Publication Date

1966

Document Type

Dissertation/Thesis

First Advisor

Belnap, Ralph A.||Wells, Philip C.

Degree Name

M.S. (Master of Science)

Legacy Department

School of Education

LCSH

National teacher examinations; Teachers--Training of

Abstract

Teachers who possess an extensive knowledge of subject matter will be better able to motivate the interest of each individual pupil by a variety of approaches within that pupil's own limitations. When the pupil's interest is engaged, desired learning takes place. The study on which this paper is based used the Rational Teacher's Examination published by Educational Testing Service in testing the intellectual attainment of teachers. Many tests are recognized as valid testing devices for determining the academic achievement and general ability of students. The Metropolitan Achievement Test and the Lorge-Thorndike General Ability Test are two of these. The scores of sixteen teachers on the National Teacher's Examination and the test results of 425 students on the Metropolitan Achievement Test and the Lorge-Thorodike General Ability Test were used in studying the hypothesis of this paper. Eight of these teachers received scores below 600, and eight teachers received scares above 600 on the Rational Teacher Examination. Students of teachers making less than 600 are referred to as Group One in this study, while students of teachers making above 600 are referred to as Group Two. The achievement of both groups is compared to the achievement of all students who had completed fifth grade in the Pinellas County School System on the Metropolitan Achievement Teat and the Lorge-Thorndike General Ability Teat. The general ability of Group One, Group Two, and the county had the same median and stanine assignments. Comparisons were done using local county stanines compared to stanines for Group One and Group Two, and the percentage falling into the below-average achievement, average achievement and above-average achievement levels. This study suggests greater academic achievement was realized by those students in Group Two as compared to those in Group One. A much greater difference was noted on the Arithmetic Problem Solving test and the Social Studies Skills test than on the other eight tests in the battery. These two tests, according to the publishers, are concerned primarily with reasoning and the application of learnings to different situations. The information gathered in this report indicates that further study, with more exhaustive statistical analysis, may prove of some value in identifying teachers able to so stimulate and direct the learning of children that each child will approach more nearly to the development of his whole potential.

Comments

Includes bibliographical references.||Includes illustrations.

Extent

vi, 34 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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