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ERIC Number: ED035577
Record Type: RIE
Publication Date: 1969
Pages: 18
Abstractor: N/A
Reference Count: 0
The Effect of Practice Teaching in Inner City Schools on Attitudes Toward Teaching in Inner City Schools.
Levine, Murray; Feeney, M. George
A study was conducted to develop data concerning the reactions of student teachers to contact with urban, black pupils. Subjects were 130 junior year student teachers (all but two of them white) who were assigned by their state college to four elementary schools in a small city school system. A 34-item questionnaire designed to tap attitudes toward teaching in inner-city schools was administered during the first and last week of their 9-week practice teaching period. Data analysis included observation of pre-post changes by grade level taught; covariance analysis of the post data taking grade taught and social class level into account; correlation of pre-post change scores on every item with those on every other item; and an analysis to tease out the significance of student teacher social class background. General findings: Overall significant changes were in attitude toward discipline and control (more difficult than expected); toward teaching in the face of social problems (change toward pessimism); and toward inner-city children (positive change). Teaching experience widened the gap between attitudes of those teaching upper and lower grades. Items on teacher control correlated frequently with other items but not with those related to desire to teach in inner-city schools. Few effects were associated with social class per se, but there was significant interaction of social class with grade taught. (Complete findings are discussed.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A