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ERIC Number: ED041851
Record Type: RIE
Publication Date: 1970
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Quantitative and Qualitative Effects of Revised Selection and Training Procedures in the Education of Teachers of the Culturally Disadvantaged. Summary of the Final Report.
Bowman, David L.
This is a summary of the second and third years' work on the research project on training teachers for the culturally disadvantaged, reported fully in SP 004 110, SP 004 111, and SP 004 112. The project was based on the hypotheses that students with academic difficulties could be made more academically successful, their grade-point averages could be significantly raised, their attitudes toward higher education, professors, study, and teaching the disadvantaged would become more positive, and that faculty members could be encouraged to modify existing courses and develop innovative approaches. Approximately 50 students, volunteers from a large group of probationary or "dropped" students, were involved during the 1968-1969 academic year, and approximately 100 during the 1969 summer session. Data on three control groups was also collected. The results of the second year's research are set out in detail. The process of assimilating project components into the main teacher education program was begun during the third year, so that the effect of the program on larger numbers of teacher education and non-teacher education students can be evaluated. It is recommended that other schools of the University and other institutions of higher education should be encouraged to continue experiments with the project components, and that related or replicative research activities in the areas with which the project has been concerned should be supported locally, at state level, and through Federally sponsored programs. (MBM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin State Univ., Oshkosh.
Identifiers: N/A