c h ild re n I n t e r p r e t a t i o n : The mean o f in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R ev isio n : The stu d e n t has an o p p o rtu n ity to jo in stu d e n t a f f i l i a t e groups o f p ro fe s s io n a l ed u catio n s o c i e t i e s. q u e s tio n n a ire. The item was included in S ectio n I I I o f the r e s tru c tu re d Practicum S tatem ents in t h i s s e c tio n w ere p reface d w ith : To what e x te n t do you ag ree t h a t. 1. O rig in a l S tatem en t: The e a rly childhood ed u catio n m ajor should be re q u ire d to have a practicum in which th e s tu d e n t, under the su p e rv isio n o f t lit* co o p era tin g te a c h e r, assumes s u b s ta n tia l re s p o n s i b i l i t y fo r te ach in g d u tie s

64 I n t e r p r e t a t i o n ; The mean o f 5.00 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ere d the idea o f m ajor im portance. 51 R e v isio n : The item was re w ritte n and in clu d ed in Number 9, S ectio n I I o f th e r e s tru c tu re d q u e s tio n n a ire. 2. O rig in a l S tatem en t: The fa c u lty o f e a rly childhood e d u ca tio n su p e rv ise th e stu d e n t and work w ith the co o p e ra tin g te a c h e r to p ro v id e an in d iv id u a liz e d stu d e n t te a c h in g ex p erien ce I n t e r p r e t a t i o n : The mean o f 4.84 in d ic a te d th a t th e ju r o r s stro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was re w ritte n and made Number 10, S ectio n I I o f the r e s tr u c tu r e d q u e s tio n n a ire. 3. O rig in a l S tatem en t: The practicum should be accompanied by a sem inar o r an in d iv id u a l conference w ith th e c o lle g e s u p e rv iso r to d isc u ss problem s and p lan fo r im proving th e te ach in g ex p e rie n c e. I n t e r p r e t a t i o n : The mean o f 4.92 in d ic a te d th a t the ju ro rs s tro n g ly agreed w ith o r con sid ered the idea o f m ajor im portance. R e v isio n : The item was re w ritte n and made Number 11, S ectio n I I o f th e r e s tru c tu re d q u e s tio n n a ire. 4. O rig in a l S tatem en t: The e a rly childhood e d u ca tio n m ajor should be re q u ire d to have a stu d e n t te ach in g block o r practicum which in c lu d e s te ach in g exp erien ce in each o f th e follow ing: a. b. c. The th re e and four y ear old s The fiv e y e a r o ld s One age group o f th e prim ary school

65 52 I n te r p r e ta tio n : Mean Item The th re e and fo u r y e a r old s The fiv e y ear o ld s 4.60 One age group o f the prim ary school Means on resp o n ses to th e se item s in d ic a te d th a t th e ju ro rs stro n g ly agreed w ith o r co n sid ere d o f m ajor im portance item s a and c and agreed w ith o r c o n sid ere d o f m oderate im portance item b. R e v isio n : The item was r e w ritte n and inclu d ed in Number 9, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 5. O rig in a l S ta te m e n t: The e a rly childhood ed u catio n m ajor should be re q u ire d to com plete a practicum in th e follow ing: a. b. c. d. N ursery school K ind erg arten N ursery o r k in d e rg a rte n A prim ary grade I n t e r p r e t a t i o n : Mean Item 3.63 N ursery school 3.80 K indergarten 3.40 N ursery o r k in d e rg a rte n 3.45 A prim ary grade Means on resp o n ses to th e se item s in d ic a te d th a t th e ju ro rs agreed w ith o r c o n sid ere d o f m oderate im portance item s a and b and were undecided about agreem ent o r im portance o f item s c and d.

66 53 R e v isio n : The item was included in Number 9, S ectio n I I o f th e r e s tr u c tu r e d q u e s tio n n a ire. 6. O rig in a l S tatem en t: The practicum should be scheduled a f t e r th e methods co u rses during th e l a s t sem ester o f the u n d erg rad u ate program I n t e r p r e t a t i o n : The mean o f 1.90 in d ic a te d th a t the ju ro rs d isag ree d w ith o r co n sid ered the idea o f l i t t l e im portance. R e v isio n : The item was dropped a f t e r c o n s id e ra tio n o f the responses o f th e ju r o r s. 7 O rig in a l S ta te m e n t: The practicum should be scheduled w ith methods c o u rses b efo re th e f in a l sem ester and c e r t a in p ro fe s s io n a l ed u catio n co u rses should be taken during th e f in a l sem ester, a f t e r th e com pletion o f th e practicum I n t e r p r e t s t i o n : The mean o f 3.00 in d ic a te d th a t th e ju ro rs were undecided about agreem ent o r im portance o f th e item. R e v isio n : The item was dropped a f t e r c o n s id e ra tio n o f the responses o f th e ju r o r s. 8. O rig in a l S ta te m e n t: The u n iv e r s ity should m ain tain a su p e rv iso ry c o n s u ltin g r o le during th e s tu d e n t s f i r s t y ear o f c l a s s room te ach in g I n te r p r e ts t i o n : The mean o f 4.84 in d ic a te d th a t th e ju r o r s s tro n g ly agreed w ith o r co n sid ered the idea o f m ajor im portance. R e v isio n : The item was included in S ectio n IV o f th e r e s tru c tu re d q u e s tio n n a ire. 9. O riginal Statem ent: Such a relationship (No. 8 above) would be a service to the student and to the school system

67 54 I n t e r p r e t a t i o n : The mean o f 4.84 in d ic a te d th a t the ju r o r s stro n g ly agreed w ith o r co n sid ere d th e id ea o f m ajor im portance. R ev isio n : The item was included in S ection IV o f the restru ctu red q u estion n aire. 10. O rig in a l S ta te m e n t: Such a r e la tio n s h ip (No. 8 above) would be a means o f e v a lu a tin g th e te a c h e r ed u catio n program and p ro v id e feedback fo r cu rricu lu m p lan n in g and re v is io n I n t e r p r e t a t i o n : The mean o f 4.62 in d ic a te d th a t th e ju ro rs s tro n g ly agreed w ith o r co n sid ered th e idea o f m ajor im portance. R e v isio n : The item as s ta te d in S ectio n IV r e f le c te d th e agreem ent o f th e ju r o r s w ith statem en ts 8, 9, and 10. Three se c tio n s were added to the restructured instrum ent. S e ctio n I was designed to s o l i c i t g en era l in fo rm atio n from the c o lle g e o r u n iv e r s i ty. I t was w r itte n as follow s: S ectio n I. G eneral In fo rm atio n 1. Name o f c o lle g e o r u n iv e rs ity 2. A ddress 3. T o ta l f u ll- tim e en ro llm en t ( ) 4. U n d erg ratu ate enro llm en t in te a c h e r e d u ca tio n 5. U n d erg ratu ate enrollm ent in e a rly childhood ed u catio n 6. G raduating s e n io rs in e a rly childhood ed u catio n ( ) F a ll Summer Spring Winter (Quarter system)

68 55 S e c tio n V was designed to s o l i c i t answers to the statem en ts concerning new programs a n d /o r fu tu re p lan s fo r e a rly childhood te a c h e r ed u catio n degree programs in th e re s p o n d e n t's re s p e c tiv e u n i v e r s i t i e s. The follow ing statem en ts were in clu d ed : 1. Do you plan m ajor curricu lu m re v is io n in e a rly childhood ed u ca tio n in your u n iv e rs ity w ith in th e next th re e years? I f so, e x p la in. 2. L is t problem s o r is s u e s which should have f i r s t p r i o r i t y in re se a rc h s tu d ie s in e a rly childhood ed u ca tio n. 3. What do you see as the m ajor problem s in e a rly childhood te a c h e r education? S ectio n VI was included to p rovide the respondent w ith space fo r a d d itio n a l comments. P ro v isio n was made fo r the s ig n a tu re and th e in d ic a tio n o f t i t l e held by each resp o n d en t. The com pleted q u e s tio n n a ire, as se n t to th e j u r o r s, th e r e s tr u c tu r e d q u e s tio n n a ire, and the cover l e t t e r s which accompanied each in stru m en t a re inclu d ed in th e A ppendices. The l i s t o f th e names o f th e ju r o r s and th e c o lle g e s and u n iv e r s i tie s which p a r tic ip a te d in the study a re included in th e A ppendices. A summary o f th i s c h a p te r i s p re se n te d in Table I.

69 56 Table 1 A n aly sis o f Jury Responses to Item s o f the Q u e stio n n aire Item Number Mean I n te r p r e ta tio n D isp o sitio n S e c tio n I S tro n g ly agreed R etained Undecided R ew ritten Undecided Dropped S tro n g ly agreed R etained Undecided Dropped S tro n g ly agreed R etained 7a 4.23 Agreed R etained* 7b 3.50 Undecided Dropped 7c 3.50 Undecided Dropped 7d 2.73 Undecided Dropped 7e Agreed R etained* 7 f (1) 4.46 S tro n g ly agreed R etained* 7 f (2) 2.64 Undecided Dropped 7 f (3) 3.25 Undecided Dropped 7 f (4) 3.69 Agreed R etained* 7 f (5) 3.57 Agreed R etained* 7 f (6) 3.50 Undecided Dropped 7 f (7) 3.84 Agreed R etained* 7 g (l) 2.84 Undecided Dropped 7g(2) 2.61 Undecided Dropped 7g(3) 3.69 Agreed R etained* 7 h (l) S tro n g ly agreed R etained* 7h(2) 4.54 S tro n g ly agreed R etained* 7i 4.23 Agreed R etained* S e c tio n I I S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed Reta ined Agreed R etained *The resp o n ses were c o n sid ere d in re fe re n c e to S ectio n I I, Number 4, in which th e ju r o r s in d ic a te d stro n g agreem ent w ith the idea o f in d iv id u a liz e d programs o f g e n e ra l ed u catio n c o u rse s. I t was assumed th a t th e ju r y agreed th a t c e r ta in co u rses should be re q u ire d and o th e rs w i l l be s e le c te d by th e s tu d e n ts.

70 57 Table 1 (continued) Item Number Mean I n te r p r e ta ti o n D isp o sitio n S ectio n I I I S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained Agreed R etained 5a 4.25 Agreed R etained 5b 4.16 Agreed R etained 5c 4.08 Agreed R etained 5d 3.92 Agreed R etained 5e 3.84 Agreed R etained 5f 4.17 Agreed R etained 5g 4.27 S tro n g ly agreed R etained 5h 4.00 Agreed R etained S tro n g ly agreed R etained 7a 2.90 Undecided Dropped 7b 2.09 D isagreed Dropped 7c 2.27 D isagreed Dropped 7d 1.82 D isagreed Dropped 7e 1.36 S tro n g ly d isa g re e d Dropped 7f 1.64 S tro n g ly d isag ree d Dropped 7g 1.64 S tro n g ly d isag ree d Dropped 7h 1.64 S tro n g ly d isag ree d Dropped 7 i 1.82 D isagreed Dropped 7j 1.82 D isagreed Dropped 7k 1.90 D isagreed Dropped Undecided R ew ritten S tro n g ly agreed R etained Undecided R ew ritten Undecided Dropped Agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained S tro n g ly agreed R etained** Agreed R etained Agreed R etained Undecided Dropped S tro n g ly agreed R etained Agreed R etained S tro n g ly agreed R etained Agreed R etained S trongly agreed R etained Undecided Dropped **The item was.<s s i h i i c i I, on the suggestion of the jury to he included in other courses.

71 Table 1 (continued) Mean I n te r p r e ta tio n Sec a 33b 33c 33d 33e (continued) 4.31 S tro n g ly agreed 2.58 Undecided 2.41 D isagreed 3.83 Agreed 3.69 Agreed 3.92 Agreed 3.38 Undecided 4.76 S tro n g ly agreed 4.84 S tro n g ly agreed 4.15 Agreed 3.92 Agreed 4.00 Agreed 3.92 Agreed 4.08 Agreed 1.84 D isagreed 4.62 S tro n g ly agreed 4.92 S tro n g ly agreed 4.66 S tro n g ly agreed 4.50 S tro n g ly agreed 4.50 S tro n g ly agreed 4.81 S tro n g ly agreed S tro n g ly agreed Sec a 4b 4c 5a 5b 5c 5d S tro n g ly agreed 4.84 S tro n g ly agreed 4.92 S tro n g ly agreed 4.92 S tro n g ly agreed 4.00 Agreed 4.60 S tro n g ly agreed 3.63 Agreed 3.80 Agreed 3.40 Undecided 3.45 Undecided 1.90 D isagreed 3.00 Undecided 4.84 S tro n g ly agreed 4.84 S tro n g ly agreed 4.62 S tro n g ly agreed

72 Chapter 5 APPLICATION OF EVALUATIVE INSTRUMENT TO SELECTED NCATE ACCREDITED INSTITUTIONS The data fo r t h i s p a r t o f th e study were c o lle c te d from a random sam pling o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s o f th e U nited S ta te s l i s t e d in A Manual on C e r t if ic a tio n Requirem ents fo r School P ersonnel in th e U nited S ta te s, 1970 E d itio n (N ational Commission on T eacher Education and P ro fe s sio n a l S tan d ard s, 1970: ). The developm ent o f the in stru m en t used and the s e le c tio n o f the sample p o p u la tio n were d iscu ssed in C hapter 3. The in fo rm atio n is p re se n te d in ta b u la r form according to th e number o f respondents and th e p e rce n t o f th e sam ple. The s e le c te d p o p u la tio n in clu d ed n in e ty -fo u r i n s t i t u t i o n s, re p re s e n tin g fo rty -tw o s ta t e s and th e D is tr ic t o f Columbia. Responses w ere rece iv ed from e ig h ty -n in e sch o o ls, r e s u ltin g in a re tu rn o f 94.7 p e rc e n t. The d ata p re se n te d in T able 2 provided d e s c r ip tiv e inform a tio n about th e c o lle g e s and u n iv e r s i tie s p a r ti c ip a tin g in the stu d y. The sample o f i n s t i t u t i o n s was d iv id ed in to four groups according to the s iz e o f stu d e n t en ro llm en t: N ine, re p re s e n tin g 10.1 p ercen t o f th e sam ple, had a stu d e n t enro llm en t of le s s than one thousand; t h i r t y - e i g h t, re p re s e n tin g 42.7 p e rc e n t o f th e sam ple, had a stu d en t enrollm ent o f from one to fiv e thousand; e ig h te e n, re p re se n tin g 20.2 p ercen t o f the sam ple, had a stu d en t enrollm ent o f from fiv e to ten thousand; and, tw enty-tw o, re p re se n tin g 24.7 p erce n t o f the sample, r>9

73 Table 2 Number and Percent o f NCATE A ccredited C olleges and U n iv e rsitie s P a r tic ip a tin g in the Study o f E arly Childhood Teacher Education Programs Student Enrollm ent Number Reporting P ercent E arly Childhood Programs Number Percent No Early Childhood Program Number Percent Planning Early Childhood Programs Number Percent 0-1, , , , * T o tals Returned the q u e stio n n a ire unanswered. O' o

74 61 had a stu d e n t en rollm ent o f above ten thousand. F if ty - th r e e o f the i n s t i t u t i o n s re tu rn in g th e q u e stio n n a ire s in d ic a te d th a t e a rly c h ild hood te a c h e r ed u catio n was inclu d ed in the c u r r ic u la r o f f e r in g s. F o rty -fo u r p e rc e n t o f th e i n s t i t u t i o n s w ith a stu d e n t en ro llm en t o f under one thousand, 63.0 p e rc e n t o f th e i n s t i t u t i o n s w ith a stu d en t enrollm ent o f from one to fiv e thousand, 66.6 p e rce n t o f th e i n s t i t u tio n s w ith a stu d e n t enro llm en t o f from fiv e to te n thousand, and 59.1 p e rc e n t o f th e i n s t i t u t i o n s w ith a stu d e n t en ro llm en t o f over te n thousand re p o rte d having e a rly childhood te a c h e r ed u catio n program s. Ten a d d itio n a l c o lle g e s or u n iv e r s i t i e s in d ic a te d th a t such programs were being planned. In Table 3 is in d ic a te d th e departm ent o f each i n s t i t u t i o n o ffe rin g s p e c ia liz a tio n fo r te a c h e rs o f young c h ild re n and the c e r t i f i c a t i o n c r e d e n tia l a v a ila b le to th e g ra d u a te s. Forty i n s t i t u tio n s, re p re s e n tin g 75.5 p e rc e n t o f th e sam ple, re p o rte d th a t e a rly childhood s p e c ia liz a tio n was o ffe re d by the elem entary ed u ca tio n departm ent; th re e i n s t i t u t i o n s, re p re s e n tin g 5.7 p e rc e n t o f the sam ple, re p o rte d th a t such s p e c ia liz a tio n was o ffe re d by a departm ent o f e a rly childhood ed u ca tio n ; and, two i n s t i t u t i o n s, re p re s e n tin g 3.8 p e rc e n t, in d ic a te d th a t the s p e c ia liz a tio n was o ffe re d by a departm ent o f e a rly childhood and elem entary ed u c a tio n. Two i n s t i t u t i o n s, re p re s e n tin g 3.8 p ercen t o f th e sam ple, in d ic a te d th a t the e a rly c h i ld hood te a c h e r ed u catio n s p e c ia liz a tio n was an o f f e r in g o f th e ed u catio n departm ent. The follow ing departm ent t i t l e s were l i s t e d one time only: Home econom ies; home economics and elem entary ed u ca tio n ; te a c h e r ed u ca tio n ; cu rriculum and in s tr u c tio n ; elem entary ed u c a tio n, human

75 Table 3 U ndergraduate Major and C e r tif ic a tio n C red en tial of E arly Childhood Teacher Education G raduates T itle o f Major and/or C e r tif ic a tio n C red en tial Major Number Percent C red en tial Number Percent Elem entary Education * 34.0 E arly Childhood Education E arly Childhood and Elementary Education Home Economics Home Economics and Elem entary Education K indergarten-prim ary Education Teacher Education Curriculum and In s tru c tio n Elem entary, Human Development, and Family R elatio n s Elem entary, In term ed ia te, and E arly Childhood E arly Childhood, K indergarten, Elementary K indergarten Elem entary and K indergarten-prim ary E arly Childhood and K indergarten-prim ary rfive rep o rted a Nursery and/or K indergarten endorsement O ' N 3

76 63 developm ent, and fam ily r e l a t i o n s ; elem en tary, in te rm e d ia te, and e a rly ch ild h o o d e d u c a tio n. T h ir ty - f o u r p erce n t o f the i n s t i t u t i o n s re p o rte d th a t th e g ra d u a te s in e a r ly childhood te a c h e r ed u catio n re c e iv e d c e r t i f i c a t i o n c r e d e n tia ls in elem entary e d u c a tio n. C e r t if ic a tio n c r e d e n tia ls a ls o were re p o rte d in the fo llo w in g : 13.2 p e rc e n t in e a rly childhood e d u c a tio n ; 15.1 p e rce n t in e a r ly childhood and elem entary e d u c a tio n ; 5.7 p e rc e n t in k in d e rg a rte n -p rim a ry ; 13.2 p e rc e n t in e a rly ch ild h o o d, k in d e rg a rte n, and elem entary; 1.9 p e rc e n t in k in d e rg a rte n ; 9.4 p e rc e n t in elem entary and k in d e rg a rte n -p rim a ry ; and, 7.5 p e rc e n t in e a rly childhood and k in d e rg a rte n -p rim a ry. A stu d y o f th e data in T able 4 re v e a le d th e number and p e rc e n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s p ro v id in g o p tio n s to th e s tu d e n ts fo r th e com pletion o f g e n e ra l ed u ca tio n req u irem en ts fo r th e u n d erg rad u ate d e g re e. T w en ty -fiv e, o r 42.2 p e rc e n t o f th e i n s ti tu ti o n s, in d ic a te d th a t th e stu d e n t s p e c ia liz in g in e a rly childhood te a c h e r e d u c a tio n com pleted g e n e ra l ed u ca tio n requirem ents by follow ing a p re s c rib e d cu rric u lu m. Tw enty-two, o r 41.5 p e rc e n t o f the resp o n d e n ts, in d ic a te d th a t a core o f g e n e ra l ed u c a tio n co u rses were re q u ire d and th a t th e s tu d e n t com pleted th e requirem ents by s e le c tin g e le c tiv e s from l i b e r a l, f in e, and v o c a tio n a l a r t s. Only 5.7 p e rc e n t re p o rte d th a t s tu d e n ts planned an in d iv id u a liz e d program and, 5.7 p e rc e n t in d ic a te d t h a t, although th e stu d e n ts follow ed a p re s c rib e d cu rric u lu m, some ch o ice was a v a ila b le in th e form o f g en era l e d u ca tio n e l e c ti v e s. Data shown in Table 5 indicated the number and percent of NCATE accredited colleges and u n iv e rsitie s including selected

77 Table 4 Number and Percent of NCATE A ccredited C olleges and U n iv e rs itie s Providing Options fo r G eneral Education Requirements in E arly Childhood Teacher Education Program Options Number Percent Student follow s a p rescrib ed curriculum Student plans in d iv id u a liz e d program by s e le c tin g courses from l i b e r a l a r t s, fin e a r t s, and v o c a tio n a l a r ts Student plans program by follow ing a p rescrib e d core o f g en eral education courses and com pletes program by se le c tin g e le c tiv e s from li b e r a l a r t s, fin e a r t s, and v o c a tio n a l a r ts Student follow s a p rescrib e d curriculum but may s e le c t e le c tiv e s Student may take advanced placement te s t s and re ce iv e ap p ro p ria te c r e d it fo r general education courses 8* T otal 53 Included in one o th e r area O' p*

78 65 p ro fe s s io n a l ed u ca tio n c o u rses in th e e a rly childhood te a c h e r ed u catio n program. The te ach in g o f re a d in g l i s t e d by f o r ty - f o u r i n s t i t u t i o n s, re p re s e n tin g 83.0 p e rc e n t o f th e sam ple, was th e most fre q u e n tly m entioned re q u ire d co u rse o f th e p ro fe s s io n a l e d u ca tio n component. Foundations and c h ild psychology each l i s t e d by f o r ty - th r e e i n s t i t u t i o n s, re p re se n te d 81.0 p e rc e n t o f th e sam ple, were second in frequency o f re q u ire d c o u rs e s. fo llo w in g c o u rses: Next in decending o rd e r o f frequency were the C h ild re n 's l i t e r a t u r e re q u ire d by 71.9 p e rc e n t o f th e i n s t i t u t i o n s, g e n e ra l methods re q u ire d 67.9 p e rc e n t o f the i n s t i t u t i o n s, a block o f methods co u rses re q u ire d by 64.1 p e rc e n t o f th e i n s t i t u t i o n s, cu rricu lu m development re q u ire d by 56.6 p e rc e n t o f th e i n s t i t u t i o n s, th e o rie s o f le a rn in g re q u ire d by 54.7 p e rc e n t o f th e i n s t i t u t i o n s, h e a lth and n u t r i t i o n re q u ire d by 41.1 p e rc e n t o f the i n s t i t u t i o n s, c u rre n t problem s and media and m a te ria ls re q u ire d by 37.7 p e rc e n t o f th e i n s t i t u t i o n s, t e s t s and measurement re q u ire d by 34.0 p e rc e n t o f th e i n s t i t u t i o n s, o rg a n iz a tio n and a d m in is tra tio n re q u ire d by 26.4 p e rce n t o f th e i n s t i t u t i o n s, g u id in g b eh av io r re q u ire d by 24.5 p e rc e n t o f th e i n s t i t u t i o n s, th e study o f home, sch o o l, and community r e la tio n s h ip s re q u ire d by 17.0 p e rc e n t o f th e i n s t i t u t i o n s, te ch n iq u es o f play re q u ire d by 17.0 p e rc e n t o f th e i n s t i t u t i o n s, d ia g n o sis o f le a rn in g problem s re q u ire d by 15.1 p e rc e n t of the i n s t i t u tio n s, hom e-school a n d /o r p a r e n t-te a c h e r r e la tio n s h ip s re q u ire d by 15.1 p e rc e n t o f th e i n s t i t u t i o n s, re se a rc h re q u ire d by 13.2 p e rc e n t o f th e i n s t i t u t i o n s, group a n a ly s is re q u ire d by 5.7 p e rc e n t o f th e i n s t i t u t i o n s, th e study o f th e p h y s ic a lly handicapped, m in o rity groups, community ag en cies and speech pathology each were re q u ire d by 1.9

79 Table 5 Number o f NCATE A ccredited C olleges and U n iv e rs itie s Including S elected P ro fe ssio n a l Education Courses in Early Childhood Teacher Education Curriculum _ Required E lected In Module* Course T itle Number Percent Number Percent Number P ercent Foundations Research O rganization and A dm inistration C urrent Problems Curriculum Development Group A nalysis Theories o f Learning C hild Psychology Techniques of Play Guiding Behavior G eneral Methods Block o f Methods Courses D iagnosis o f Learning Problems C h ild re n 's L ite ra tu re Reading M a te ria ls and Media T est and Measurement Home-school and/or p a re n t-te a c h e r re la tio n s h ip s The study o f home, school, community re la tio n s h ip s H ealth and n u tr itio n O ther: P h y sic a lly Handicapped M inority groups Community agencies Speech pathology *In p ro fe ssio n a l module or considered in the content o f another l i s t i n g. O ' O '

80 67 p e rc e n t o f th e i n s t i t u t i o n s in clu d ed in the sample. N ineteen o f th e tw e n ty -fo u r co u rses a ls o were e le c tiv e s in th e p ro fe s s io n a l education components o f c e r t a in i n s t i t u t i o n s in clu d ed in th e stu d y. Twenty o f th e tw e n ty -fo u r co u rses were m entioned by resp o n d en ts as being in c lu d ed in p ro fe s s io n a l modules in programs which are c h a ra c te riz e d by th e m odular d esig n. A study o f data shown in Table 6 in d ic a te d th e number and p e rc e n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s in c lu d in g a v a r ie ty o f la b o ra to ry and f ie l d ex p erien ces p r io r to stu d e n t teach in g in th e e a rly childhood te a c h e r e d u ca tio n program. Twenty i n s t i t u t i o n s, re p re s e n tin g 37.7 p e rc e n t o f th e sam ple, in d ic a te d th a t the stu d e n ts s p e c ia liz in g in e a rly childhood te a c h e r ed u catio n had o b se rv a tio n and p a r ti c ip a tio n in an u n s tru c tu re d program in e a rly childhood ed u ca tio n. Twelve i n s t i t u t i o n s, re p re s e n tin g 22.6 p e rc e n t o f th e sam ple, re p o rte d th a t th e stu d e n ts had o b se rv a tio n and p a r ti c ip a tio n in a s tru c tu re d program in e a rly childhood ed u c a tio n. T h irte e n i n s t i t u t i o n s, re p re s e n tin g 24.5 p e rce n t o f th e sa m p le,in d ic a te d th a t th e stu d e n ts have an o p p o rtu n ity to observe an e a rly childhood program w ith c h ild re n o f v a rio u s e th n ic and c u l tu r a l groups, w h ile fo u rtee n i n s t i t u t i o n s, re p re s e n tin g 26.4 p e rc e n t o f th e sam ple, in d ic a te d th a t the e a rly childhood te a c h e r ed u catio n cu rricu lu m in clu d ed p a r ti c ip a tio n in such a program. F ourteen i n s t i t u t i o n s, re p re s e n tin g 26.4 p e rc e n t o f the sam ple, re p o rte d th a t stu d e n ts in e a rly childhood te a c h e r e d u ca tio n observed in a graded prim ary p r io r to stu d e n t te ach in g and, s ix te e n, o r 30.2 p ercen t of the i n s t i t u t i o n s, in d ic a te d th a t p a r ti c ip a tio n in the

81 Table 6 Number and P ercen t o f NCATE A ccred ited C o lle g e s and U n iv e r s it ie s In clu d in g a V a riety o f Laboratory and F ie ld E xp erien ces P r io r to Student Teaching in th e E a rly C hildhood T eacher E d u cation Program Type o f Experience O bservation Number P ercent P a r tic ip a tio n Number Percent S tru ctu red program in e a rly childhood education U nstructured program in e a rly childhood education E arly childhood program fo r handicapped c h ild re n Early childhood program w ith inform al in s tru c tio n in reading and mathematics Early childhood program based on developm ental in te ra c tio n E arly childhood program w ith c h ild re n o f v ario u s eth n ic and c u ltu r a l groups Graded prim ary Nongraded prim ary A ll of th e above Experiences se le c te d by the stu d en ts according to expressed needs ON 00

82 69 graded prim ary was in c lu d ed in th e f ie ld e x p e rie n c e s. Nine in s ti tu ti o n s, re p re s e n tin g 17.0 p e rc e n t o f th e sam ple, re p o rte d th a t o b se rv a tio n in nongraded prim ary programs was in clu d ed in the te a c h e r education cu rric u lu m, however, only 13.2 p erce n t o f th e resp o n d en ts in d ic a te d th a t stu d e n ts were allow ed to p a r ti c ip a te in th e nongraded classroom s p r io r to stu d e n t te a c h in g. Seven i n s t i t u t i o n s, re p re s e n tin g 13.2 p e rce n t o f th e sam ple, re p o rte d o b se rv a tio n and 18.9 p e rce n t re p o rte d p a r ti c ip a tio n in e a rly childhood programs w ith in fo rm al in s tr u c tio n in read in g and m athem atics. Four, o r 7.5 p e rce n t o f th e re s p o n d e n ts,re p o rte d o b se rv a tio n o f and 5.7 p e rc e n t o f th e respondents re p o rte d p a r ti c ip a tio n in e a rly c h ild hood programs fo r handicapped c h ild re n. Only 3.8 p e rc e n t re p o rte d o b se rv a tio n o f e a rly childhood programs based on developm ental i n t e r a c tio n, w h ile 7.5 p e rc e n t o f th e i n s t i t u t i o n s re p o rte d th a t stu d e n ts p a r tic ip a te d in t h i s type o f e a rly childhood program. Six i n s t i t u t i o n s re p o rte d both o b se rv a tio n and p a r ti c ip a tio n in a l l o f th e v a rio u s kinds o f programs l i s t e d in th e q u e s tio n n a ire. Two re sp o n d e n ts, o r 3.8 p erce n t, in d ic a te d th a t th e f ie l d ex p erien ces were s e le c te d according to th e needs o f th e s tu d e n ts s p e c ia liz in g in e a rly childhood te a c h e r ed u catio n and, th e re f o r e, m ight in c lu d e one, s e v e ra l, o r a l l o f the programs m entioned. A study o f th e d ata shown in Table 7 in d ic a te d th e number and p e rce n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i t i e s o ffe rin g perform ance-based c u r r ic u la r ex p erien ces d u rin g th e four y ear e a rly childhood te a c h e r ed u catio n program. O bservation was re p o rte d to be in clu d ed in the f i r s t y ear by 18.9 p erce n t o f the i n s t i t u t i o n s, in

83 Table 7 Number and P ercen t o f NCATE C o lle g e s and U n iv e r s itie s O fferin g Perform ance-based C u rricu lar E xperiences Throughout th e Four-Year E arly Childhood Teacher Education Program Type o f Experience F ir s t Number Year Percent Second Number Year Percent T hird Number Year Percent Fourth Year Number? Percent O bservation T utoring in d iv id u a l c h ild re n D iagnostic and/or c o rre c tiv e teaching Sim ulation M icroteaching Head S ta r t Aide Day Care C enter Aide Student Aide P ro fe ssio n a l Early Exposure Program P h y sical Education A c tiv itie s 1 1.9

84 71 th e second y e a r by 45.3 p e rce n t o f th e I n s t i t u t i o n s, in the th i r d y e a r by 52.8 p e rc e n t o f th e i n s t i t u t i o n s, and in th e fo u rth y e a r by 24.5 p e rce n t o f th e i n s t i t u t i o n s com pleting th e q u e s tio n n a ire. T u to rin g in d iv id u a l c h ild re n was re p o rte d to be in clu d ed in the f i r s t y ear by 3.8 p e rc e n t o f th e resp o n d en ts, in th e second y e a r by 34.0 p e rce n t o f th e resp o n d e n ts, in th e th i r d y e a r by 58.5 p e rc e n t o f th e resp o n d en ts, and in th e fo u rth y e a r by 26.4 p e rc e n t o f th e resp o n d en ts com pleting th e q u e s tio n n a ire. D iag n o stic a n d /o r c o r r e c tiv e te a c h in g was re p o rte d as being included in th e c u r r ic u la r ex p erien ces o ffe re d during the f i r s t y ear by 1.9 p e rc e n t o f th e i n s t i t u t i o n s, d u rin g th e second y e a r by 3.8 p e rce n t o f th e i n s t i t u t i o n s, during th e th i r d y e a r by 34.0 p e rc e n t o f th e i n s t i t u t i o n s and d u rin g th e fo u rth y e a r by 34.0 p e rce n t o f th e i n s t i t u t i o n s in th e stu d y. S im ulation was re p o rte d as being in clu d ed in th e program d u ring th e f i r s t y e a r by 5.7 p e rc e n t o f th e re sp o n d en ts, d u rin g the second y e a r by 13.2 p e rc e n t, d u rin g the th i r d y e a r by 26.4 p e rc e n t, and during th e fo u rth y e a r by 30.2 p e rc e n t o f th e re sp o n d e n ts. M icroteaching was m entioned as a c u r r ic u la r ex p erien ce d u ring th e f i r s t y ear by 3.8 p e rc e n t o f th e resp o n d en ts, d urin g th e second y e a r by 9.4 p e rc e n t, d u rin g th e th ir d y e a r by 35.8 p e rc e n t, and durin g th e fo u rth y e a r by 43.4 p e rc e n t o f th e resp o n d en ts. Only 1.9 p e rc e n t o f th e respondents re p o rte d th a t stu d e n ts in the e a rly childhood te a c h e r ed u ca tio n program serv ed as Head S ta r t a id es during th e second, t h i r d, and fo u rth y e a r. Only 1.9 p e rce n t re p o rte d th a t s tu d e n ts s p e c ia liz in g in te ach in g young c h ild re n p a r tic ip a te d in th e P ro fe s sio n a l E arly Exposure Program d u rin g th e second and th ir d y ears o f a fo u r-y e a r program. Only 1.9 p e rc e n t re p o rte d th a t c u r r ic u la r

85 72 ex p erien ces inclu d ed te a c h in g p h y sic a l ed u ca tio n a c t i v i t i e s during the second y e a r, and working in a day c a re c e n te r during th e th ir d y e a r. Serving as stu d en t a id e durin g th e th ir d y ear was rep o rte d as a c u r r ic u la r o p tio n by 1.9 p e rc e n t o f th e resp o n d en ts, and during the fo u rth y ear by 3.8 p e rce n t o f th e respondents com pleting the q u e s tio n n a ire. A study o f the d ata in T able 8 in d ic a te d the number and p erce n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i t i e s o ffe rin g a v a r ie ty o f stu d e n t te ach in g ex p erien ces in th e e a r ly childhood te a c h e r ed u catio n program. Seven i n s t i t u t i o n s, re p re s e n tin g 13.2 p erce n t o f th e sam ple, in d ic a te d th a t stu d e n ts a re re q u ire d to com plete stu d e n t teach in g assignm ents in k in d e rg a rte n and in th e graded prim ary classroom. Six i n s t i t u t i o n s, re p re s e n tin g 11.3 p e rc e n t o f th e sam ple, in d ic a te d th a t stu d e n ts s p e c ia liz in g in e a rly childhood te a c h e r ed u catio n com pleted stu d e n t te a c h in g blocks in c lu d in g e a rly ch ild h o o d, k in d e rg a rte n, and th e graded prim ary. Seven i n s t i t u t i o n s, re p re s e n tin g 13.2 p e rce n t o f th e sam ple, in d ic a te d th a t s tu d e n ts were re q u ire d to com plete stu d en t teach in g ex p erien ces w ith c h ild re n o f two d if f e r e n t age groups. Only 1.9 p e rc e n t o f th e respondents re p o rte d th a t stu d en t te a c h in g must be done w ith c h ild re n younger than k in d e rg a rte n age. Only 1.9 p erce n t o f th e respondents re p o rte d th a t s tu d e n t te a c h in g was done in the k in d e rg a rte n. Only 3.8 p e rc e n t re p o rte d t h a t, re g a rd le s s o f s p e c ia l iz a tio n, th e stu d e n t te a c h in g ex p erien ce was provided in a graded prim ary. Only 9.4 p ercen t o f th e i n s t i t u t i o n s re p o rte d th a t stu d e n t teach in g experiences were provided in e a rly c h ild h o o d, p ro k in d e rg n rte n, k in d e rg a rte n, graded prim ary, and nongrnded prim ary classro o m s. Only

86 T able 8 Number and P ercen t o f NCATE A ccred ited C o lle g e s and U n iv e r s itie s O fferin g a V a riety o f Student T eaching E xperiences in E arly Childhood Teacher E ducation Program Type o f Experience Number Percent Student teaching in e a rly childhood education Student teaching in p rek in d erg arten Student teaching in k in d e rg a rten S tudent teaching in nongraded prim ary S tud en t teaching in graded prim ary S tudent teach in g in any one o f th e above Student teaching in any two o f the above Student teaching in a l l of the above Student teaching in e a rly childhood and graded prim ary Student teaching in e a rly childhood, k in d e rg a rte n, and graded prim ary Student teaching in k in d e rg a rten and nongraded prim ary Student teaching in k in d e rg a rte n, nongraded prim ary, and graded prim ary Student teaching in p rek in d e rg arten and k in d erg arten Student teaching in k in d e rg a rten and graded prim ary Independent study In te rn sh ip 1 1.9

87 p e rce n t o f th e respondents in d ic a te d th a t stu d e n t teach in g in any o f the above l i s t e d classroom s itu a tio n s would f u l f i l l the requirem ent. Only 3.8 p e rc e n t o f th e i n s t i t u t i o n s re p o rte d stu d e n t te a c h in g in the e a rly childhood te a c h e r ed u catio n program included te ach in g ex p erien ces in the k in d e rg a rte n and th e nongraded prim ary. Only 3.8 p e rce n t o f th e respondents re p o rte d th a t th e stu d en t teach in g ex p erien ce inclu d ed p re k in d e rg a rte n as w ell as k in d e rg a rte n ex p erie n c e s. Only 1.9 p ercen t o f th e i n s t i t u t i o n s re p o rte d an in te rn s h ip in s te a d o f stu d e n t te a c h in g, and 1.9 p e rce n t in d ic a te d th a t an independent study would s u f f ic e fo r the s tu d e n t teach in g ex p e rie n c e. Info rm atio n in T able 9 in d ic a te d th e number and p e rce n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s re p o rtin g a re a s of s p e c ia liz a tio n o f the c o lle g e s u p e rv iso rs o f stu d e n t te a c h e rs. T h irte e n i n s t i t u t i o n s, re p re s e n tin g 24.5 p e rce n t o f the sample, re p o rte d th e area o f s p e c ia liz a tio n o f th e c o lle g e s u p e rv iso rs to be e a rly childhood ed u c a tio n. Fourteen i n s t i t u t i o n s, re p re s e n tin g 26.4 p e rce n t o f the sam ple, re p o rte d th e area o f s p e c ia liz a tio n o f the c o lle g e su p e rv iso rs to be elem entary e d u ca tio n. S ix te en i n s t i t u t i o n s, re p re s e n tin g 30.2 p e rce n t o f th e sam ple, in d ic a te d th a t e a rly c h ild hood and elem entary ed u catio n p ro fe s s o rs su p erv ised th e e a rly c h i ld hood stu d e n t te ach in g e x p e rie n c e s. Four, o r 7.5 p e rc e n t o f the i n s t i t u t i o n s, re p o rte d th a t stu d e n t te ach in g was su p erv ised by e a rly childhood and elem entary ed u catio n p ro fe s s o rs and g rad u ate stu d e n ts in d o c to ra l program s. Two, o r 3.8 p erce n t o f the resp o n d en ts, in d ic a te d th a t stu d e n t te ach in g was su p erv ised by elem entary education fa c u lty and d o c to ra l s tu d e n ts. Only 1.9 p ercen t o f th e respondents

88 T able 9 Number and P ercen t o f NCATE A ccred ited C o lle g e s and U n iv e r s itie s R eporting Areas o f S p e c ia liz a t io n o f Student Teaching S u p ervisors Area of S p e c ia liz a tio n Number Percent E arly childhood education Elementary Education E arly childhood education and elem entary education E arly childhood education, and elem entary, and graduate students in d o c to ra l programs Elementary ed u catio n, and graduate stu d en ts in d o c to ra l programs E arly childhood ed u catio n, and graduate stu d en ts in d o c to ra l programs 1 1.9

89 76 in d ic a te d th a t stu d e n t te ach in g was su p erv ised by e a rly childhood ed u ca tio n p ro fe s s o rs and g rad u ate stu d e n ts in d o c to ra l program s. Data shown in Table 10 in d ic a te d th e number and p e rce n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s re p o rtin g v a rio u s kinds o f in s tr u c tio n and feedback provided stu d e n ts during the stu d e n t te a c h in g e x p e rie n c e. Three in s ti tu ti o n s, re p re s e n tin g 5.7 p e rc e n t, in d ic a te d th a t th e s tu d e n t te a c h e rs p a r tic ip a te d in re g u la rly scheduled sem inars. Five i n s t i t u t i o n s, re p re s e n tin g 9.4 p e rce n t o f th e sam ple, in d ic a te d th a t r e g u la rly scheduled in d iv id u a l conferences were h eld throughout s tu d e n t te a c h in g. E ighteen i n s t i t u t i o n s, re p re s e n tin g 34.0 p e rce n t o f th e sam ple, re p o rte d t h a t re g u la rly scheduled sem inars and in d iv id u a l co n feren ces were h eld throughout stu d e n t te a c h in g. N ineteen i n s t i t u t i o n s, re p re s e n tin g 35.8 p erce n t o f the sam ple, re p o rte d th a t r e g u la rly scheduled sem inars, in d iv id u a l co n feren c es, and conferences scheduled on re q u e st o f stu d e n t o r c o lle g e su p e rv iso r were held throughout th e stu d e n t te ach in g ex p e rie n c e. Only 1.9 p ercen t o f the respondents re p o rte d th a t r e g u la rly scheduled in d iv id u a l conferences and co n feren ces scheduled on re q u e st o f the stu d en t o r the c o lle g e s u p e rv iso r were held throughout stu d e n t te a c h in g. Five i n s t i t u t i o n s, re p re s e n tin g 9.4 p e rce n t o f th e sam ple, re p o rte d th a t re g u la rly scheduled sem inars and co n feren ces scheduled on re q u e st o f th e stu d en t o r th e c o lle g e s u p e rv iso r were h eld throughout stu d e n t te a c h in g. A study o f data in T able 11 in d ic a te d th e number and p ercen t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s itie s p ro v id in g c e r ta in stu d en t s e rv ic e s durin g th e undergraduate te a c h e r ed u catio n program. Five institutions, representing 9.4 percent of the sample, reported

90 T able 10 Number and P ercen t o f NCATE A ccred ited C o lle g e s and U n iv e r s itie s R eporting V arious Kinds o f I n s tr u c tio n and Feedback During th e Student T eaching E xperience In s tru c tio n o r Feedback Number Percent R egularly scheduled sem inars throughout stu d en t teaching R egularly scheduled in d iv id u a l conferences throughout student teaching Conferences scheduled on req u est o f student o r c o lle g e su p erv iso r R egularly scheduled seminars and in d iv id u a l conferences throughout stu d en t teaching R egularly scheduled sem inars, in d iv id u a l conferences, and conferences scheduled on req u est o f stu d en t o r c o lleg e su p erv iso r R egularly scheduled in d iv id u a l conferences throughout student teach in g and conferences scheduled on req u est o f stu d en t or c o lle g e su p erv iso r R egularly scheduled sem inars and conferences scheduled on req u est o f stu d en t o r co lle g e su p erv iso r 5 9.4

91 T able 11 Number and P ercen t o f NCATE A ccred ited C o lle g e s and U n iv e r s it ie s P rovid in g C ertain Student S e r v ic e s During th e Undergraduate Teacher E ducation Program Student Service Number Percent Student a f f i l i a t e groups of p ro fe ss io n a l education s o c ie tie s Student p a r tic ip a tio n in curriculum ev a lu a tio n and development Counseling and adv isin g se rv ic e s throughout undergraduate program Student a f f i l i a t e groups o f p ro fe ssio n a l education s o c ie tie s and stu d en t p a r tic ip a tio n in curriculum e v alu atio n and development Student a f f i l i a t e groups of p ro fe s s io n a l education s o c ie tie s and counseling and ad v isin g se rv ic e s throughout undergraduate program Student p a r tic ip a tio n in curriculum e v alu atio n and development and counseling and ad v isin g se rv ic e s throughout undergraduate program Student a f f i l i a t e groups o f p ro fe ssio n a l education s o c ie tie s, student p a r tic ip a tio n in curriculum e v alu atio n and development, and counseling and ad v isin g se rv ice s throughout undergraduate program * * 4 oo

92 th a t stu d e n t a f f i l i a t e groups o f p ro fe s s io n a l ed u catio n s o c ie t ie s were a v a ila b le to the s tu d e n ts. Only 1.9 p ercen t o f th e respondents re p o rte d th a t co u n selin g and a d v isin g se rv ic e s were provided th ro u g h out th e u n d erg rad u ate program. Two, o r 3.8 p erce n t o f th e i n s t i t u tio n s, re p o rte d th a t stu d e n t a f f i l i a t e groups o f p ro fe s s io n a l ed u catio n s o c ie tie s are a v a ila b le on the campus and th a t s tu d e n ts p a r ti c ip a te in cu rricu lu m e v a lu a tio n and developm ent. S ix teen i n s t i t u t i o n s, r e p r e s e n t ing 30.2 p ercen t o f the sam ple, re p o rte d th e a v a i l a b i l i t y o f stu d e n t a f f i l i a t e groups and co u n selin g and ad v isin g s e rv ic e s throughout th e un d erg rad u ate program. Two, o r 3.8 p e rce n t o f th e resp o n d en ts, in d ic a te d th a t the stu d e n ts p a r ti c ip a te in cu rricu lu m e v a lu a tio n and th a t c o u n selin g and a d v isin g s e rv ic e s w ere a v a ila b le throughout the un d erg rad u ate program. Tw enty-four i n s t i t u t i o n s, re p re s e n tin g 45.3 p e rc e n t o f th e sam ple, re p o rte d th a t stu d e n t a f f i l i a t e groups o f p ro fe s s io n a l ed u ca tio n s o c ie tie s were a v a ila b le on th e campus, th a t s tu d e n ts p a r ti c ip a te in curricu lu m e v a lu a tio n and developm ent, and th a t co u n selin g and ad v isin g s e rv ic e s were a v a ila b le throughout the u n d erg rad u ate program. Data in Table 12 in d ic a te d th e number and p e rce n t o f NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s p roviding c e r t a in stu d en t s e rv ic e s subsequent to g rad u atio n in th e e a rly childhood te a c h e r ed u catio n program. One i n s t i t u t i o n, re p re s e n tin g 1.9 p e rce n t o f th e sam ple, re p o rte d c o n s u lta n t a n d /o r su p e rv isin g s e rv ic e s provided to g rad u ates durin g th e f i r s t y e a r o f classroom te a c h in g. Twenty-two i n s t i t u t i o n s, re p re s e n tin g 41.5 p e rce n t o f the sam ple, in d ic a te d th a t a placem ent bureau was m aintained as a se rv ic e to the g ra d u a te s.

93 Table 12 Number and P ercen t o f NCATE A ccred ited C o lle g e s and U n iv e r s it ie s P rovid in g C ertain Student S e r v ic e s Subsequent to G raduation in the E arly Childhood Teacher Education Program Student S ervice Number Percent C onsultant an d /o r su p erv isin g se rv ic e s during f i r s t year o f classroom teaching Placement Bureau C onsultant and/or su p erv isin g serv ice s during f i r s t y ear of classroom teaching and se rv ic e s o f a placement bureau Placement Bureau and in -s e rv ic e workshops in e a rly childhood education C onsultant an d /o r sup erv isin g se rv ic e s during f i r s t year of classroom te ach in g, placem ent bureau, and in -s e rv ic e w orkships in e a rly childhood education oo o

94 81 Five i n s t i t u t i o n s, re p re s e n tin g 9.4 p erce n t o f th e sam ple, re p o rte d th a t c o n s u lta n t a n d /o r su p e rv isin g se rv ic e s during th e f i r s t y ear o f classroom te ach in g and th e s e rv ic e s o f a placem ent hureau were a v a ila b le to g ra d u a te s. F ourteen i n s t i t u t i o n s, re p re s e n tin g 26.4 p ercen t o f th e sam ple, re p o rte d a placem ent bureau and in - s e r v ic e workshops in e a rly childhood ed u catio n as s e rv ic e s provided to stu d e n ts subsequent to g ra d u a tio n. Five i n s t i t u t i o n s, re p re s e n tin g 9.4 p e rc e n t o f th e sam ple, re p o rte d c o n su lta n t a n d /o r su p e rv isin g s e rv ic e s d u rin g th e f i r s t year o f classroom te a c h in g, th e s e rv ic e s o f a placem ent bureau, and in - s e r v ic e workshops in e a rly childhood ed u ca tio n as being included in the e a rly childhood te a c h e r education program. In Table 13 is shown th e number and p erce n t o f th e NCATE a c c re d ite d c o lle g e s and u n i v e r s i t i e s re p o rtin g p lan s fo r curricu lu m re v is io n in th e e a rly childhood te a c h e r ed u catio n program. Eight i n s t i t u t i o n s, re p re s e n tin g 15.1 p e rce n t of th e sam ple, in d ic a te d th a t p lans were being co n sid ered fo r a d d itio n a l o r new e a rly childhood te a c h e r ed u catio n program s. Seven i n s t i t u t i o n s, re p re s e n tin g 13.2 p e rc e n t o f the sam ple, in d ic a te d th a t p lan s were being co n sid ered fo r g rad u ate programs in e a rly childhood te a c h e r ed u c a tio n. Four i n s t i t u t i o n s, re p re s e n tin g 7.5 p erce n t o f the sam ple, in d ic a te d th a t em phasis in th e immediate fu tu re w ill be placed on day ca re and n u rse ry ed u catio n program s. Three i n s t i t u t i o n s, re p re s e n tin g 5.7 p e rce n t o f th e sam ple, re p o rte d th a t a d d itio n a l f ie l d ex p erien ces w ill be added to the p ro fe s s io n a l education c o u rse s. Five i n s t i t u tio n s, re p re s e n tin g 9.4 percent o f the sam ple, re p o rte d th a t the

95 T able 13 Number and P ercent o f NCATE A ccred ited C o lle g e s and U n iv e r s itie s Planning Curriculum R e v isio n in E arly Childhood Teacher Education A n tic ip ate d A dditions and/or R evisions Number Percent New programs w ill be added G raduate programs in e a rly childhood te a c h e r education More emphasis w ill be placed on day care and n ursery education A d d itio n al f ie ld experiences w ill be included in p ro fe ssio n a l education courses Curriculum w ill be changed to a competency-based e a rly childhood te a c h e r education program ro

96 83 e a r ly ch ild h o o d te a c h e r ed u ca tio n program w i l l be changed to a com petency-based cu rricu lu m. R espondents o f th e v a r io u s i n s t i t u t i o n s p a r t ic ip a t in g in th e study in d ic a te d many a rea s in e a r ly ch ild h o o d e d u c a tio n w hich need to be r e se a r c h e d. P roblem s, both in te r n a l and e x t e r n a l, w hich seem to be in t e r f e r in g w ith op tim a l cu rricu lu m developm ent and im p lem en tation were id e n t if i e d by resp on d en ts r e p r e se n tin g th e i n s t i t u t i o n s in clu d ed in th e sam ple. These fin d in g s were l i s t e d and may be found in A ppendix G. The summary o f th e s tu d y, th e c o n c lu s io n s drawn and th e recom m endations fo r fu r th e r study a re p r e se n te d in C hapter 6.

97 C hapter 6 SUMMARY AND CONCLUSIONS E a rly ch ild h o o d e d u c a tio n has assumed a s ig n if ic a n t p o s it io n in th e e f f o r t to p ro v id e an e d u c a tio n a l system w hich w i l l m eet th e n eeds o f a l l c h ild r e n. The ta s k o f p r o v id in g w orth w h ile le a r n in g e x p e r ie n c e s fo r young c h ild r e n has provoked r e s e a r c h, and encouraged cu rricu lu m e v a lu a tio n, and program d evelopm en t. The id e n t i f i c a t i o n and im p lem en tation o f th e co m p eten cies needed by te a c h e r s o f young c h ild r e n a re c h a lle n g e s and con cern s o f c o l le g e f a c u l t i e s and sc h o o l a d m in is tr a to r s. The cu rren t stu d y was concerned w ith th e problem o f id e n t if y in g th e co u rse w ork, and f i e l d and la b o r a to r y e x p e r ie n c e s w hich have c o n tr ib u te d to th e developm ent o f co m p eten cies needed by te a c h e r s o f young c h ild r e n. S eco n d ly, th e stu d y was concerned w ith d eterm in in g th e e x t e n t th a t e a r ly ch ild h o o d h as become a c u r r ic u la r o p tio n in NCATE a c c r e d ite d c o l le g e s and u n i v e r s i t i e s. T h ir d ly, th e stu d y was concerned w ith id e n t if y in g problem s and is s u e s en cou n tered by f a c u l t i e s im plem enting e a r ly ch ild h o o d te a c h e r e d u c a tio n w hich sh ould have p r io r it y in r e sea r c h s t u d i e s. A q u e s tio n n a ir e was u sed fo r g a th e r in g data fo r th e stu d y. S tatem en ts s e le c t e d to become item s in th e q u e s tio n n a ir e were drawn from p r o f e s s io n a l w r it in g s in th e f i e l d s o f e a r ly ch ild h o o d and te a c h e r e d u c a tio n. The q u e s tio n n a ir e was v a lid a t e d by su b m ittin g i t to n ju ry o f e x p e r ts in e a r ly ch ild h o o d e d u c a tio n. The in stru m en t was r e v ise d in 84

98 85 accordance w ith th e su g g e stio n s and c r itic is m s o f th e ju r y, and the re v is e d form was used to g a th e r data from th e c o lle g e s and u n iv e r s i tie s p a r ti c ip a tin g in the stu d y. Respondents fo r th e study were s e le c te d by a random sam pling te ch n iq u e. The study was lim ite d to NCATE a c c re d ite d c o lle g e s and u n iv e r s i t i e s o ffe rin g u n d erg rad u ate programs in elem entary ed u c a tio n. Qu e s tio n n a ire s were sen t to n in e ty -fo u r i n s t i t u t i o n s. R eturns were rece iv ed from e ig h ty -n in e respondents re p re s e n tin g fo rty -tw o s ta t e s and the D i s t r i c t o f Columbia. The re tu rn s in d ic a te d th a t f i f t y - t h r e e o f th e e ig h ty -n in e c o lle g e s and u n iv e r s i tie s provided c u r r ic u la r o p tio n s in e a rly childhood ed u c a tio n. C o n elu sio n s The follow ing co n clu sio n s can be drawn from the r e s u lt s o f t h i s s tu d y : 1. E arly childhood ed u ca tio n s p e c ia liz a tio n i s provided by f i f t y - t h r e e (59.66 p e rc e n t) o f c o lle g e s and u n iv e r s i t i e s p a r ti c ip a tin g in th i s study and an a d d itio n a l te n (11.20 p erce n t) o f respondents in d ic a te d th a t t h e i r re s p e c tiv e i n s t i t u t i o n s were p lan n in g to implement e a rly childhood te a c h e r ed u catio n program s. 2. Of th o se responding p e rce n t in d ic a te d th a t e a rly childhood te a c h e r ed u catio n m ajors follow ed a p re s c rib e d cu rricu lu m o f g e n e ra l ed u catio n c o u rse s. Of th e rem aining resp o n d en ts (41.50 p e rce n t) in d ic a te d th a t t h e i r re s p e c tiv e i n s t i t u t i o n s re q u ire d c e r t a in g e n e ra l ed u catio n co u rses and allow ed stu d e n ts to com plete programs by e le c tin g co u rses from the l i b e r a l, fin e, and v o c a tio n a l a r t s.

99 86 3. C e rta in p ro fe s s io n a l co u rses were re q u ire d by a t le a s t f i f t y p erce n t o f i n s t i t u t i o n s p a r ti c ip a tin g in th e stu d y. These co u rses and th e frequency o f each a re : Name o f Course Percent Reading 83.0 Foundations 81.0 C hild Psychology 81.0 C h ild re n 's L ite r a tu r e 71.9 G eneral Methods 67.9 Block o f Methods Courses 64.1 Curriculum Development 56.6 T heories o f Learning F ie ld ex p erien ces p r io r to stu d e n t te a c h in g were provided in many d if f e r e n t o rg a n iz a tio n a l p a tte r n s, however, th e la rg e s t sin g le number o f respondents (37.70 p erce n t) in d ic a te d th a t o p p o rtu n itie s fo r o b se rv a tio n and p a r ti c ip a tio n were provided in an u n s tru c tu re d e a rly childhood classroom. 5. Many c u r r ic u la r ex p erien ces were provided by p a r tic ip a tin g in s t i t u t i o n s during th e fo u r y e a r program. O bservation and tu to rin g were most fre q u e n tly re p o rte d to be re q u ire d during th e second and th ir d y e a rs. D iagnostic a n d /o r c o rre c tiv e te a c h in g, sim u la tio n, and m icro teach in g were re p o rte d by most respondents to be included in the th i r d and fo u rth y e a r of t h e i r re s p e c tiv e program s. 6. Student te ach in g ex p erien ces fo r p ro sp e c tiv e e a rly c h i ld h o o d te a c h e rs were o ffe re d in a v a r ie ty o f classroom s e tt in g s. Three most fre q u e n tly m entioned were a com bination o f two d if f e r e n t age le v e ls re p o rte d by 13.2 p e rc e n t; k in d e rg a rte n and graded prim ary

100 87 re p o rte d by 13.2 p e rc e n t; and stu d e n t te ach in g in e a rly child h o o d, k in d e rg a rte n, and graded prim ary re p o rte d by 11.3 p e rce n t o f respondents com pleting the stu d y. 7. Only 24.5 p e rc e n t o f respondents re p o rte d th a t stu d e n t te a c h e rs s p e c ia liz in g in e a rly childhood te a c h e r ed u catio n in t h e i r re s p e c tiv e i n s t i t u t i o n s were su p erv ised by e a rly childhood s p e c i a l i s t s. 8. Sem inars, in d iv id u a l co n feren c es, and co n feren ces scheduled upon req u e st o f su p e rv iso r a n d /o r stu d e n t te a c h e r were re p o rte d as the means used to exchange id e a s and to o b ta in feedback during stu d e n t te a c h in g. Recommendations t h i s study: The follow ing recom mendations can be made from the r e s u lt s o f 1. F u rth e r s tu d ie s should be made to determ ine th e v alu e o f: a. b. c. E arly f i e l d ex p erien ces C e rta in s p e c if ic types o f f ie l d ex p erien ces A v a r ie ty o f f ie l d ex p erien ces p r io r to stu d en t teach in g 2. I n v e s tig a tio n and re se a rc h should be u ndertaken to determ ine i f th e re a re optimum le a rn in g environm ents and teach in g tech n iq u es fo r econom ically disadvantaged c h ild re n. 3. The r e la tio n s h ip between p ro fe s s io n a l ex p erien ces p r io r to stu d en t te ach in g and classroom perform ance o f the beginning te a c h e r needs to be in v e s tig a te d.

101 88 4. S p e c ific com petencies needed by te a c h e rs o f young c h ild re n should be i d e n t i f i e d. 5. A d d itio n a l study and in v e s tig a tio n should be made to determ ine the lik e n e s s e s and d iffe re n c e s in e a rly childhood te a c h e r ed u ca tio n programs in o th e r i n s t i t u t i o n s in the U nited S ta te s. 6. Follow-up s tu d ie s should be made to determ ine w hether o r n o t i n s t i t u t i o n s w ith e a rly childhood te a c h e r ed u catio n programs have made any changes as a r e s u lt o f the fin d in g s o f t h i s stu d y.

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103 90 C h a ll, Jeanne S. L earning to Read: The G reat D eb ate. New York: M cgraw-hill Book C o., Cohen, Monroe D. ( e d. ). L ite r a tu r e w ith C h ild r e n. W ashington, D.C.: A s s o c ia tio n fo r C hildhood E d u cation I n te r n a t io n a l, Combs, A rthur W. "Some B a sic C oncepts fo r T eacher E d u ca tio n," Jo u rn a l o f Teacher E d u catio n. XXIII, 3 ( F a l l,' 1972), Committee fo r E arly C hildhood, N atio n al A sso c ia tio n fo r th e E ducation o f Young C h ild ren, "Fundam ental L earning Needs o f T oday's Young C h ild re n," Young C h ild re n. XXV, 6 (Septem ber, 1970), C onant, James B ryan t. The E ducation o f Am erican T e a c h e r s. New York: M cgraw-hill Book Company, I n c., C ooper, James M., and Dwight W. A lle n. M icro tea ch in g : H isto r y and P r e se n t S t a t u s. ERIC: ED , Cooper, James M., and David S adker. "C u rren t Trends in Teacher E d u cation C urriculum," Jou rn a l o f T eacher E d u ca tio n. X X III, 3 ( F a l l, 1972), Cowles, M illy. "Four Views o f L earning and D evelopm ent," E d u catio n al L e a d e rsh ip. 28, 8 (May, 1971), D aig le, Vernon E. "E v a lu a tiv e C r it e r ia For Programs o f Music in P u b lic Secondary S ch o o ls." U npublished D o c to r's d i s s e r t a t i o n, L ouisiana S ta te U n iv e rs ity and A g ric u ltu ra l and M echanical C o lleg e, Dewey, John. The S ch ool and S o c ie t y. C hicago: U n iv e r s ity o f C hicago P r e s s, De Young, C hris A., and R ichard Wynn. American E d u catio n. New York: McGraw-Hill Book Company, D urkin, D olores. C h ild ren Who Read E a rly. New York: T eachers C ollege P re s s, E arly Childhood Education C ouncil, A sso c ia tio n fo r S u p erv isio n and C urriculum Development, "G u id elin es fo r th e A n aly sis and D e sc rip tio n o f E arly Childhood E ducation Program s," E ducational L e a d e rsh ip. 28, 8 (May, 1971), "E lem entary Teacher Education M odels," Jo u rn a l o f R esearch and Development in E d u catio n. 33 (S p rin g, 1970), E l l i o t, David L. "E arly Childhood Education: A P e rs p e c tiv e," E ducational L e a d e rsh ip, 28, 8 (May, 1971),

104 91 E l l i o t, David L. "Needed: A New E arly Childhood E d u ca to r," E d u catio n al L ead ersh ip. 28, 8 (May, 1971), F o s te r, J o sep h in e C., and N e ith E. H eadley. E d u cation in th e K in d ergarten. New York: Am erican Book Company, F ro s t, Joe L., June M. P a tte rs o n, and W alter L. Hodges. "A nalyzing E arly Childhood Education Program s," E d u catio n al L e a d e rsh ip. 28, 8 (May, 1971), G ils tr a p, R obert. "E arly Childhood E ducation in th e 7 0 's : A View from NEA C e n te r," Peabody Jo u rn a l o f E d u catio n. 48, 2 (January, 1971), Goodlad, John I. "The R eco n stru c tio n o f Teacher E d u catio n," Teacher C ollege Record. 72, 1 (Septem ber, 1970), Hansen, H arlan S. "A n aly sis o f F o rty -fo u r K ind erg arten Teacher T rain in g Programs in Five Upper-Midwest S ta te s -Io w a, M innesota, N orth D akota, South D akota, W isconsin," Childhood E d u catio n. 47, 5 (F ebruary, 1971), 281. Hansen, H arlan S. "A n aly sis o f 44 K in d erg arten Teacher T rain in g Programs in Five Upper Midwest S ta te s M innesota, Iowa, North D akota, South D akota, W isconsin," U n iv e rsity o f M innesota, (Mimeogra phed.) H a rris, W illiam T. P sychologic Foundations o f E ducation. New York: C. A ppleton and Company, 1898, r e p rin te d by Am o P re s s, H a rtle, Helen H. "E arly Childhood Programs in th e S ta t e s," Compact, 3, 6 (December, 1969), H effem an, H elen, and V ivian E. Todd. Boston: D. C. H eath, The K ind erg arten T each er. Hodges, W alter L. A Teaching Learning Schema fo r Teacher T rain in g and Curriculum Development in E arly E d u catio n. A rkansas S ta te C o lleg e, Conway, A rk an sas, ERIC: ED , Howard, A. Eugene. C h a r a c te r is tic s o f E arly Childhood T eacher E d u catio n. W ashington, D.C.: A sso c ia tio n fo r Childhood E ducation I n te r n a tio n a l, Howsam, Robert B., and W. Robert Houston. Competency-Based Teacher E d u catio n. S cience Research A ss o c ia te s, I n c., Hymes, James L., J r. Teaching th e C hild Under S ix. Columbus, Ohio: C harles E. M e r r ill, 1968.

105 92 Kamii, C onstance, and David L. E l l i o t t. "E v alu atio n o f E v a lu a tio n s," E ducational L e a d e rsh ip. 28, 8 (May, 1971), La Conte, C h ris tin e. "W hat's Happening in th e K indergarten?" Reading N ew sreport, 4 (1970), Lam bert, H azel M. T eaching th e K indergarten C h ild. New York: H arcou rt, Brace and Company, L indsey, M argaret ( e d.). T eacher E ducation: Future D ire c tio n s. Report o f th e F i f t i e t h A nniversary Conference o f th e A sso c ia tio n fo r Student T eaching. W ashington, D.C.: A sso c ia tio n fo r Teacher E d u cato rs, Lowenfeld, V ik to r, and W. Lambert B r i t t a i n. C re a tiv e and M ental Growth. 5th ed. New York: M acm illan, M ille r, Lewis J. "F o ste rin g I n t e r e s t in C h ild re n 's L ite r a tu r e : S e le c te d T ea ch ers' P ra c tic e s and C om petencies." D o cto r's d is s e r t a t i o n, Indiana U n iv e rs ity. D is s e r ta tio n A b s tr a c ts. 30, 2 (A ugust, 1969), 497A-498A. N atio n al Commission o f Teacher Education and P ro fe s sio n a l S tan d ard s, N a tio n a l E ducation A s s o c ia tio n, in C ooperation w ith th e N atio n al A sso c ia tio n o f S ta te D ire c to rs o f Teacher Education and C e r t if ic a tio n. A Manual on C e r t if ic a tio n Requirem ents fo r School P ersonnel in th e U nited S ta t e s. W ashington, D.C.: N a tio n al E ducation A ss o c ia tio n, N a tio n al C ouncil fo r A c c re d ita tio n o f Teacher E d u catio n. S tandards fo r A c c re d ita tio n o f Teacher E d u catio n. W ashington, D.C.: N atio n al C ouncil fo r A c c re d ita tio n o f Teacher E ducation, N atio n al School P u b lic R e la tio n s A sso c ia tio n. Education U.S.A.. December 21, N a tio n al School P u b lic R e la tio n s A ss o c ia tio n. P resch o o l B reakthrough: What Works in E arly Childhood E ducation. W ashington, D.C.: N atio n al School P u b lic R e la tio n s A ss o c ia tio n, Owens, Graham. "The Module: An A lte rn a te to th e P re se n t P a tte rn o f Teacher E d u ca tio n," U n iv e rs itie s Q u a rte rly, 25, 1 (W inter, 1970), P a rk e r, C. S., and A lic e Temple. "U n ified K in d erg arten and F ir s t Grade T each in g," E lem entary School J o u r n a l, XXIV (1924), 13-27, , , , , , Perform ance-based Teacher E ducation: An A nnotated B ib lio g rap h y. W ashington, D.C.: American A sso c ia tio n o f C olleg es fo r Teacher Education and ERIC C learinghouse on Teacher E ducation, 1972.

106 93 P ia g e t, Je a n, P lay, Dreams, and Im ita tio n in C hildhood. New York: N orton, R obinson, H elen F. " D eclin e o f P lay in Urban K in d ergarten s," Young C h ild r e n, XXVI, 6 (A ugu st, 1971), Rudolph, Donna M arie. "The Development o f a C urriculum Design for E arly Childhood Teacher E d u catio n." D o c to r's d is s e r ta t io n, N orthern I l l i n o i s U n iv e rs ity, D is s e r ta tio n A b s tr a c ts. 33, 2 (July -S ep tem b er, 1972), 559A-56QA. S a y lo r, J. Galen ( e d.). The Schools o f the Future Now. W ashington, D.C.: A sso c ia tio n fo r S u p erv isio n and C urriculum Development, S ea rcy, E lle n O uhl. F ed eral E arly C hildhood Programs: A D e s c r ip tio n and A n a ly sis o f R esearch, C h ild C are, S ta te G rants and T eacher T ra in in g Programs P e r ta in in g to Young C h ild r e n. C en tra l Midw e ste r n R eg io n a l E d u ca tio n a l L ab o ra to ry, S t. Ann, M isso u r i: ERIC: ED , Sm ith, E. Brooks, Kenneth S. Goodman, and R obert M eredith. Language and T hinking in th e Elem entary S chool. New York: H o lt, R in e h a rt, and W inston, I n c., S tr ic k la n d, C harles E., and C h arles B urgess ( e d s. ). H ealth Growth, and H ered ity : G. S ta n le y H a ll on N a tu ral E d u ca tio n. New York: T eachers C o lle g e P r e s s, T horndike, Edward L. The P r in c ip le s o f Teaching Based on Psychology. New York: A. G. S e il e r, T in k er, M iles A., and Constance M. McCullough. Teaching Elem entary R eading. New York: A p p le to n -C e n tu ry -C ro fts, U nited S ta te s Department o f H ealth, E ducation, and W elfare, O ffic e o f E ducation, Bureau o f R esearch. D eveloping Model Programs fo r T rain in g Elem entary School T eachers a t F lo rid a A g ric u ltu ra l and M echanical U n iv e rs ity. Based on M assach u setts M odel. F in a l R eport. ERIC: ED , V anderw alker, Nina C. An E v alu atio n o f K in d erg arten Prim ary Courses o f Study in Teacher T rain in g I n s t i t u t i o n s. W ashington, D.C,: Government P rin tin g O ffic e, Weber, E v elyn. The K in d ergarten. New York: T eachers C o lle g e P r e ss, 1969.

107 W eikart, David P., Linda R ogers, Carolyn Adcock, and Donna M cclelland C o g n itiv ely O riented C urriculum. W ashington, D.C.: N atio n al A sso c ia tio n fo r th e E ducation o f Young C h ild re n, White House Conference on C hild ren and Youth. Conference P roceedings W ashington, D.C.: Golden A nniversary White House C onference on C hildren and Youth, I n c., W ilhelm s, Fred T. "R ealignm ents fo r Teacher E ducation," in M argaret Lindsey ( e d.). Teacher E ducation: Future D ire c tio n s. Report o f th e F i f t i e t h A nniversary Conference o f th e A sso c ia tio n fo r Student T eaching. W ashington, D.C.: A sso c ia tio n fo r Teacher E ducators, 1970, Yonemura, M argaret V. S., " S u p e r v isio n in E arly C hildhood E d u cation," Young C h ild r e n. XXIV, 2 (December, 1968),

108 APPENDIX A 110 S e v i l l e B oulevard L a fa y e tte, LA A p r il 1, 1972 Dear The enclosed q u e stio n n a ire has been forw arded to a s e le c te d number o f ed u cato rs w ith e x p e rtis e in e a rly childhood e d u ca tio n. You have been s e le c te d as one o f th e s e. The q u e s tio n n a ire i s p a r t o f a study being made to v a lid a te item s w hich w i l l p rovide c o n te n t fo r an e v a lu a tiv e in stru m en t fo r e a rly childhood te a c h e r ed u catio n program s. The v a lid a te d instru m en t w i l l be a p p lie d to s e le c te d NCATE a c c re d ite d c o lle g e s and u n iv e r s i tie s in the U nited S ta te s. The r e s u lt s o f the study w i l l be used as a d o c to ra l study a t th e L ouisiana S ta te U n iv e rs ity. For th e purposes o f t h i s stu d y, e a rly childhood w ill be b ro ad ly d efin e d to in c lu d e c h ild re n from th e ages o f th re e to e ig h t y e a rs. C u rric u la fo r ed u catin g te a c h e rs to te ach c h ild re n o f th e se ages a re th e prim ary concern o f th e stu d y. Because o f your le a d e rs h ip, e x p erien ce, and i n t e r e s t in e a rly c h i ld hood ed u catio n your o p in io n s w ith re sp e c t to th e r e l a t i v e s ig n ific a n c e o f th e v a rio u s item s o r c r i t e r i a a re most im portant fo r th e v a l i d i t y o f t h i s re se a rc h e f f o r t. Space has been l e f t a t the end o f the q u e stio n n a ire fo r " w rite -in " item s, comments, and c r it ic i s m s. I hope th a t you w ill f e e l fre e to add to o r d e le te item s from th e te n ta tiv e l i s t and to o f f e r any o th e r su g g estio n s which w ill be u s e fu l in the development o f th e stu d y. Your c o o p era tio n and p a r ti c ip a tio n w ill be g r e a tly a p p re c ia te d. S in c e re ly yo u rs, Frances P. Zink 95

109 S e v i l l e B oulevard L a fa y e tte, LA May 9, 1973 Dear R ecently I se n t a q u e s tio n n a ire to s e v e ra l p ro fe s s io n a l ed u ca to rs who a re concerned w ith e a rly childhood ed u c a tio n. The q u e s tio n n a ire is p a r t o f a study being made to v a lid a te item s which w i l l provide c o n te n t fo r an e v a lu a tiv e in stru m en t fo r e a rly childhood te a c h e r ed u catio n program s. Your th in k in g concerning the r e l a t i v e s ig n ific a n c e o f th e in clu d ed item s w i l l enhance th e v a l i d i t y o f th e stu d y. A nother copy o f th e q u e s tio n n a ire i s enclosed fo r your convenience. The com pletion o f th e q u e s tio n n a ire w ill enable me to f in is h th e study a t an e a rly d a te and to send you a copy o f th e r e s u lt s i f you so d e s ir e. I am g r a te f u l fo r your a s s is ta n c e w ith th e stu d y. S in c e re ly y o u rs, Frances P. Zink

110 APPENDIX B LIST OF JURORS Dr. B ettye M. C aldw ell, D ire c to r C en ter fo r E arly Development and Education U n iv e rsity o f A rkansas L i t t l e Rock, A rkansas Dr. Edwina Deans 5910 N orth 15th S tr e e t A rlin g to n, V irg in ia Dr. D olores Durkin P ro fe s so r o f Education U n iv e rsity o f I l l i n o i s Urbana, I l l i n o i s Miss N eith Headley Mary E. Leeper Fellow A sso c ia tio n fo r Childhood Education I n te r n a tio n a l W ashington, D.C. Dr. M arie Hughes, D ire c to r o f TTT E arly Childhood T rain in g P ro je c t U n iv e rsity o f New Mexico A lbuquerque, New Mexico Dr. L i l l i a n G. Katz ERIC C learinghouse on E arly Childhood Education U n iv e rsity o f I l l i n o i s Urbana, I l l i n o i s Dr. L u c ile Lindberg P ro fe sso r o f Education Queens C ollege o f The C ity U n iv e rsity o f New York F lu sh in g, New York Dr. Hazel McCann School o f E ducation Southwest Texas S ta te U n iv e rsity San M arcos, Texas Dr. Lola May School o f Education N orthw estern U n iv e rsity Evanston, I l l i n o i s Miss M innie Lee Rcwland F lo rid a S ta te Department o f E ducation T a lla h a ss e, F lo rid a 97

111 98 Dr. H arold Shane P ro fe sso r o f Education In d ian a U n iv e rsity Bloom ington, Indiana Dr. N ila Banton Smith D istin g u ish e d P ro fe s so r o f E ducation U n iv e rs ity o f Southern C a lifo rn ia Los A ngeles, C a lifo rn ia Dr. Ruth S tric k la n d 2270 C Via P u reta Laguna H i l l s, C a lifo rn ia Dr. Robert S. Thurman C ollege o f Education U n iv e rs ity o f Tennessee K n o x v ille, Tennessee Dr. E vangeline H. Ward Departm ent o f E arly Childhood Education Temple U n iv e rsity P h ila d e lp h ia, P ennsylvania Dr. Evelyn Weber Wheelock C ollege B oston, M assachusetts Dr. C la ric e W ills A s s is ta n t P ro fe sso r o f E ducation The U n iv e rsity o f B r it is h Columbia Vancouver, B r it is h Columbia, Canada Dr. Ralph W itherspoon C ollege o f E ducation F lo rid a S ta te U n iv e rsity T a lla h a ss e e, F lo rid a Dr. M argaret S. Woods A sso c ia te P ro fe s so r o f Education S e a ttle P a c ific C ollege S e a t tle, W ashington Dr. M argaret V. S. Yonemura Bank S tr e e t C ollege o f E ducation New York, New York

112 APPENDIX C Q UESTIONNAIRE EVALU A TIVE C RITERIA FOR EARL Y CHILDHOOD TEACHER EDUCA T/ON The important thoughts, or ideas, expressed in the enclosed questions and statements were drawn from current professional literature, from ",Preparation Standards for Teachers in Early Childhood Education,"approved b y the Executive Board o f the Association for Childhood Education International and b y the Executive Com mittee o f the National Association for the Education o f Young Children, from a study o f the Characteristics o f Early Childhood Teacher Education, from Clinical Experiences in Teacher Education, and from related studies designed to develop evaluative criteria in specific areas o f public school and higher education. DIRECTIONS: Evaluate each idea in terms o f your opinion as to its relative importance or consistency with the recommended purposes o f teacher education. Answer as many questions in each section as you feel qualified to answer, (i.e. a professor o f nursery education may elect not to answer the questions primarily concerned with the preparation o f teachers for primary grades.} The ratings are designed to read as follows: 1. Indicates that you STRONGL Y AGREE with the idea, or it is o f MAJOR IMPORTANCE 2. Indicates that you AGREE with the idea, or it is o f MODERA TE IMPORTANCE 3. Indicates that you are UNDECIDED about agreement, or importance (mid-point) 4. Indicates that you DISAGREE with the idea, or it is o f LITTLE IMPORTANCE 5. Indicates that you STRONGL Y DISAGREE with the idea,or it is o f NO IMPORTANCE a. Indicates that the meaning o f the statement is not dear to the reader b. Indicates that no response is intended Encircle the number or letter o f your choice as illustrated: Uj Cj 99

113 SECTION / 100 GENERAL EDUCATION To what extent do you agree that: a b 1. The teacher o f young children must be a broadly and liberally educated person a b 2. The preparation o f teachers o f young children should be the responsi bi/ity o f a Department o f Early Childhood Education and not o f the Department o f Elementary Education and/or the Department o f Child Development a b 3. The program for early childhood teacher education majors should be interdisciplinary and not the responsibility o f one department o f the university a b 4. Early childhood education majors should be allowed to plan individualized programs o f general education courses b y electing from a wide selection o f courses in liberal arts, fine arts, and vocational-technical areas a b 5. Early childhood education majors should have an area o f academic concentration or an academic major a b 6. Some initial assessment should be made o f the level and quality o f the general education background o f each student and that each program o f study should be accordingly individualized. 7. To what extent do you agree that early childhood education majors should be required to meet general education requirements in the following areas: a b a. English a b b. Linguistics a b c. Mathematics a b d. Logic a b e. f a b 1. Anthropology a b 2. Economics a b 3. Geography a b 4. American History a b 5. World History a b 6. Political Science Science Behavioral and Social Science a b 7. Sociology a b 9 Humanities 1. Classical Literature a b 2. Classical A rt a b 3. Philosophy h. Fine Arts a b 1. A rt Appreciation a b 2. Music Appreciation a b i. Fundamentals o f Speech

114 SECTION n 101 HUMANISTIC AND BEHAVIORAL STUDIES To what extent do you agree that: a b 1. Experiences should be designed to help the prospective teacher understand the philosophical foundations o f early childhood education a b 2. Prospective teachers o f young children should b e encouraged to and assisted with forming a personal educational philosophy a b 3. Early childhood education majors should be required to study the history o f early childhood education a b 4. Prospective teachers o f young children should be made acquainted with the tools o f research to enable knowledgeable reading o f professional literature a b 5. Early childhood education majors should be acquainted with the school system and the unique role o f educators o f young children a b 6. Early childhood education majors should be familiar with the role o f the Office o f Economic Opportunity and the Office o f Child Development in the overall effort to provide educational opportunities for all young children in the United States. I a b 7. The prospective teacher o f young children should be required to study current problems in early childhood education a b 8. The program for early childhood education majors should include the study o f the organization and administration o f schools for young children a b 9. Curriculum developm ent and program planning should be included in the teacher education program for early childhood education majors. I a b 10. The prospective teacher o f young children should participate in a program o f self-understanding such as might be obtained from group analysis under the leadership o f a professional trained psychotherapist. SECTION III TEACHING AND LEARNING THEORY AND CLINICAL EXPERIENCE To what extent do you agree that: a b 1. The teacher education program should provide opportunities for the student to investigate the factors which influence learning, climates for learning, and the particular needs o f young children a b 2. The program for early childhood education majors should be designed to prepare the prospective teacher for the emerging organizational patterns o f early childhood education (open classrooms, informal education, individualized instruction, etc.) a b 3. Emphasis should be placed on learning as a process a b 4. Early childhood education majors should have a general m ethods course in teaching young children. 5. Early childhood education majors should have methods courses in the following areas:

115 a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b a b 20. a. Language Arts for children from 3-8 years b. Mathematics for children from 3-8 years c. Science for children from 3-8 years d. Social Studies for children from 3-8 vears e. Teaching o f Reading f. Art for children 3-8 years g. Music for children from 3-8 years h. Physical education for young children Early childhood education majors should have a block o f professional courses with methods and clinical experiences designed especially for teachers o f young children. A ny or all o f the above mentioned may be included in this category. Describe the areas which you would include in the block. Instead o f methods courses for teaching children from the ages o f three to eight years o f age the following should be required o f teachers preparing to teach young children: a. Nursery Education b. Kindergarten Methods and Materials c. Child Development d. Language Arts for the primary grades e. Mathematics for the primary grades f. Science for the primary grades g. Social Studies for the primary grades h. Reading in the primary grades i. Art for the primary grades j. Music for the primary grades k. Physical education for the primary grades To what extent do you agree that: Prospective kindergarten teachers should be required to fulfill the requirements for elementary school certification. The study o f tests and evaluation should be included in the early childhood education curriculum. A course in media and materials should be included in the teacher education curriculum. To what extent do you agree that all students preparing to teach young children should include the following in the curriculum: Guidance techniques in early childhood education Discipline and guiding the behavior o f children The techniques and value o f play Children s Literature Story telling for young children Diagnosis o f learning problems The study o f linguistic characteristics o f speech o f various ethnic and cultural groups. Speech correction Home school or parent teacher relationships The study o f home, school, com munity relationships

116 a b 21. Health and nutrition 103 To what extent do you agree that prospective teachers o f young children should have opportunities to observe and/or have clinical experiences in the following: a b 22. An early childhood program in which young children learn in a prepared environment with cognitive materials that have been developed for specific stages o f growth a b 23. An early childhood program in which children learn in a free or informal classroom atmosphere where materials and activities are selected and used as the young child's interests and curiosity dictate a b 24. An early childhood program which is an unstructured play school atmosphere a b 25. A n early childhood program which is activity centered with informal instruction in mathematics and beginning reading activities a b 26. An early childhood program which includes formal instruction in reading and mathematics in a structured learning environment a b 27. An early childhood program which offers day care only a b 28. A nursery school with children from the ages o f two to four years a b 29. An early childhood program which includes children with special needs (i.e. the partially sighted, children with hearing loss, etc.) a b 30. Child psychology a b 31. Educational psychology a b 32. An early childhood program with children o f various socio-economic, ethnic, and cultural backgrounds To what extent do you agree that: 33. The clinical and/or laboratory experiences should include: a b a. Observation a b b. Problem solving a b c. Tutoring individual children a b d. Microteaching a b e. Diagnosis and treating individual cases, practices, or problems a b 34. The early childhood teacher education major should be involved in decision making for the clinical experience program a b 35. Students in teacher education should be required to follow a prescribed sequence o f courses (i.e. finish all or certain general education requirem ents before taking professional education courses) a b 36. Early childhood education majors should have counseling and advising services available to them during the undergraduate program a b 37. Early childhood education majors should have opportunities for observation and clinical experiences during each academic year a b 38. There should be open access or m ultiple access into the early childhood teacher education programs; thus, a student preparing to work as a para-professional might take certain professional education courses and later return to fill in missing courses in a degree program without being f>enali/ed by having to complete the reiftiired courses in a planned seifuence