|Oregon administrators, their staffs, and teachers view learning opportunities in the elementary school|
Florence Ellen Beardsley
Uploaded by: Pocket Masters
Pockets: Gottesman Libraries Archive, Historical Dissertations
Tags: Curricula, Elementary school teaching, elementary schools, Oregon, teaching
OREGON ADMINISTRATORS, THEIR STAFFS, AND TEACHERS VIEW LEARNING OPPORTUNITIES IN THE ELEMENTARY SCHOOL
Statement of the Project
The project is a study to help determine relationships between the desires and beliefs of Oregon superintendents, assistant superintendents, supervisors, curriculum directors and elementary principals with respect to learning opportunities in the elementary classroom and those learning opportunities which teachers indicate are actually provided for their children.
The Procedures of the Project
Part ˘A÷ of the Inventory of Learning Opportunities, an instrument developed in 1957, by Reba Burnham and others at Teachers College, Columbia University, was used to collect data from 4002 participants, including teachers, principals, superintendents and other staff members concerning learning opportunities in self-contained classrooms of first class districts in Oregon.
Teachers were asked to respond to the 35 items of the inventory as practices in their classrooms actually existed, the administrators and the staffs as they desired practices might be.
The percentages of agreement with each item of the inventory were secured for the teachers and principals by school, district and state. The percentages of agreement for all other participants were recorded by district and state.
Conclusions Drawn [from] the Study
The response to the items of the inventory showed the following percentages of agreement with the key to the inventory: superintendents, 72.1, principals, 73.2, teachers, 64.2, and other staff members, 80 or above. The teachersĂ agreement with the inventory indicates the level at which learning opportunities are offered in Oregon.
The great amount of inservice work that had been done by the state supervisors with the principals and not with the superintendents led to an expectancy that the principals would score much higher than the superintendents. Since the principalsĂ scores of agreement hovered closely around those of the superintendents, and the superintendents are the ones having authority, it is concluded that the superintendents must be the ones having the greatest influence on the level of learning opportunities in the schools studied.
There is a fundamental disagreement between the practices in Oregon and those approved by the designers of the instrument because the teachers disagreed with the instrument on how children are to move about the room, how they may be controlled, how their work is to be assigned and displayed, and how highly their art work is to be directed.
Three patterns of relationship were identified: (1) districts in which the teachersĂ and principalsĂ scores were remarkably even at their respective levels, (2) districts in which the teachersĂ scores equal or exceed those of the principal, (3) districts in which there was a high discrepancy between the scores of the administrators and the teachers.