The attitudes toward the integration of faith and discipline of full-time faculty members at five selected Southern Baptist colleges and universities which are members of the Christian College Coalition were explored for this study. The integration of faith and discipline is a concept unique to Southern Baptist higher education. Arthur Walker, Jr., of the Education Commission of the Southern Baptist Convention defines the concept as referring to the mission of the institution, the personal faith of faculty members, and the professional involvement and interaction of faculty members with their students, regardless of disciplines. Since little information exists on faculty attitudes toward this concept, data were collected through a survey instrument on three dimensions of integration: professorial integration in the classroom, professorial integration in and out of the classroom, and institutional integration of faith and discipline.
The problem with which this investigation was concerned was that of determining the practices utilized by college supervisors of secondary student teachers in Kentucky. A mailed questionnaire was employed to determine the emphasis of practices of the college supervisor pertaining to student teachers, cooperating teachers, and cooperating school administrators. The purposes of this study included the following: 1. To determine the status of Kentucky college and university supervisors of secondary student teachers. 2. To compare the practices of Kentucky college supervisors with practices recommended by national authorities in the field of student teaching. 3. To compare the practices reported by general supervisors with practices reported by special supervisors. 4. To compare the supervisory practices as reported in Texas in 1968 to the practices reported currently in Kentucky. The findings pertaining to the status of the Kentucky college supervisor included the following: 1. Seventy-one percent of Kentucky college supervisors reported having a total of more than ten years teaching experience at different levels. Twenty-eight percent had more than twenty years full-time teaching experience. 2. Sixty-four percent of the supervisors reported twenty-one or more student teachers as a full supervisory load. 3. Fifty-four percent of college supervisors at state schools and 39 percent at private schools hold the rank of assistant professor. 4. Fifty-two percent of college supervisors at state schools and 36 percent at private schools hold the earned doctorate. The findings pertaining to the practices of the Kentucky college supervisor of secondary student teachers included the following: 1. The null hypothesis that no significant differences exist between the emphasis of supervisory practices by the state presidents of the Association of Teacher Educators and by Kentucky college supervisors was retained. 2. The null hypothesis that no significant differences exist between the emphasis of supervisory practices of special and general supervisors was ...
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