THE INFLUENCE OF INSERVICE EDUCATION ON CURRICULUM DEVELOPMENT BY ELEMENTARY SCHOOL TEACHERS IN THE LANGUAGE ARTS.

Persistent Link:
http://hdl.handle.net/10150/187952
Title:
THE INFLUENCE OF INSERVICE EDUCATION ON CURRICULUM DEVELOPMENT BY ELEMENTARY SCHOOL TEACHERS IN THE LANGUAGE ARTS.
Author:
JOHNS, KENNETH MELVILLE.
Issue Date:
1985
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this descriptive study was to investigate whether or not there was any change in behavior on the part of teachers who participated in a university graduate level course which used an inservice format. The course in question was on the effective construction of elementary school language arts curriculum. The subjects were those who had taken the course and who volunteered to participate in the study. Ten of the twenty who finished the course volunteered. The data was collected by conducting two interviews and administering two questionnaires. During the interviews, the research technique of stimulated recall was used to help the subjects remember past experiences. The first questionnaire determined to what extent the subjects were likely to distort their self-reporting on the second questionnaire. The second questionnaire was used to collect data in reference to how the subjects saw their roles within the framework of the inservice course. Instrumentation consisted of: Interview quides, Part I and Part II; the Reynolds Social Desirability Scale; and the Role Perception Scale. All but the Reynolds Social Desirability Scale were developed by the researcher. An analysis of the data provided ample evidence to support the following conclusions: (1) A university level graduate course in language arts curriculum development can be regarded as inservice education. (2) A positive change in the way teachers think about the influence of effective curriculum development on student growth can occur within the framework of a graduate level course in elementary school language arts curriculum construction. (3) Teachers actually implement their personal language arts curriculums constructed as a course requirement for a graduate level course in elementary school language arts curriculum construction. (4) The university instructor plays a prominent role in bringing about change in thinking and behavior on the part of teachers taking a university graduate level course in elementary school language arts curriculum construction.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Language arts.; Teachers -- In-service training.; Curriculum planning.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Elementary Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Cox, Vivian

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE INFLUENCE OF INSERVICE EDUCATION ON CURRICULUM DEVELOPMENT BY ELEMENTARY SCHOOL TEACHERS IN THE LANGUAGE ARTS.en_US
dc.creatorJOHNS, KENNETH MELVILLE.en_US
dc.contributor.authorJOHNS, KENNETH MELVILLE.en_US
dc.date.issued1985en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this descriptive study was to investigate whether or not there was any change in behavior on the part of teachers who participated in a university graduate level course which used an inservice format. The course in question was on the effective construction of elementary school language arts curriculum. The subjects were those who had taken the course and who volunteered to participate in the study. Ten of the twenty who finished the course volunteered. The data was collected by conducting two interviews and administering two questionnaires. During the interviews, the research technique of stimulated recall was used to help the subjects remember past experiences. The first questionnaire determined to what extent the subjects were likely to distort their self-reporting on the second questionnaire. The second questionnaire was used to collect data in reference to how the subjects saw their roles within the framework of the inservice course. Instrumentation consisted of: Interview quides, Part I and Part II; the Reynolds Social Desirability Scale; and the Role Perception Scale. All but the Reynolds Social Desirability Scale were developed by the researcher. An analysis of the data provided ample evidence to support the following conclusions: (1) A university level graduate course in language arts curriculum development can be regarded as inservice education. (2) A positive change in the way teachers think about the influence of effective curriculum development on student growth can occur within the framework of a graduate level course in elementary school language arts curriculum construction. (3) Teachers actually implement their personal language arts curriculums constructed as a course requirement for a graduate level course in elementary school language arts curriculum construction. (4) The university instructor plays a prominent role in bringing about change in thinking and behavior on the part of teachers taking a university graduate level course in elementary school language arts curriculum construction.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLanguage arts.en_US
dc.subjectTeachers -- In-service training.en_US
dc.subjectCurriculum planning.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorCox, Vivianen_US
dc.contributor.committeememberRomero, Guadalupeen_US
dc.contributor.committeememberNash, Paten_US
dc.contributor.committeememberMedina, Marcelloen_US
dc.contributor.committeememberSaldate, Macarioen_US
dc.identifier.proquest8514911en_US
dc.identifier.oclc693610436en_US
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