Harold Harty

Understanding the Nature of Science and Attitudes toward Science and Science Teaching of Preservice Elementary Teachers in Three Preparation Sequences.

This study examined differences among three elementary school science preservice teacher preparation course sequences with respect to three variables: understanding of the nature of science; attitudes toward science; and attitudes toward science teaching. Also, this study sought to ascertain whether correlations were present among these variables within each of the three course sequences: (1) Science-Process-Content/Methods-Field Sequence; (2) Science Process-Methods Sequence; and (3) Methods Sequence. Significant differences were found among the groups of preservice teachers in the three course sequences in terms of an understanding of the nature of science. Teachers completing the Science Process-Methods Sequence and Methods Sequence groups possessed a significantly greater understanding of the nature of science than teachers in the Science Process-Content/Methods-Field Sequence group. No significant differences were found among the three groups with respect to either attitudes toward science or attitudes toward science teaching. No significant correlations were found between understanding the nature of science and attitudes toward science or between attitudes toward science teaching within each of the two groups. Significant correlations were found between attitudes toward science and attitudes toward science teaching for all three groups. Suggestions for future research and implications for science content/process integration and preservice teacher preparation programs have also been discussed.

Predictability of Giftedness Identification Indices for Two Recognized Approaches to Elementary School Gifted Education.

AbstractThe purpose of this study was to determine which of 13 giftedness identification measures discriminated between gifted and non-gifted students, and to explore whether these measures discriminated against gifted students in groups such as the economically disadvantaged and/or ethnic minorities. The investigated variables took the form of a design where the dependent measures were the 13 identification measures and the independent variable was 3 levels or groups of second- and third-grade students. Discriminate and classification analyses were the statistical techniques used to respond to the questions of the study. Measures of scholastic aptitude, giftedness potential assessment (learning and creativity), student peer identification, and locus of control were found to be sensitive discriminators of giftedness. Giftedness potential assessment-creativity and learning, basic skills-math, and locus of control were found to discriminate least among economically disadvantaged and/or minority students. Me...

Exploring Self-Concept and Locus of Control of Students in Two Recognized Approaches to Elementary School Gifted Education.

An examination was made to determine whether self‐concept and locus of control were potential nontraditional measures for the identification of gifted students. Three groups of subjects were selected, two groups representing two professionally recognized gifted education approaches and the third serving as a control group. No significant differences were found across the three groups with respect to self‐concept. In terms of locus of control, significant differences were found across the three groups. The data also presented no evidence that self‐concept is sufficiently sensitive for identifying gifted students, whereas locus of control might be utilized as a method for identifying gifted youngsters because of its discriminating potential.

Longitudinal View of Teacher-Leaders' Reactions toward Gifted Education.

Teacher attitudes and perceptions of competence were measured using a modified time series approach to study the influence of in‐service preparation on twelve teacher‐leaders operating within elementary and junior high buildings. Teacher‐leaders’ tendencies were measured on three separate occasions: [1] a pretest situation, [2] an immediate‐post assessment after 7 months of inservice activities, and (3) a delayed post measure after 19 months. Mean rating scores, standard deviations, mean‐difference scores and tests of significance were calculated for 13 response items and 3 summation indices. Significant differences were sought among the 13 dimensions across three testings. The results indicate that growing perceptions of competence among teachers have an influence on their attitudinal changes in a positive direction as well as increasing their interest in improving gifted education, yet enthusiasm and interest in teaching gifted pupils might be inversely influenced by growing perceptions of competence.

Role Expectations of the Two-Year College Biology Instructor.

The purpose of this investigation was to collect information on the perceptions and observations of practicing two‐year college biology instructors about their role expectations, and to document a potential inconsistency between preservice graduate training programs and their ability to meet both present two‐year college hiring criteria as well as their associated role expectations. A survey instrument was developed, validated, and responded to by biology instructors from 126 institutions geographically located in 38 states. The respondent population represented an 11% nationwide sample of the 1,169 two‐year institutions which offer a program in general biology. In general, the survey results indicated that while present graduate training programs for two‐year college biology instructors are adequate for fulfilling hiring criteria, they are less than adequate to prepare instructors for their role expectations.

Students' eye view of an external doctoral program's first-year summer residency functioning

This study examines student perceptions, observations, and evaluations concerning formal and informal instruction, other academic concerns, and related socialization dimensions of a first-time-functioning external doctoral program. Both quantitative and qualitative methods were employed to analyze the student responses by way of the three major doctoral program areas. Findings include student-deemed success and satisfaction with the overall program, relationships between small group interaction and higher evaluations, need for improved library facilities, the influence of a community spirit, and the importance of a comfortable living-learning environment. A brief description of the institution, the program sequence, and the faculty background is also presented.

A Field-Based Professional Development Complex: One Approach to Future Preservice-Inservice Teacher Preparation.

Recently, the terms symbiosis and synergy have occurred in discussions among faculties and administrators in colleges, schools and departments of education, and local education agencies. Both concepts, borrowed from the realm of science, interrelate in the arena of teacher education. A symbiotic relationship can refer to close kinship between two or more different preparation/training elements, institutions, or agencies that may, but not necessarily, benefit each other. Synergy we might view in a teacher education context as the action or product resulting from the amalgamation of two or more preparation/training elements, institutions, or agencies which have the potential to achieve an effect or result of which each is individually incapable. Owing in part to the newness of these concepts to teacher education and to the present limited trial and error development of experimental or experiential designs, we know little about where to start, how to proceed, what to observe, how to validate, and how to refine. Many discussions and ample literature support a symbiotic relationship between preservice and inservice education and potential synergistic effects resulting from close collaborative relationships of institutions of higher education and local education agencies in the form of professional development centers, teacher centers, renewal centers, site clusters, etc. On the horizon appear again those hovering clouds of educational reform. These billowing mists assume the form of federal legislation calling for establishment of local teacher centers. As of yet, no agency has poured vast sums of federal dollars into development of and research on such centers. To date, Congress has appropriated few funds; however, the time might be right to capture some early relevant fallout from these hovering clouds for some discussion and constructive analysis.

Reactive Curiosity of Gifted and Nongifted Elementary School Youngsters.

The purpose of this study was to determine whether differences existed between gifted and nongifted fifth grade students and between their genders in reference to the attribute of reactive curiosity. Both groups (N=25) were matched on the demographic factors of school‐site, race, sex and socioeconomic background. Nongifted students were found to be slightly more curious with no significant differences surfacing. Gifted boys displayed a greater curiosity level than gifted girls, whereas nongifted girls expressed slightly greater curiosity than nongifted boys; in both cases, no significant differences were found. Curiosity items rated the highest were associated with novelty, unknown stimuli, and preferences of the respondents.

Recent trends to keep up with

As the literature of all fields has become more complex and demanding over the decade, so has the literature of research in elementary education. From this vast collection of new and revised knowledge, however, several recognizable trends may be identified. And in spite of the divergent nature of some of them, general directions for elementary education may be inferred from a brief overview of the major trends since the early 1960s.