An investigation of massing vs. spacing of the student teaching experience with respect to attitude modification, classroom performance and the prediction of success in student teaching

Abstract

Purpose The purposes of this investigation were two fold. First, an attempt was made to determine if attitude or personality change are related to the structure of the student teaching experience. Specifically, changes in attitudes and dogmatism as measured by the Minnesota Teacher Attitude Inventory and the Rokeach Dogmatism Scale Form E, respectively. Second, a system was devised to construct a decision model for the prediction of student teaching success and effectiveness. The criterion variables were achievement of terminal performance objectives and the demonstration of certain classroom practices. The predictor variables were measures of attitudes, personality, and psychological health. The following research questions were addressed 1. Will the type of student teaching experience (i.e. spaced, massed) and the sex of the student teacher affect their attitudes or dogmatism, as measured by the Minnesota Teacher Attitude Inventory and Rokeach Dogmatism Scale. 2. Will the achievement of prescribed terminal objectives and the classroom performance of student teachers in the massed and spaced student teaching groups be independent of certain attitude and personality factors? Procedure The experimental design for this study was a replicated randomized two group assignment, with repeated measures. The 55 subjects were individuals randomly selected from student admitted to the student teaching program at Texas A&M University for the 1974-1975 academic year. The treatments were massed and spaced student teaching experiences. The massed student teaching group taught 5 periods a day for 8 weeks for a total of approximately 200 teaching hours. The spaced group taught 3 periods a day for 14 weeks which, with vactions, also totaled approximately 200 hours. ...