PERCEPTIONS OF EDUCATORS REGARDING MIDDLE SCHOOL/JUNIOR HIGH SCHOOL TEACHER CHARACTERISTICS/SKILLS AND CERTIFICATION, AND A PARADIGM FOR MIDDLE SCHOOL TEACHER PREPARATION PROGRAMS

Persistent Link:
http://hdl.handle.net/10150/282614
Title:
PERCEPTIONS OF EDUCATORS REGARDING MIDDLE SCHOOL/JUNIOR HIGH SCHOOL TEACHER CHARACTERISTICS/SKILLS AND CERTIFICATION, AND A PARADIGM FOR MIDDLE SCHOOL TEACHER PREPARATION PROGRAMS
Author:
Wright, Lynn Rudolph
Issue Date:
1980
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:
This study sought out the perceptions of middle school (any combination of grades 5-9) educators in 19 states regarding the specific learning experiences that should be included in the curriculum for the preparation of junior high/middle school teachers, the skills or characteristics that are needed by a junior high/middle school teacher to best meet the needs of the early adolescent, the desirability of a discrete middle school certificate and the reasons why or why not. Using the data collected, a paradigm was designed for a junior high/middle school teacher training program that reflected the best thinking of these educators. This middle school study utilized a modified Delphi Technique in surveying the perceptions of administrators, teachers holding secondary certificates and teachers holding elementary certificates currently employed at junior high/middle schools, North Central Association associate state chairmen, and college of education professors. The three primary points emerging from this study are (1) that the lines of communication need to be opened between educators in the junior high/middle schools and those at institutions where policies, teacher preparation programs and certification requirements regarding middle school education (and educators) are being formulated, (2) that those same policies, teacher preparation programs and certification requirements be formulated on the basis of research data gathered directly from those educators in junior high/middle schools, and (3) that a middle school teacher's characteristics are considered by those involved currently in middle school education to be more important than his/her skills.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Middle schools.; Junior high schools.; Junior high school teachers -- Training of.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Secondary Education
Degree Grantor:
University of Arizona
Advisor:
Clark, Donald C.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePERCEPTIONS OF EDUCATORS REGARDING MIDDLE SCHOOL/JUNIOR HIGH SCHOOL TEACHER CHARACTERISTICS/SKILLS AND CERTIFICATION, AND A PARADIGM FOR MIDDLE SCHOOL TEACHER PREPARATION PROGRAMSen_US
dc.creatorWright, Lynn Rudolphen_US
dc.contributor.authorWright, Lynn Rudolphen_US
dc.date.issued1980en_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.abstractThis study sought out the perceptions of middle school (any combination of grades 5-9) educators in 19 states regarding the specific learning experiences that should be included in the curriculum for the preparation of junior high/middle school teachers, the skills or characteristics that are needed by a junior high/middle school teacher to best meet the needs of the early adolescent, the desirability of a discrete middle school certificate and the reasons why or why not. Using the data collected, a paradigm was designed for a junior high/middle school teacher training program that reflected the best thinking of these educators. This middle school study utilized a modified Delphi Technique in surveying the perceptions of administrators, teachers holding secondary certificates and teachers holding elementary certificates currently employed at junior high/middle schools, North Central Association associate state chairmen, and college of education professors. The three primary points emerging from this study are (1) that the lines of communication need to be opened between educators in the junior high/middle schools and those at institutions where policies, teacher preparation programs and certification requirements regarding middle school education (and educators) are being formulated, (2) that those same policies, teacher preparation programs and certification requirements be formulated on the basis of research data gathered directly from those educators in junior high/middle schools, and (3) that a middle school teacher's characteristics are considered by those involved currently in middle school education to be more important than his/her skills.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectMiddle schools.en_US
dc.subjectJunior high schools.en_US
dc.subjectJunior high school teachers -- Training of.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecondary Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorClark, Donald C.en_US
dc.identifier.proquest8028521en_US
dc.identifier.oclc7418155en_US
dc.identifier.bibrecord.b1338045xen_US
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