Browsing by Subject "Teachers -- Certification -- Texas"
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Item A study of learning style and locus of control of traditional and non-traditional students in business education certification programs(Texas Tech University, 1995-12) Clere, Betty KanzThe number of students aged 25 and older has increased significantly since 1970. Many of these students are enrolling for the purpose of obtaining teacher certification. Previous research indicates that student performance can improve when information relative to preferred learning styles is used in classroom instruction. This study investigated possible relationships between learning style, locus of control and selected demographic variables of business education students. The study attempted to determine If differences exist in learning style and locus of control between traditional and non-traditional students who are enrolled in business education classes for the purpose of obtaining teacher certification. Kolb's Learning Style Inventory (LSI) and the Rotter Internal- External Locus of Control Scale (l-E Scale) were administered to 55 students enrolled In courses required for business certification at four universities In Texas. A questionnaire was administered to ascertain if the students were traditional or non-traditional students. Results of the 40 responses were computer analyzed to determine whether there were significant differences in learning style and locus of control between traditional and non-traditional college students. Results of the analysis did not show any statistically significant difference between traditional and non-traditional students on the LSI, although In the group of traditional students there were no Assimilators and there were only two Divergers in the non-traditional student group. The analysis of scores on the l-E Scale did not indicate any statistically significant difference on locus of control between traditional and non-traditional students. In both groups, the majority were identified as having an internal locus of control. Although the results of the research do not indicate that students can be categorized by learning style according to their status as traditional or non-traditional students, the fact that students were represented in all of the four learning styles underscores the importance of acknowledging differences in learning styles in the classroom. The inability to obtain statistically significant results may be masked by the small sample size. Further research is needed to investigate a larger sample and to study other variables such as prior experiences and preferred teaching areas.Item An analysis and profile of college graduates enrolled in a non-traditional teacher certification program at Texas Tech University(Texas Tech University, 2003-08) Smith, Charlotte WelchBecause of diversity, prior employment experiences, personalities, and established belief systems, the non-traditional teacher certification students and teacher educators can benefit from an analysis that identifies the nontraditional students seeking teacher certification. A study of 130 postbaccalaureate students sought to identify students who seek teacher certification at Texas Tech University. The purposes of this study were to identify the demographic characteristics and personality types of the postbaccalaureate students; to examine and identify factors which have influenced non-traditional students in obtaining certification to teach; to examine the students' perceptions and expectations about teaching; to examine the relationships among demographic characteristics, teacher beliefs, and personality types; to develop a profile of the post-baccalaureate students who seek teacher certification; and to provide information to the College of Education at Texas Tech University for their use in working with the post-baccalaureate students. Others who work with non-traditional teacher certification students will find this information helpful in working with the college graduates enrolled in teacher certification. A questionnaire and the Myers-Briggs Type Indicator (MBTI) were data collection instruments that addressed the research questions of this study. Of the students in eight classes, 130 post-baccalaureate teacher certification students completed a questionnaire and the MBTI. The data were entered into SPSS for analysis. Predominant characteristics and beliefs about teaching were identified by the questionnaire. The MBTI identified the predominant student preferences of the dichotomies and the predominant personality type preferences. Characteristics of the post-baccalaureate students seeking teacher certification at Texas Tech University were found to be predominantly Anglo-American females of approximately 28 years of age. Gender and age were found to correlate with belief systems, and the Thinking (T) and Feeling (F) dichotomies of the MBTI were found to correlate with gender and undergraduate GPA. The predominant personality type preferred by students seeking elementary certification was ESFJ. There were no predominant personality type preferences of middle/junior high and high school certification candidates. A profile of the typical post-baccalaureate teacher certification student was established based upon the findings of this study.Item The effectiveness of the emergency teaching permit system in providing career teachers for Texas schools(Texas Tech University, 1970-08) Cummings, Joe FrankNot available