Betty J. Young

Gender Differences in Student Attitudes toward Computers

Abstract This study reports the development of a student computer attitude survey. The instrument highlighted gender differences in computer attitudes of 462 middle and high school students. The principal components analysis confirmed five expected factors: confidence, perception of computers as male domain, positive teacher attitudes, negative teacher attitudes, and perceived usefulness of computers. The main gender differences related to greater confidence among males and the perception of computers as a male domain supported by males and rejected by females. Male students reported high levels of negative interactions with teachers, though this did not affect their confidence or skill level.

Career plans and work perceptions of preservice teachers

Abstract This article examines the reasons for entry, work perceptions, and the future career plans of 272 preservice teachers who entered a highly selective graduate teacher education program in 1987 and 1988. The profile of their job expectations was compared with that of a sample of experienced teachers. The study concludes that these talented students are entering the profession mainly for altruistic reasons and have fairly realistic views of working conditions; however, many plan to remain only if they derive the expected satisfaction from working which children. The findings are compared to labor market forecasting theories which could direct policy makers in their efforts to attract and retain high ability individuals to the teaching profession.

Change in teacher education: There are dragons to slay

Abstract Teacher education programs across the country are responding to calls for reform in the professional preparation of teachers. This article presents a case study of the revision of an elementary teacher education program at a state university. Using a school‐university collaboration, the content and sequence of the program were based on a careful review of literature and the development of a consensus on the requisite characteristics and competencies of excellent elementary teachers. During the university approval process tensions and dilemmas arose related to faculty involvement, power and authority, incentives, and some “sacred cows” of the academy such as academic freedom. Lessons learned about programmatic change within the culture of the university are presented.