A Comparison of Traditional and On-Line Environments and the Effects on Developing Effective Urban Educators
Abstract: This study examined the degree of agreement between three Haberman Foundation trained facilitators’ interviews and preservice teachers’ self-evaluation of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research methodology, data for this investigation was collected from 29 preservice teacher candidates in both traditional and on-line environments who are enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the measures for this investigation. Scores were compared using descriptive statistics. Findings revealed that the trained interviewers rated participants much lower on the seven behavioral attributes associated with successful urban teaching than did the participating subjects, and that settings did not play an instrumental role in differences.
Presider: Kimberly Harrison, Aurora University