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ERIC Number: ED011045
Record Type: RIE
Publication Date: 1960-Jun
Pages: 72
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
PROBLEM SOLVING PROFICIENCY AMONG ELEMENTARY SCHOOL TEACHERS. II, TEACHERS OF ARITHMETIC, GRADES 3-6.
TURNER, RICHARD L.
THE PURPOSE OF THE STUDY WAS TO EXAMINE THE RELIABILITY AND VALIDITY OF SEVEN PROBLEMS IN THE TEACHING OF ARITHMETIC. THE VALIDITY OF THE PROBLEMS WAS INVESTIGATED ON THE CRITERIA OF (1) DIFFERENTIATING ELEMENTARY SCHOOL TEACHERS OF ARITHMETIC, GRADES 3-6, FROM COMPARABLY EDUCATED NONTEACHERS, (2) BEING SENSITIVE TO THE EFFECTS OF ELEMENTARY SCHOOL TEACHING EXPERIENCE, AND (3) HOLDING SENSIBLE RELATIONSHIPS TO NUMEROUS INDEPENDENT VARIABLES. IT WAS FOUND THAT TEACHERS AS A GROUP OUTPERFORM NONTEACHERS AS A GROUP AND THAT PERFORMANCE IS SENSITIVE TO THE EFFECTS OF TEACHING EXPERIENCE. INTELLIGENCE, READING COMPREHENSION, MINNESOTA TEACHERS ATTITUDE INDEX (MTAI) SCORE, AND SIZE OF INSTITUTION AT WHICH A TEACHER PREPARES ARE INDEPENDENT VARIABLES POSITIVELY RELATED TO PERFORMANCE. THE SPLIT-HALF RELIABILITY FOR THE MOST VALID SCORE WAS .84 AMONG TEACHERS AND .87 AMONG STUDENT TEACHERS. THE STABILITY COEFFICIENT FOR STUDENT TEACHERS, WITH A 4-MONTH INTERVAL BETWEEN TESTINGS, WAS .63. FROM THESE RESULTS, THE CONCLUSION WAS DRAWN THAT THE PROBLEMS IN TEACHING ARITHMETIC THAT WERE INVESTIGATED WERE REASONABLY RELIABLE, ALTHOUGH SOMEWHAT WEAK IN STABILITY, AND THAT THEY HELD THE EXPECTED SET OF RELATIONSHIPS TO THE CRITERIA CHOSEN FOR THE INITIAL STEPS IN VALIDATION. (TC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Indiana Univ., Bloomington. Inst. of Educational Research.
Identifiers: N/A