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Fifteen preservice teachers involved in a peer microteaching experience and twenty preservice teachers involved in a field experience were compared in a field setting on knowledge of teaching skills, confidence in performing certain teaching skills, attitude toward certain teaching skills, performance during student-teaching, and attitude toward preparatory coursework taken. The one significant difference found after the student-teaching experience was that the field experience group was rated better in performance than the peer microteaching group. The results tentatively support the conclusion that (...) a field experience component in the preparatory coursework prior to student-teaching is a more effective “self-contained” situation than peer microteaching for secondary level social studies preservice teachers. (shrink)

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The Citizenship Knowledge Test contained subtests which were designed to measure sub-areas of the overall construct of citizenship knowledge. Two factor analysis studies were conducted to determine if the test factored as predicted—one common factor with each subtest retaining a unique factor. The results Indicated that the test behaved as predicted. Thus the test was construct valid and can be used as a general measure of the construct citizenship knowledge.

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The teacher task of stage scoring moral judgments was used for three purposes in experimental “Kohlbergian” programs. More recent curriculum materials have been somewhat ambiguous for which of the three purposes teachers needed to or could stage score moral thought statements. However, recent empirical research indicated that teachers could not adequately stage score moral judgments for any of the three purposes. The question arose, therefore, as to whether teachers could use “Kohlbergian” programs when they could not stage score moral judgments. (...) An analysis of Kohlberg's reinterpretation of research on moral development was made. This analysis provided logical justification for the suggestions made about ways to accomplish the three purposes outlined in experimental “Kohlbergian” programs without requiring teachers to stage score moral judgments. (shrink)

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