ERIC Number: ED164492
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Regression Models and Learner Cognitive Attainment: Means and Ends for Assessing a Student Teacher's Competence.
Denton, Jon J.; Norris, Sherrill A.
The feasibility of using student cognitive attainment to determine the competence of student teachers is studied. Data on four influencs (common to all student teaching experiences) were gathered by investigating four research questions: (1) expectancies of learners held by student teachers; (2) prior solo teaching time and opportunity to learn time provided by student teachers; (3) planning and instructional effectiveness of the student teacher as perceived by the university supervisor; and (4) efficacy of explaining student cognitive attainment in terms of these three variables. The variety of instruments and scales used in obtaining measures of the dependent variables (student attainment) and independent variables (expectation of learner attainment, solo teaching time, learning time, and supervisor ratings) are described. A detailed discussion of the four regression models used to resolve the research questions is provided, accompanied by a description of the findings. In relation to question one, data did not reveal a statistically significant effect on learner attainment, while significance was indicated for questions two and three, encouraging the use of those variables in a model to explain a student's cognitive attainment. Discussion of study outcomes in relation to question four suggest that the practical significance of the model in explaining learner attainment appears to be relatively high when compared to other current research. Limitations in using the model for rating student teaching competence are enumerated. (MJB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A