Agricultural Leadership, Education, and Communication, Department of
First Advisor
Hazel Crain
Second Advisor
Margaret Johnson
Date of this Version
1978
Document Type
Dissertation
Citation
A dissertation presented to the faculty of the Graduate College in the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Education Administration
Curriculum, and Instruction
Under the supervision of Hazel Crain and Margaret Johnson
Lincoln, Nebraska, 1978
Abstract
The purpose of this study was to compare the acceptance of three competency-based teacher education modules by field-dependent-independent Nebraska home economics cooperating teachers in a group setting and in an independent learning environment. The study explored three major questions: 1. Is there a difference in the satisfaction level of field-dependent and field-independent home economics cooperating teachers in specified competency-based teacher education modules?
2. Is there a difference in the achievement level of field-dependent and field-independent home economics cooperating teachers in terms of satisfactory completion of the learning activities included in specified competency-based teacher education modules?
3. Will field-dependent home economics cooperating teachers react more favorably than field-independent home economics cooperating teachers in terms of satisfaction and achievement levels towards competency-based teacher education modules utilized in an independent setting rather than a group setting?
Comments
Copyright 1978, Cheryl G. Fedje