importance of each experience was computed by multiplying the number of checks in the "very important" column by 4, those in the "important" column by 3, those in the "less important" column by 2, and those in the "not important" column by 1. The results were added together and divided by the number of checks for that particular item. A rank order of the list of experiences was then determined on the basis of these average ratings of importance. The items have been arranged in table 5 according to this rank order of importance. The rank order numbers and range of average ratings within each category of importance are shown below. Tables with the average rating for each experience are available upon request from the Office of Education. COMPARISON OF OPINIONS OF TEACHERS PREPARED BEFORE JANUARY 1, 1946 AND THOSE PREPARED SINCE THAT DATE The 150 inquiry forms were tabulated so that the responses of the 75 teachers who had received their specialized preparation before January 1, 1946, could be compared with the responses of the 75 teachers who had received their specialized preparation since that date. The differences in opinion expressed by these two groups on the importance of the items listed in tables 1 and 5 were tested for statistical significance. For each item the average importance rating for the two groups was computed: (M, = Σ ΕΧ, N1 where X1 represents the ratings of importance of teachers prepared before 1946, and (M2 = Σ FX2 N2 -) where X, represents the ratings of importance of teachers prepared since 1946. The estimated standard deviations of the universes of which the X, and X, scores were samples were computed standard error of the difference between the averages was determined M1 - M2 - M2 This is termed the "critical ratio." The probability of an σM1 average difference as large as, or larger than, the observed average difference being obtained if we keep drawing samples of the same size from these groups was read from the table of the normal curves ("Proportion of Area Under the Normal Curve Lying More Than A Specified Number of Standard X Deviations (-) from the Mean"). σ Three of the competency items in table 1 showed differences in the average ratings given by the "prior" and "since" groups. The "since" group considered items 39 and 49 more important than did the "prior" group. The 'prior" group considered item 62 more important. No differences were found between the opinions of the two groups on any experience in table 5 which had a probability of occurrence of 0.01 or less. The raw data, tabulated according to the foregoing categories, are on file in the Office of Education. ADDITIONAL INFORMATION ON The opinions reported in graph 2, page 56, indicated the median number of clock hours of student teaching of mentally retarded children needed by teacher-candidates with regular classroom experience and by teacher-candidates with only student teaching experience with normal children. The detailed information in the following table is presented so that the reader may note the wide range of opinions expressed by the participants on this question. Percent of Special Education Personnel Indicating Number of Clock Hours of Student Teaching With Mentally Retarded Children Needed By Those Preparing to Teach in This Area Appendix D.-Excerpts From Inquiry Forms EXCERPTS FROM INQUIRY FORM FILLED OUT BY "QUALIFICATIONS AND PREPARATION OF TEACHERS OF EXCEPTIONAL CHILDREN' INQUIRY FORM EXC-4F: For Teachers of Children Who Are Mentally Retarded 1.3 Name and location of school in which you teach_‒‒‒‒ 1.4 Indicate the type of school organization in which you teach by checking V ONE of the following: 1.5 _Residential school for mentally retarded children ‒‒‒‒‒‒Special day school for mentally retarded children only Center of two or more special classes for mentally retarded children in a regular day school Single special class for mentally retarded children in a regular day school .__Other: (specify) Indicate by filling in the blanks: ------Total number of pupils in your class Number of girls in your class _Number of boys in your class 1.6 Give the lower and upper chronological age limits and the average C.A. of the group of mentally retarded children that you teach by placing a circle around THREE of the following: 1.7 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Give the approximate lower and upper I.Q. limits and the average I.Q. of the group of mentally retarded children that you teach by placing a circle around THREE of the following: 25 and below 30 35 40 45 50 55 60 65 70 75 80 and above IN PUBLISHED REPORTS, OPINIONS EXPRESSED THROUGH THIS INQUIRY WILL NOT BE IDENTIFIABLE WITH THE NAMES OF THE PERSONS COMPLETING THE FORM 1.8 Indicate the period in which you took the major part of your specialized preparation which led to your initial certification or approval as a teacher of mentally retarded children by checking V ONE of the following: Prior to December 31, 1945 Since January 1, 1946 1.9 Indicate the plan by which you received the major part of your specialized preparation in the education of mentally retarded children. (Place ONE check V in the appropriate square in the table below AND If you have had additional preparation by other plans, indicate this by placing X's in ONE or MORE of the appropriate squares.) Other: (Specify-in-service program offered by a school or school system, etc.) An accredited college or university is defined by the Division of Higher Education, U.S. Office of Education, as an institution certified by the American Association of Colleges for Teacher Education, or by one of the regional Associations of Colleges and Secondary Schools. |