A conservation problem of numerical equivalence which 8.1,% of adults reliably fail and 40% of th... more A conservation problem of numerical equivalence which 8.1,% of adults reliably fail and 40% of third graders pass was developed, and responses of 188 subjects (Grades 2, 5, 7, 9, 11 and college) to it and related number conservation and probability problems indicated that the differences in nonconservation were rooted in subjects' different evaluations of the relevancy of the conservation question and not as much in qualitative differences in inferential competence. Still, there was evidence that adults may make exactly the same kind of nonconservation errors as have been attributed to preoperational and concrete operational children.
Conducted a study with 57 Ss (mean age, 6.78 yrs) to assess their conservation and transitivity o... more Conducted a study with 57 Ss (mean age, 6.78 yrs) to assess their conservation and transitivity of number, length, liquid amount, and weight. The conservation deduction argues that given A = B, B is transformed to B-sup-1, and that Ss somehow know that B-sup-1 = B as well as the concept of transitivity of equality Ss; thus should conclude that A must also equal B-sup-1, which is the conservation deduction. Results show that most Ss gave correct transitivity judgments, but only half gave correct justifications. In contrast, all the conservers gave good reasons. Overall conservation and transitivity correlated, and conservers were more likely to give good transitivity reasons than nonconservers. Nearly all conservers and about half the nonconservers saw their conservation judgments as necessary; thus, the relationships between conservation and necessity for number, length, amount, and weight were significant.
Cooperating teachers (N = 684) from 40 accredited programs rated the adequacy of their student te... more Cooperating teachers (N = 684) from 40 accredited programs rated the adequacy of their student teachers' competence and some features of the institution's student-teaching program. Their ratings were at the high end of a 5-point scale (4.0+) and showed that the teachers said that both their students and the program were more than adequate and often close to excellent with regard to the student teachers' knowledge and skill. The teachers' ratings of their own understanding of the program, the training they received, and their relationship with the program faculty were significantly lower but still in the adequate range of the inadequate-to-excellent scale. Those who reported that they were better trained and had a better understanding of the program were the most satisfied with the program students' knowledge and skill and their preparation for successful teaching.
A conservation problem of numerical equivalence which 8.1,% of adults reliably fail and 40% of th... more A conservation problem of numerical equivalence which 8.1,% of adults reliably fail and 40% of third graders pass was developed, and responses of 188 subjects (Grades 2, 5, 7, 9, 11 and college) to it and related number conservation and probability problems indicated that the differences in nonconservation were rooted in subjects' different evaluations of the relevancy of the conservation question and not as much in qualitative differences in inferential competence. Still, there was evidence that adults may make exactly the same kind of nonconservation errors as have been attributed to preoperational and concrete operational children.
Conducted a study with 57 Ss (mean age, 6.78 yrs) to assess their conservation and transitivity o... more Conducted a study with 57 Ss (mean age, 6.78 yrs) to assess their conservation and transitivity of number, length, liquid amount, and weight. The conservation deduction argues that given A = B, B is transformed to B-sup-1, and that Ss somehow know that B-sup-1 = B as well as the concept of transitivity of equality Ss; thus should conclude that A must also equal B-sup-1, which is the conservation deduction. Results show that most Ss gave correct transitivity judgments, but only half gave correct justifications. In contrast, all the conservers gave good reasons. Overall conservation and transitivity correlated, and conservers were more likely to give good transitivity reasons than nonconservers. Nearly all conservers and about half the nonconservers saw their conservation judgments as necessary; thus, the relationships between conservation and necessity for number, length, amount, and weight were significant.
Cooperating teachers (N = 684) from 40 accredited programs rated the adequacy of their student te... more Cooperating teachers (N = 684) from 40 accredited programs rated the adequacy of their student teachers' competence and some features of the institution's student-teaching program. Their ratings were at the high end of a 5-point scale (4.0+) and showed that the teachers said that both their students and the program were more than adequate and often close to excellent with regard to the student teachers' knowledge and skill. The teachers' ratings of their own understanding of the program, the training they received, and their relationship with the program faculty were significantly lower but still in the adequate range of the inadequate-to-excellent scale. Those who reported that they were better trained and had a better understanding of the program were the most satisfied with the program students' knowledge and skill and their preparation for successful teaching.
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