Education Commons^™

Religious Devoutness, Impression Management, And Personality Functioning In College Students, P. Scott Richards

Faculty Publications

Measures of religious devoutness, impression management, and personality adjustment were administered to 178 undergraduate students. Pearson correlations were computed. Greater devoutness (intrinsic religiousness) was associated with more religious and existential well-being, self-control, and social desirability, and with less self-monitoring. Consistent with previous research, the weak positive relation between religious devoutness and social desirability did not generalize to other impression management measures. Evidence which suggests that the relation between religious devoutness and social desirability may be an artifact of religious bias was discussed.

So What's New In The New Basals? A Focus On First Grade, James V. Hoffman, Sarah J. Mccarthey, Judy A. Abbott, Cheryl Christian, Laura Corman, Catherine Curry, Mark Dressman, Bonnie Elliot, Debra Maherne, Debra Stahle

Faculty Publications

The authors examine the first grade materials in five new basal programs submitted for the 1993 Texas state adoption. These series are compared with program materials currently in use in the state (Copyright 1986/1987). The analysis focuses on features of the pupil texts(e.g., total number of words, number of unique words, readability levels, literary quality) and features of the teachers' editions (e.g., program design, organization, tone). Results of the analysis indicate substantial changes in the more recent series.The findings are interpreted in terms of historical trends as well as recent developments in the literature-based and whole language movements.Implications for future …

Toil Of The Firestarters, Peter A. Alces

Faculty Publications

No abstract provided.

A Report On The Assessment Procedures Used In The Evaluation Of Student Teaching At The Middle School Level, Joane W. Mckay

Faculty Publications

This conference paper on assessment of the qualities of student teachers in middle schools discusses the concepts of authentic assessment; continuous evaluation; the roles of the cooperating teacher and the university coordinator; and assessment procedures used at the University of Northern Iowa. Eleven categories are presented for use in determining; at mid-term of the student teaching experience; whether a student teacher is meeting the requirements to become an effective teacher. These are: knowledge of content and skills areas; knowledge of learners/learning process; use of instructional planning strategies; use of instructional strategies/teaching styles; use of management and discipline strategies; use of …

Technology: Connecting People And Places, Richard Stahlhut

Faculty Publications

The College of Education at the University of Northern Iowa (UNI) established collaborative partnership agreements with nine major school districts in Iowa where UNI student teachers were placed. One collaborative project connected the campus coordinator with the nine off-campus sites through the campus computer network (Caucus). In the 1993-94 school year the transition to Internet is being made. This paper describes: (1) how the UNI computer network (Caucus) was developed and extended; (2) projects that caused practitioners to become active partners in the UNI Teacher Education program; (3) projects such as newsletters; establishment of mentor programs for student teachers; and …

Using Computer Conferencing Technology To Assist Collaboration Between Higher Education Faculty; Student Teachers And K-12 Practitioners, Richard Stahlhut, Richard R. Hawkes

Faculty Publications

The College of Education at the University of Northern Iowa (UNI) created collaborative partnerships with nine major school districts in Iowa in order to establish several kinds of relationships between practitioners and university faculty which computer networks facilitated. A new "Cobra" computer conference system was expanded to the nine regional off-campus centers where UNI student teachers were working; and modem-equipped portable computers were linked to the campus through a WATTS telephone line. Personnel; including field-based personnel and practitioners; were then able to communicate with nearly all offices on UNI campus through E-mail and computer conferences. Further programs have recruited teachers …

School/University Partnerships And The Uni Teaching Associates Cadre Model: Professional Benefits To Prek-12 Educators., Mary J. Selke, Roger A. Kueter

Faculty Publications

The implementation of the University of Northern Iowa's (UNI) Teaching Associates Cadre Model (TAC) Professional Development School (PDS) program is discussed within the context of Kagan's six stages of collaborative relationships: formation; conceptualization; development; implementation; evaluation; and termination or reformation. The TAC was designed to involve school-based practitioners more closely and directly in the preservice and inservice preparation of educators. TAC members are master teachers and experienced cooperating teachers who form professional partnerships with professors and clinical supervisors. Clinical supervisors are jointly employed by UNI and a school system to assist professor-coordinators with practicum supervision of student teachers. TAC members …

A Comparison Of Pedagogical Knowledge Structures Of Preservice Students And Teacher Educators In Two Institutions, Judith E. Rink, Karen E. French, Amelia M. Lee, Melinda A. Solomon, Susan K. Lynn

Faculty Publications

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and …

Differences In Teaching Between Six Primary And Five Intermediate Teachers In One School, Irma J. Van Scoy

Faculty Publications

This study examined differences between primary and intermediate teachers concerning teacher behaviors, teacher communications, grouping, control, and materials. 6 primary classrooms (grades 1 and 2) and 5 intermediate classrooms ( grades 4 and 5) were each observed for 4 45-minute periods. In addition, observers, teachers, and 5 students from each classroom responded to 2 vignettes depicting classroom situations and 1 vignette asking respondents to describe a lesson on nutrition. Responses were coded for teacher behaviors, goals, and instructional methods. Analyses of observational data showed that in comparison with teachers in intermediate grades, primary teachers used significantly more sanctions, procedural communications …

Presenting Italian Comparative And Superlative Forms Of Adjectives To College L2 Beginners, Ilona Klein

Faculty Publications

This study treats the necessity to de-emphasize the focus on grammar teaching alone in L2, and to introduce methods which are not teacher-centered, so as to enable students to interact more among each other.

By using comparative and superlative forms of adjectives – but in reality using a sequence of teaching techniques that could be applied to other grammatical situations – this article presents the use of sea shells as a visual and tactile aid which allows students to shift their L2 efforts from an abstract notion to a concrete usage.

This study offers a tool to attempt a balance …

Human Relations Training For Student Teachers, Richard Stahlhut, Richard Hawkes

Faculty Publications

Human relations training is a requirement for all teacher education majors graduating from Iowa colleges and universities. At the University of Northern Iowa (UNI) this course is delivered to preservice teacher education students in conjunction with their full semester student teaching experience. Major goals of the training program are: (1) to confront individuals with experiences designed to create an awareness of biases; attitudes; and beliefs and to create awareness of the degree of congruency between stated beliefs and actual behavior; and (2) to internalize and translate such awareness into actions which result in more positive relationships within the teaching/learning environment. …

Promoting Cultural Diversity And Sensitivity In The Basic Communication Course, Paul J. Siddens Iii

Faculty Publications

The University of Northern Iowa is fully committed to the ideas of equal opportunity; cultural diversity and sensitivity. The Oral Communication Basic Course Program in the Communication Studies Department is fully committed to teaching students to appreciate and actively use principles of cultural diversity and sensitivity in their daily lives. Toward that end; there are several tools the instructors use in mass lectures and classroom recitation sections; and that they will use in their Oral Communication Basic Course Computer Laboratory; to teach students about cultural diversity and sensitivity; including textbook selection; graduate student assistant and faculty orientation; class exercises; and …

What Educators Want In A Master's Program: A Practitioner's Perspective, Mary J. Selke

Faculty Publications

A constructivist practitioner's masters program in professional development (PDMA) was designed and piloted at the University of Northern Iowa. The program provides an option for pursuing a master's in education structured upon the following constructivism-focused framework of components: (1) the program is designed for experienced educators; and all coursework is applicable to the classroom; (2) classrooms serve as field-based learning laboratories; (3) students progress through the program in cohort groups; (4) professors collaborate in teaching teams to deliver an articulated curriculum; (5) electives; seminars; and practice foster individualization within a community of learners; (6) exit outcomes reflect the linkage of …