Jessie Floyd

July 10, 2019

Using Mullins Library

PART A:
PART B:

Name of U of A class: PSYC 3103: Cognitive Psychology

Instructor: John Kulpa

PART C:
1. Betsy Orr is the author and who I am taking the class with.
2. Technology in Education, CIED 1003 is the name of the class.
3. 1994 is the year she wrote it.
4. The name of the dissertation is “The management skills of business education student
teachers’ performance in the classroom as perceived by cooperating teachers, university
supervisors, and student teachers in Arkansas, Kansas, Missouri and Oklahoma.”
5. She was going to the University of Arkansas when this was published.
6.The conclusion was :
According to the results of this study, females are more likely to choose business education
than males. The majority of student teachers are in the age range of 20 to 30 while the majority
of teachers in business education are in the 41 to 50 age range. While most student teachers
are pursuing a bachelor's degree, a growing number are seeking teacher certification only.
More than half of the cooperating teachers hold a master's degree while more than half of the
university supervisors have a doctorate degree. As the number of teaching experience
increased with the cooperating teachers and university supervisors, the number of student
teachers supervised increased. Three hypotheses were tested. An analysis of the mean,
standard deviation, and analysis of variance for hypothesis one indicated agreement among the
student teachers and cooperating teachers on 42 items on the questionnaire. Student teachers
and cooperating teachers differed significantly in educational level and teaching experience. It
is perceived by the researcher that the longer the student teacher is associated with the
cooperating teacher, the more in agreement they will become. An analysis of the mean,
standard deviation, and analysis of variance for hypothesis two indicated agreement
Reproduced with permission of the copyright owner. Further reproduction prohibited without
permission. 75 among the student teachers and university supervisors on 47 items on the
questionnaire. It seems reasonable to conclude that the amount of instructional time of
university supervisors with student teachers will result in similar ratings on classroom
management skills needed. An analysis of the mean, standard deviation, and analysis of
variance for hypothesis three indicated agreement among cooperating teachers and university
supervisors on 47 items on the questionnaire. The findings of this study have implications for all
teacher-education institutions. Successful classroom management skills lead to teacher
effectiveness. Frequently, student teachers voice a concern of insecurity in their classroom
management skills. More attention should be given to classroom management to better
prepare students for the student teaching experience.