A study of factors relating to success of second year elementary teacher graduates Page: 40
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40
Drake and Thompson (16) studied student teachers in
three types of pre-service programs: traditional suburban,
traditional inner-city, and an experimental program designed
to further understanding of the poverty child's culture and
environment. Findings revealed that the student teachers
in the experimental program achieved more positive changes
than did those in the other two groups. The inner-city
student teachers not involved in the experimental program
sustained the least positive change.
A study involving cultural understanding at the in-
service level was conducted by Boyce (5), who studied two
groups of ten teachers, to determine if different methods
of exposure to inner-city life would alter their attitudes
toward race differences. One group spent five days in a
classroom setting exposed to group dynamics and classroom
methods while the second group lived five days in the ghetto.
Boyce found that neither group realized a significant change
in attitudes toward the poverty culture, and the only change
of interest was an improvement of content and curriculum by
the classroom subjects.
In a similar study by Strom (55), twenty-one teachers
newly appointed to inner-city teaching positions participated
in a workshop prior to beginning teaching. The sessions
lasted six weeks and were designed to orient the teachers
to the inner-city culture and environment. The teachers
were supported during their first year of teaching by the
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Babb, Joy Ellen. A study of factors relating to success of second year elementary teacher graduates, dissertation, August 1976; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332816/m1/50/: accessed July 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .