Date of Award
Doctor of Education (EdD)
Teaching & Learning
The Problem: The purpose of this study was to examine the perceived value of the Master's Degree Internship Program of the New School of Behavioral Studies in Education at the University of North Dakota^/in relation to the present occupation, attitudes about education and instructional practices of the Master's Degree Graduates. Another purpose of this study was to determine the mobility and permanency of the Master's Degree Graduates as professional educators.
The Procedure: This study was conducted in three phases with two samples and one subsample. The sample for Phase I consisted of those Graduates of the Master Degree Internship Program who completed their internship year in the New School during the period 1968-1972 and who were able to be contacted by mail (N=275). The sample for Phase II was comprised of a 25 per cent random sample of Administrators who had Graduate Interns presently teaching in their school districts who had returned completed Phase I questionnaires (N=54). The subsample for Phase II was comprised of a 25 per cent random sample of the Phase I sample whose present Administrators had returned completed Phase II questionnaires (N=12).
The instruments used in this study were: the Graduate Intern Questionnaire—designed by the researcher; the Administrator Questionnaire—designed by the researcher; and the Observation Checklist—designed and implemented by the researcher. The Phase II and Phase III instruments and results were used to validate the Phase I instrument and results.
The analysis of the data involved use of a tally program, and a one-way analysis of variance. The tally was used to obtain item means and the one-way analysis of variance was employed to compare the mean values of various rating scales and groupings for the eight research questions.
Conclusions: This study has provided evidence which supports the following conclusions, subject to the limitations of the study:
1. The Master's Degree Internship Program of the New School of Behavioral Studies in Education at the University of North Dakota, provided the Graduate Interns with a specialized training that has been of considerable value and influence to them in relation to their present occupation, attitudes about education, and instructional practices.
2. There were no significant differences between the four Intern groups thus indicating the uniformity of the New School influence over the four years it functioned as the experimental college component to the University of. North Dakota.
3. The mobility of the Graduate Interns from the teaching profession is less than those reported in studies cited in the review of literature; and the permanency of the Graduate Interns in the teaching profession is high in comparison with the results of other internship programs reported in the review of literature.
Craig, Karen, "A Follow-Up Study of the Master Degree Graduates (1969-1972) From the New School of Behavioral Studies in Education" (1973). Theses and Dissertations. 3591.