An effect of teacher education on the ability of students to identify a helping relationship

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dc.contributor.advisor Huff, Vaughn E. en_US Boland, James M. en_US 2011-06-03T19:23:20Z 2011-06-03T19:23:20Z 1972 en_US 1972
dc.identifier LD2489.Z64 1972 .B65 en_US
dc.description.abstract Teacher preparation institutions have begun to challenge the sufficiency of the "Three R's" approach to education. Many concepts once thought to be on the periphery of education and learning are being considered. One such concept, the impact of "helpful relationships" on learning has most recently moved to the foreground in the research and theoretical literature. If, as this literature is indicating, the quality of the student-teacher relationship is critical to learning, teacher education programs ought to be focusing on that relationship. If such a focus is taken, students in teacher education ought to be able with increasing precision to identify a "helpful" teacher. To be able to identify what a helpful person is or does allows a frame of reference from which to evaluate one's self, one's impact, one's effectiveness. Such an individual can consciously choose to be helpful and can recognize the times when he is or is not behaving in a helpful manner.The purpose of this investigation was to determine what happens to a student's ability to identify a helping relationship as he progresses through the program of Elementary teacher education at Ball State University.The subjects were Elementary Education majors at Ball State University, Muncie, Indiana during the 1971-1972 academic year. A sample of 45 subjects was randomly selected from each of the following groups: freshman, sophomore, junior, and senior. The instruments utilized to ascertain a helpful relationship were the Barrett-Lennard Relationship Inventory and a specifically designed semantic differential instrument. The resultant data were analyzed using the one way analysis of variance technique comparing the means of the four classes. The .05 level of significance was established for rejection of the null hypothesis.An analysis of the data indicated that there was no significant differences between the four classes in their ability to identify a helping relationship.Some clear trends were in evidence, however, and were discussed. Recommendations for further study pertaining to the identification of a helping relationship were made. en_US
dc.format.extent iii, 117 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Helping behavior. en_US
dc.subject.lcsh Teacher-student relationships. en_US
dc.title An effect of teacher education on the ability of students to identify a helping relationship en_US Thesis (D. Ed.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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