Assessment of Preservice Teachers in Six Pennsylvania Colleges and Universities.

Autor/inn/en	Mallery, Anne L.; und weitere
Titel	Assessment of Preservice Teachers in Six Pennsylvania Colleges and Universities.
Quelle	(1983), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; Comparative Analysis; Education Majors; Grade Point Average; Higher Education; Preservice Teacher Education; Private Colleges; Reading Ability; Reading Comprehension; Schools of Education; Sex Differences; Student Attitudes; Student Evaluation; Study Habits; Universities; Vocabulary Skills; Pennsylvania + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Privathochschule; Reading competence; Lesekompetenz; Leseverstehen; Erziehungswissenschaftliche Fakultät; Sex difference; Geschlechtsunterschied; Schülerverhalten; Schulnote; Studentische Bewertung; Study behavior; Study behaviour; Studienverhalten; University; Universität; Aktiver Wortschatz
Abstract	A study was conducted to identify reading competency standards for students seeking admission to Pennsylvania teacher education programs. The study sought to determine if differences exist in: (1) reading levels, habits, and attitudes of the teacher candidate pool at large public universities, small public universities, and small private church-related colleges; (2) reading levels, habits, and attitudes of males and females; and (3) reading levels, habits, and attitudes of elementary and secondary school teacher education candidates. The Nelson Denny Reading Test Form E and the Brown Holtzman Survey of Study Habits and Attitudes (SSHA) were administered to 407 students in 5 institutions. In addition, the scores of students from another institution on the Nelson Denny Reading Test were used. Admission criteria varied by institution, though each required a 2.0 grade point average. All had developmental courses and a college-level tutoring program available if needed. Little difference was found in the reading scores of students at the different institutions, indicating that admission criteria were sufficiently demanding. This lack of difference held when the sample was analyzed by gender and certification level. Satisfactory findings from the SSHA were attributed to the fact that the students were upperclassmen, and students with poor study habits and attitudes were not likely to remain enrolled. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC