Crossover teachers: educational beliefs, philosophical orientations and classroom practices

Purpose of the Study This study was an investigation of the relationships between educational beliefs, philosophical postures, and classroom practices for crossover teachers and non-crossover teachers. A crossover teacher is defined as a teacher employed in a school where his race does not predominate. Procedures The basic design utilized for this study was a 2 x 2 factoral format with crossover and ethnicity constituting the two major factor dimensions or independent variables which defined these four subgroups: 1) black crossover, 2) black non-crossover, 3) white crossover, and 4) white non-crossover teachers. The dependent variables analyzed were philosophical beliefs, educational orientations, and classroom practices. Eighty-eight teachers, stratified by ethnicity and crossover factors were randomly selected in the spring 1973 to participate in this study. The 88 subjects were asked to respond to these three instruments: 1) Personal Beliefs Inventory (PBI) 2) Teacher Practices Inventory (TPI) 3) Biographical Inventory (BI) Additional data was gathered by teams of trained independent judges who visited the classroom of each subject, observed pedagogical behaviors, and used the Teacher Practices Observation Record (TPOR) to record the results of observations. The PBI, TPI, and TPOR were carefully developed and validated by Bob Burton Brown and are described in several of his publications, one of which is the Experimental Mind, 1968. The BI collected demographic data about each subject which were used as covariates or tested as alternate hypotheses in the analyses. The data were subjected to multivariate Analysis of Variance and Covariance (MANOVA and MANCOVA) within a 2x2 factoral format. These were the primary statistical techniques. Hypotheses Tested Three null hypotheses were tested using the results of the factoral analysis to analyze each dependent variable on each of two factor levels. In particular, these multivariate null hypotheses were formulated and tested in relation to the independent variables: Hol: There are no significant differences between mean vectors for the crossover factor. Ho2: There are no significant differences between mean vectors for the ethnic factor. Ho3: There are no significant differences between the ethnic by crossover interaction of mean vectors. Statistical treatment of the data dictated a resounding rejection of the first and third null hypotheses at the .05 confidence level. Significant step-down F's found in the MANOVA were further examined by the MANCOVA for potential covariate effects. Step-down F's which survived this scrutiny were then subjected to an examination of sub-hypotheses using standardized coefficients of the Multiple Discriminant Analysis to determine in what ways and on what dimensions subgroups differ. Summary and Conclusions The crossover factor stood out as a very potent source of variation highly related to two dependent variables, the FBI and TPI. Moreover, the interaction of crossover by ethnicity proved to be an important source of variation related to dependent variables. This source of variance accounted for significant step-down F-ratios for the PBI and TPOR. Close scrutiny of significant differences concomitant with the crossover factor revealed that the gross structural dissimilarities observed emanated from distinct characteristics of subgroups. Among the four subsamples analyzed in this study revelations emerged as revealed in these patterns: 1) Black crossover teachers and black non-crossover teachers tended to be unequivocally distinct on the PBI and TPOR. 2) White crossover and white non-crossover subjects were found to be distinctly different with respect to each dependent variable. 3) Black crossover and white non-crossover maintained the greatest degree of congruency or consistency between personal beliefs, educational orientations, and classroom practices. Moreover, these two groups exhibited pro-experimentalism or rationalistic teaching postures as indicated by highly positive mean value contrasts. 4) Black non-crossover and white crossover subjects were not only distinctly less experimentally oriented but were also less consistent in exhibiting congruency between expressed beliefs and pedagogical postures. It was concluded that while plausible explanations for these differential relationships are apparently related to the dependent variables of this study, the patterns which have emerged call attention to the possibility that the results shown for dependent variables might be the product of administrative assignment of teachers and/or the experiences of teachers after assignments. Hence the data suggest that subtle administrative practices employed by school strategists in assigning personnel may be related to the assignment of teachers with more desirable qualities to affluent schools (black crossover and white non-crossover) while teachers who seem to be less able are assigned to lower socioeconomic schools. Conceivably, this could account for the marked departure from homogeneity among the subsamples of this study and may symbolize a feast of quality education for affluent children while signaling intellectual starvation for those of lower socioeconomic status. Recommendations From the conclusions of this study the following recommendations have evolved: 1) Research should be initiated to develop practical and dependable procedures for selecting and assigning teachers to diverse teaching environments. Conceivably such research would involve a battery of relevant demographic variables subjected to a multiple Discriminant Analysis classification scheme. 2) A replica of this study should be conducted with a focus on cause and effect. Such a study is not only highly desirable but seems imperative. 3) An investigation of the effects of teachers' congruency or lack of congruency between beliefs and practices upon pupils academic performance seem warranted. 4) Conclusions of this study point, to an urgent need to undertake research to determine how to train teachers in order to ensure their realistic adjustment to and effective work with pupils, colleagues, and parents of different ethnic backgrounds in uniquely different educational climates.