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A qualitative case study of the relationship between the scores of selected students on the SRI/UNL Teacher Perceiver Interview and their subsequent student teaching success
Abstract
Five elementary education majors, on the basis of their extremely high or extremely low score on the SRI/UNL Teacher Perceiver Interview, were purposefully selected for inclusion in the study. All participants were placed in the same school district and completed their student teaching in the same semester. The researcher utilized a qualitative case study design which combined extensive participant observation with analysis of student teacher journals and time logs, and periodic interviewing of student teachers, cooperating teachers, and the University supervisor to investigate the student teachers' roles and experiences, perceptions, and teaching performance/behaviors. The degree of student teaching success achieved by each student teacher emerged from the individual case records and from cross-case analysis of the data. The powerful influence of context upon student teacher performance emerged. Based on analysis of the data collected, the following propositions were drawn: (1) Analysis of the relationship between interview scores and subsequent student teaching success was inconclusive; (2) Individuals who achieved similar interview scores demonstrated very different student teaching profiles; (3) It is extremely difficult to evaluate an individual's penchant for teaching on the basis of his/her student teaching performance; (4) Evaluating student teaching success is an extremely complicated process; (5) Investigation of a student teacher's roles/experiences was not a consistently meaningful indicator of student teaching success; (6) Participants who scored extremely high on the interview established teacher-student relationships which were comparatively more respect than friendship oriented and elicited a high degree of acadeic task-orientation response from students; (7) Participants who scored extremely high on the interview demonstrated a higher degree of development in planning and organization, experienced fewer classroom management problems, and articulated a higher set of expectations for their own performance and for the performance of their students. Implications and recommendations for future research are presented.
Subject Area
Curricula|Teaching|Teacher education|Elementary education
Recommended Citation
Potthoff, Dennis Eugene, "A qualitative case study of the relationship between the scores of selected students on the SRI/UNL Teacher Perceiver Interview and their subsequent student teaching success" (1991). ETD collection for University of Nebraska-Lincoln. AAI9133311.
https://digitalcommons.unl.edu/dissertations/AAI9133311