Características del productor que accede a crédito

During the previous chapter the researcher presented data analysis using Pearson Correlation Coefficient (r) utilizing SPSS to show the relationship between candidates’ score on the student teacher InTASC assessment form and the number of hours spent in one school during early field experiences. Descriptive statistics were calculated and presented, including frequency, gender, mean, and standard deviation.

The purpose for chapter 5 is to summarize and discuss the findings from chapter 4, as well as, explain limitations and recommendations for future research as it relates to the literature review, methodology, theoretical framework, and purpose statement. The chapter has been organized into four sections: (1) summary of findings, (2) discussion, (3) limitations, and (4) recommendations for future research.

Summary of Findings

The following research question formed the foundation of the investigation in investigating the effect of the amount of time in one location of early field experience placements have on teacher candidate’s rated performance for student teaching on the student teacher InTASC assessment form.

Research Question: Is there a relationship between the numbers of hours teacher candidates spend in one school location with the student teacher performance he or she exhibits as reflected on the student teacher rating scale? Hypothesis: There will be a positive correlation between the numbers of hours teacher candidates spend at one school location with the student teacher performance he or she exhibits.

Two sets of values were identified by the researcher to decide whether or not to reject the null hypothesis. According to the chart computed by David C. Howell the correlation coefficient (r) would have to exceed the following significant values to have

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to reject the hypothesis: All Placements ≈.215, SMP ≈.276, , PDS “.367”, and MST “.576” (Howell, p.542). The Pearson Correlation Coefficient (r) scores calculated through SPSS were all below the significant values presented by Howell. Furthermore, examining the same scores against the p-values (see Table 7) of All Placements .164, SMP .120, PDS .068 and MST .866, as determined through SPSS, would have to be less than the predetermined significant level of .05 for the two-tailed test. All the p-values were above .05. The one-tailed test indicated sufficient evidence of a correlation between the two variables of interest for the PDS candidates.

Discussion

The researcher followed two guiding constructs for the study, theory of social constructivism and mentoring pre-service teachers. Adams (2006) explains that social constructivism is built on the premise that knowledge for a learner is based upon their social interactions and how that is interpreted and understood. It is believed that the construction of knowledge first takes place between people socially before one internalizes the information as knowledge. Richardson (2003) stated:

constructivist pedagogy is thought of as the creation of classroom environments, activities, and methods that are grounded in a constructivist theory of learning, with goals that focus on

individual students developing deep understandings in the subject matter of interest and habits of mind that aid in future learning (p. 1627).

Candidates placed through the SMP program spent an average of 51.88 hours in one school and approximately 25 hours each in two different schools. Candidates placed

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through the MST program averaged 58.67 hours each in two schools. See Table 14 for descriptive statistics regarding hours spent in early field experiences in one location for the entire sample. Based on the theoretical constructs it was expected that the amount of time a candidate spent in one location would improve his/her teaching readiness skills. The overall mean scores between groups ranged from 1.760057 to 1.799938 with a difference of .039381 and based on the one-tailed test a significant correlation between the amounts of time spent in one school with the ratings on the assessment for the PDS was found.

Table 12 - Program Hours

SMP PDS MST ALL N 43 29 12 84 Mean 51.88 91.86 58.67 66.65 Median 50.00 96.00 57.00 62.00 Grouped Median 50.29 102.25 57.00 62.00 Std. Error of Mean 2.923 7.580 4.330 3.141 Minimum 14 30 39 14 Maximum 90 144 95 144 Range 76 114 56 130 Std. Deviation 19.165 28.214 14.999 28.784 Variance 367.296 796.052 224.970 828.494 Limitations

This study was based on the gap in literature regarding research pertaining to best practices for early field experience assignments. A number of research studies conducted between 2006 and 2010 focused on teacher candidate’s perception of their competence level as a student teacher. (Boz & Boz, 2006; Capraro et al. 2010; Friedman, 2007; Gu & Day, 2007; Parkison 2008; and Ye, 2009). This study was designed by the researcher to examine the possible correlation between the number of hours spent in one school to the perceived readiness skills of teacher candidates by their college supervisor and

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cooperating teacher. Initially the study was going to focus on teacher candidates final early field experience only, but upon further review decided to identify all early field experience hours and utilize the archival data provided at the end of the teacher

candidates two student teaching placements. The assumption that the teacher candidates would be displaying vs. learning teaching skills would be a more accurate representation of their teaching readiness skills.

There are a number of limitations within this study that relate to research design, data collection and analysis, and sampling. One weakness in the research design is that a correlation study only measures “the degree of or strength of this relationship” (Howell, p. 171). A correlation does not infer causality (Gall, 2007). The study was limited to reviewing the scores for only six of the ten INTASC standards listed on the student teacher InTASC assessment form. For example, the scores for the six standards were run through SPSS to identify a possible correlation with the number of hours in one school. Not investigated was a possible correlation between the six standards or the possibility that a certain combination of the six may have indicated a correlation with the number of hours in one school. The researcher also limited which variables would be examined for correlation. Only the overall mean scores for each type of field placement (SMP, PDS, and MST) were used for calculating the correlation coefficients.

Since the data utilized for the study was archival, there was no control over how the assessments were rated. Even though there were over 400 candidates attending the education program at the university, the sample was limited to those who completed their student teaching assignments during the spring of 2012 and sufficient data was inputted into the TK-20 database.

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Even though it is the intent of the school of education that all teacher candidates serve as participant/observers during their early field experiences, there have been documented incidents of cooperating teachers only allowing the candidates to observe and not participate. It is not known if any of the candidates in the sample were restricted to only observe during their early field experiences. This is quite rare, but may slightly skew the results. Cooperating teacher biases cannot be completely controlled, even though they are provided a rubric for grading each candidate’s progress. There is always a certain amount of subjectivity when determining the grade. External validity may be diminished since the sample population only includes candidates from one university; therefore, the results may not be accurately generalized to all university programs. The data is a snapshot of data collected during one semester and results might vary during the fall semester versus the spring semester candidates.

Recommendations for Future Research

Highly qualified teachers are needed within our schools. Public law PL 107-110 known as the No Child Left Behind Act of 2001 (NCLB) addresses the need to train highly qualified teachers in sections 2101 and 2151. Schools of education desire to produce the same, therefore, it is necessary to study the effects early field experiences have on developing or improving upon teacher readiness skills. The use of a different instrument or utilizing a larger Likert scale may provide a stronger outcome. Studying the possible correlation between the average mean for each variable within each placement group with the overall mean of all variables for the entire sample, may yield stronger results as well. Another piece that would provide insight would be to have the candidates rate themselves using the same instruments to see if the results are similar or dissimilar.

73 Conclusion

A correlation at a significant level using Spearman’s rho was found between the mean scores on the student teachers InTASC assessments for the candidates placed in PDS and SMT placements. However, no correlation was determined for the SMP and MST placement groups.

The candidates in the PDS group were supposed to serve one of their student teaching assignments at the PDS assigned during their early field experiences. Only seven candidates actually student taught at the PDS, while the 22 candidates did not. If all candidates had student taught at the PDS, the correlation found may have been stronger.

There are many variables that were not accounted for or controlled in this study that may have negatively impacted the results, such as training for the cooperating teacher and college supervisor in completing the rating scales. The quality of each field placement varied from school to school. The range of hours actually spent in schools during early field experiences was much broader than what was anticipated. The range of hours in each program placement type varied between 56 and 130 hours between

candidates for each group. Some schools required only tenure teachers accept candidates for early field experience while other schools allowed less veteran teachers accept candidates into their classroom.

With public schools clamoring for highly qualified teachers as a result of NCLB, universities and colleges are searching for best practices to turn out the highest quality teachers possible. With that being said, it is important to continue to improve teacher education programs including the type and length of field placements. This study adds to the knowledge base regarding field placements even though it does not fully support Parkison’s (2008) perspective: “The quantity of time spent participating in field

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experiences and interactions within the school environment with teachers and students impact the preservice teachers’ sense of self-efficacy” (p. 42).

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83 Appendix A - Student Teacher Assessment Form

Curriculum and Instruction Department Student Teacher InTASC Assessment Form

In document Universidad Nacional Mayor de San Marcos Universidad del Perú. Decana de América (página 183-188)