An analysis of the adequacy of University of Houston mathematics methods competencies as perceived by first and second year teachers prepared at the University of Houston

dc.contributor.advisorHollis, Loye Y.
dc.contributor.committeeMemberJohnson, Willis N.
dc.contributor.committeeMemberHill, Howard D., III
dc.contributor.committeeMemberBaldwin, Joseph G.
dc.creatorRichard, Charley E.
dc.date.accessioned2022-09-23T17:39:19Z
dc.date.available2022-09-23T17:39:19Z
dc.date.copyright1976-08
dc.date.issued1976
dc.description.abstractThe purposes of the study were: (a) to determine the perceived educational benefits gained by the student in the elementary mathematics methods course; (b) to determine if students found the course content and teaching strategies relevant; (c) to determine the extent to which students were able to incorporate course content and teaching strategies into their teaching styles; and (d) to determine first and second year in-service elementary school mathematics teachers' consensus as to the relevancy of the course. The study was based on a sample of 200 in-service elementary school mathematics teachers in the State of Texas and surrounding states during the 1976 spring semester. The in-service elementary school mathematics teachers' population was selected on the basis that they were teaching mathematics in the elementary school. The in-service elementary school mathematics teacher sample provided the source of data for the study. A single instrument was used ot obtain the data. This instrument was divided into two areas: (1) content area; and (2) teaching strategy area. There were forty items in the instrument and four open-ended questions. The statistical techniques used for analyzing the data were the UNISTAT 1-STATJOB series and the t-test for examining the difference in means between two independent samples at the .05 level of significance. Findings. Results of the UNITSTAT-1 JOB series and the t-test values indicate that there were no significant difference between: (a) first year and second year graduates of the program; (b) the grade levels being taught by the graduates; (c) the environment where the teachers are teaching; and (d) methods of instruction. Conclusions. An analysis of the data obtained from the in-service elementary mathematics teachers' questionnaire revealed a number of facts pertinent to both first year and second year graduates of the program. Respondents from both samples reported similar responses in the areas of years of teaching, grade levels, methods of teaching and teaching environment. Sixty-six of the in-service elementary mathematics teachers were first year teachers, and thirty-eight were the second year teachers that met requirements for the elementary mathematics method component of the competency-based teacher education program. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other3727508
dc.identifier.urihttps://hdl.handle.net/10657/11897
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectMathematics teachers--Training of
dc.subjectMathematics--Study and teaching (Elementary)
dc.subjectMathematics teachers--Attitudes
dc.titleAn analysis of the adequacy of University of Houston mathematics methods competencies as perceived by first and second year teachers prepared at the University of Houston
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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