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1Running head: NEW TEACHER BIAS OF NONTRADITIONAL EDUCATION
Research on New Teacher Bias of Nontraditional Education
Claudine J. Campanelli
Long Island University
LIU Post
2NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Abstract
This grounded theory study evaluated eight doctorate students and their knowledge and
opinion about nontraditional education. Doctorate students were asked to evaluate their own
understanding of various nontraditional methods of education and who influenced them in their
own methodology choices. The study supports the hypothesis that university professor’s bias
about nontraditional education influences teacher methodology choices. The study also exposed
that there are many contradicting definitions for alternative and nontraditional education. The
literature reviews some of the definitions and supports the thought that this confusion adds to the
professor bias regarding nontraditional education.
Keywords: Traditional education, nontraditional education, Professor bias, alternative education
3NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Statement of Problem
An issue that is escalating in the work of non-traditional education is the increased
number of candidates applying for positions that are available. This is due to the decreasing
number of positions in the public sector specifically in New York (Hernandez, 2009). Teacher
candidates interviewing for positions in non-traditional schools posses little knowledge and poor
understanding of non-traditional education. The teacher candidates lack not only knowledge and
understanding but the for-thought to do research on the methodology they are interviewing for.
In my experience and with shared discussions with other directors of programs the candidates
from traditional university backgrounds feel their state credential or license has not only
prepared them for all teaching positions but their qualification exceeds the teaching certificates
in the non-traditional sector. The purpose of teacher education is to assist the student teacher in
their development from student teacher to qualified teacher and to provide them with a larger
view of education then they started with (Talvitie, Peltokallio, & Mannisto, 2000). My
perception is that university professors are not meeting the requirements of their position. The
student teacher’s bias against nontraditional education is an overreaching bias of the university
professors and university curriculum in the field of teacher education.
It is important to study this issue as the privatization and reform of education is impacting
the current job market for new teachers. There are many states with public non-traditional
curriculum and the privatization of schools is growing (National Center for Educational
Statistics, 2013). If new teachers come out of school with only one focus they are limiting
themselves for success. If hired in a nontraditional setting their lack of knowledge and potential
bias can impact their overall performance and the quality of the program the teacher is working
in.
4NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Literature Review
Teachers have many choices when choosing where to work. The choices vary from public or
private settings, faith based or alternative curriculum and methods. The list is endless of the type
of schools that are available. Some methods are more common than others and others are much
more obscure. This can be due to the marketing, popularity and the information that is available
to parents, professors and teachers. Alternative methods have been touted to fix problems in the
current education systems.
The evaluation of the extant research regarding professor’s knowledge and use in
university curriculum of alternative education is limited if not nonexistent. This literature review
focuses on the literature and research that is available regarding alternative education and the
perception of professor’s development of student teachers. The assumption is that due to the
lack of professor’s personal knowledge or bias regarding alternative education and the non-
requirement in the university curriculum the topic is not explored at the university level.
Alternative Education
Alternative methods are looked at to be reformative by some. Alternative education is
defined by the National Center on Education and Economy as
“…schools or programs that are set up by the states, school districts or other entities to
serve young people who are not succeeding in a traditional public school environment.
Alternative education programs offer students who are failing academically or may have learning
disabilities, behavioral problems, or poor attendance an opportunity to achieve in a different
setting and use different and innovative learning methods. While there are many different kinds
of alternative schools and programs, they are often characterized by their flexible schedules,
smaller teacher-student ratios, and modified curricula” (Aron, 2006, p. 6).
5NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Alternative education programs have also been categorized as education for children who are
violent, dropped out of school, or for incarcerated children (Hosley, Hosley, & Thein, 2009).
Alternative is also defined as a school serving a distinct population with educational disabilities
and mental health needs (Jolivette, McDaniel, Sprague, Swain-Bradway, & Ennis, 2012).
There is another thought about alternative methods and that is alternative schools are
inspired by philosophical, political or scholarly orientation and some are ad-hoc assemblies of
teachers who are dissatisfied with the aspect of traditional education (de Bilde, Van Damme,
Lamote, & De Fraine, 2013). This review of different methods and their purpose contradict the
definition provided by Aron (2011).
Alternative education is described in research as different approaches to teaching and
learning other than the state provided mainstream education. There is usually an innovative
curriculum or concept. The Steiner and Montessori Method of education the two most common
forms of alternative education in the world. Other methods such as Round Square and Free
schools report to only about 50 – 100 programs worldwide. Many of the alternative methods
were created by innovative forward thinking individuals who wanted to provide an opportunity
for change and difference. Most of the alternatives are not provided by the government. Round
Square was started by Kurt Hahn, Free schools were founded in 1921 by Neil and Dalton
Laboratory Plans founded in 1922 by Helen Pankhurst. Well known private schools with a
single founder includes Brockwood Park Schools which was founded in 1969 by Jiddu
Krishnamurti (Sliwka, 2013).
Individuals who work or send their child to an alternative school tend to have similar
beliefs that appear to contradict current political views (Kraftl, 2012). Democratic beliefs is
6NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
what inspired the Free school movement. Marxist-influenced the development of the Forest
schools (Kraftl, 2012).
Spirituality also tends to influence educational and teaching choices. The Montessori pedagogy
even has pedagogical extension for parochial programs called the Catechesis of the Good
Shepherd to align with parental or teacher choices regarding spirituality.
There is consistent themes throughout the research of different methods. The themes
are that the methods promote intrinsic motivation, freedom in choice and movement, personal
leadership and responsibility. The similar themes continue with the role of the teacher, freedom
within the curriculum the small classroom sizes and one on one attention for each student. The
environments established in these programs highlight drastic difference to a government funded
program and what is promoted at the university level.
The Impact of the University Professor
Meyer (2012) suggests that it is the university professor’s responsibility to respond to
both modern realities and expectations while balancing the traditional academic values.
Universities are now charged with the responsibility of educating the masses for the diverse job
market.
Research about quality learning experiences provided by professors have been
inconsistent (Bhatti, 2012). To define what is expected of a good professor there are three
categories. First the professor’s methods is student focused involving innovative pedagogical
approaches, second is the professor possess skills and knowledge to teach the topic and third
having an awareness about the students’ needs and expectations. There are a number of themes
and perceptions by each group of who would perceive a professor as a good teacher. Studies
evaluated professor’s perceptions of themselves, department chairs perception of their
7NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
professors, student’s perception of their professors. Bhatti (2012) evaluated interviews
conducted with 42 faculty members. Department chairs evaluated concern for students and
motivating learners as the two themes that determined a good professor. Professors then
categorized five areas that they determined were needed for a good professor. These included
transmitting information, supporting students, developing skills, motivating learners and
personalizing the learning experience.
The purpose of teacher education is to assist the student teacher in their development
from student teacher to qualified teacher and to provide them with a larger view of education
then they started with (Talvitie, Peltokallio, & Mannisto, 2000). Talvitie, Peltokallio and
Mannisto (2000) studied student teachers perceptions about their relationships with their
university supervisors, professors, and cooperating teachers. Student teacher’s ideologies are
resistant to change. Student teachers reflections were superficial (Talvitie, Peltokallio, &
Mannisto, 2000). The role of the university professor is to supervise student teachers in
professional development and alternative in the approach to practice. The study also gleaned
that peer students were an important source of practical teaching support. The study evaluated
sixteen individuals in a teacher training program in Scandinavia. A qualitative approach was
used with open ended survey questions and a review of student teacher reflective journals during
the training process. It was determined that pre-existing beliefs affect student teachers post
program understanding of the concept of teaching (Talvitie, Peltokallio, & Mannisto, 2000). The
student teacher did not experience change in thought if the cooperating teacher did not provide a
difference of opinion for further discussion of debate. The student teacher’s expectations was
that the cooperating teacher would provide more practical guidance which in this study they did
not receive.
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Higher education has transformed over the last for decades to meet the needs of
globalization. The idea is to internationalize the educational system to meet the current labor
market (Stier, 2010). Universities curriculum should reflect global conditions including human
rights and legal rights and varying points of views (Stier, 2010). Steir studied sixteen
universities in Sweden, United States, Canada, and Australia. Similarities and differences
presented themselves. Significant differences were in the universities view of pedagogy,
monetary implications, social and moral implications of their purpose (Stier, 2010). There is a
common ground in the universities role to develop competence and critical thinking. The
consistent curriculum at that university level for student teachers is to prepare for the government
provided schools only. This is contradiction to both the need to prepare individuals for
globalization and to create critical thinkers in society.
Discussion
Providing only one perspective cannot encompass all of the possibilities. Any
educational vision that claims to be complete, perfected or final is neglecting the opportunities
for avenues of development. To exclude other points of view in education will result in partial
vision which will impoverish children rather than enrich them (Miller, 1997). The main role of
traditional education is that is it method to transmit skills, facts, social requirements that adults
have deemed necessary or important to the next generation. This definition, however, effects the
student teacher as well. What is deemed as important is transferred and what may be viewed as a
contradiction to current political or social points of view are avoided. This leaves the student
teacher with a partial vision of the education options available to children and themselves.
Research regarding pedagogical content knowledge (PCK) of university professors is limited in
the field of education; however, the information supports the assumption that professors do not
9NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
have enough content knowledge about alternative education to make an impact on student
teachers. PCK is the instructors understanding of how to help students understand specific
subject matter (Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). There is a need for research
on both professor bias and knowledge level regarding the different alternative pedagogies
available to student teachers.
The inconsistencies of the description of alternative education can also confuse new
teachers and possibly professors. In this brief literature review the definitions varied to describe
alternative education. The use of the term non-traditional education was also used. Portions of
the definition in varying articles I perceived as negative. This too is a limitation to the positive
movement and understanding of alternative education. Clearer terms and definitions need to be
provided so that university professors can provide clear information to their students. The
explanations may assist in a better understanding of the alternative methods so that there is a less
bias or negative view amongst professors and teachers.
Methodology
Research Question
The purpose of this grounded theory study was to originally look at current doctorate
student’s level of understanding of alternative education. The results of the questionnaire
gleaned that there may be less of an issue of understanding and more if an issue of influence and
bias. Is the lack of knowledge and bias against non-traditional education imparted on the student
teacher by the university faculty and the college curriculum or due to the student teacher’s lack
of interest due to a focused interest only on one area in the field of education? The purpose of
this study is to look at a number of factors that potentially lead to unqualified teacher candidates
in the field of non-traditional education.
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Questionnaire
An on-line web based survey tool was used. A link the web survey containing nine
quantitative and qualitative questions was-e-mailed to eight doctorate students at a Long Island
University. Questionnaire results that were submitted were anonymous and was guaranteed by
the on-line service tool that was used. Questions included an evaluation of the doctorate
student’s breadth of understanding on a Lickert scale of various alternative education methods.
Another question asked about their own methodology choice and who influenced this choice.
The participants were able to provide their opinions about alternative education as well. The last
two questions provided a fact regarding a leader in education in the state and his own choice for
education for his children. The participants where then asked if this changed their opinion about
nontraditional education.
Participants
A sample of convenience was used. Eight peer doctorate students participated in the
study. All are first year doctorate students at a Long Island University. Fifty percent of the
population was male and fifty percent was female. All participants work in the field of education
with 50% of the participants working in traditional school settings (See Table 1).
Variables
The independent variable is who influenced the methodology choice in the doctorate
students. The factor that was not taken into consideration was that nontraditional education was
not discussed at the university level for over 75% of the participants. The survey was extracting
information about who influenced teacher’s methodology choices. Is the university professor a
variable regarding influence if the processor does not teach the topic, or does the avoidance of
the topic demonstrate influential bias? The other variable was the provided fact about a New
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York educational leader’s nontraditional methodology choice. This information did not seem to
alter opinions.
Coding
To allow anonymity and analyze the date the results were coded. There were three
common themes in the survey: traditional educators who preferred traditional education
practices, traditional educators who wanted to learn about non-traditional methods and
nontraditional educators who work in nontraditional settings.
There were two specific questions that required coding. A question in the survey asked
the participant to describe their feelings towards nontraditional education. The answers were
then placed into four categories. The categories included; prefer nontraditional education
methods, prefer traditional education methods, like that there are both options for children, and
not familiar with this term (See Table 2 and 3). The results of this coding is that it was
determined that a majority of the doctoral students prefer the choice of traditional or
nontraditional education, with only one doctoral student stating they prefer traditional education
(See table 4).
Validity and Reliability
The validity and reliability of the study is poor. The terms used in the study were not
defined. A participant did not answer a majority of the questions because he did not have the
definition of nontraditional education or the different methodologies provided for ranking. A
thorough description in the invitation for the survey participants should have been included. The
selection process was also not valid as it was a sample of convenience. There was a delay in
receiving the responses from the participants. One of the steps taken to improve the response
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rate was a reminder e-mail regarding the due date for the survey was sent to all participants.
There was also a need for one more follow up with one participant to ensure completion.
There was one respondent who did not answer a question correctly. It does reflect that
this participant either did not read the question or that the question was unreliable. Upon
reflection of all results it was determined that there was need for several more questions to
substantiate the results of the questioned answered. In the attempts to keep the survey brief, the
survey may be have been too brief to glean facts that were relevant in understanding the
participant’s responses. There were no external audits conducted for this research.
Limitations
Several limitation exists for this research. The sampling was small and arguable too
small for any results to be valid. The survey used was not a valid or reliable survey. Another
limitation was that the terms were not defined for participants and therefore could have
potentially responded without having full knowledge to what they were responding to. Another
limitation is my own bias of traditional education. I looked at the responses and wanted to
educate the participants about nontraditional education instead of taking their opinions and
responses as a valuable tool for the research. Additional limitations of this research will be the
doctoral students own reflection on their acquisition of information about education. There is a
concern with the accuracy of self-reporting by the participants regarding their own knowledge.
Results
The study wanted to review the participants understanding of nontraditional education. A
question asked the participants to rank their answer on a Lickert Scale from one through seven
with one being the participant did not understand nontraditional education and seven that they
13NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
thoroughly understood nontraditional education. The participants were asked to rank their
answer on a Lickert Scale from one through seven. One (1) was selected if nontraditional
education was never discussed and seven if it was thoroughly discussed. Six participants ranked
their answer that during university studies nontraditional education was never discussed. Two
participants ranked their answer a three out of seven (see Table 5). The survey documents that
75% (6) of the participants stated that nontraditional education methods were never discussed
during their university experience. The eight participants were asked about their knowledge of
various nontraditional education methods. The doctorate students responses ranged from
thoroughly understand to have never heard of the methodology (See Table 6).
A variable in the study was the question that was provided as a fact that the participants
had to respond to. The question was, “Are you aware that the NYS Commissioner of Education,
John King sends his own children to a Montessori School?” The results were that seven
doctorate students of the eight were not aware of this fact (See Table 7). A majority of the
responses supported their original opinions about traditional education vs. nontraditional
education. One respondent is quoted “It makes me want to gather more information on
traditional vs. nontraditional education”.
Discussion
It was difficult to find literature to support the assumption that professor’s bias of
methods influences student teacher methods choices. An underlying theme that is exposed
during the literature review is the contradictory and discrepancy of definitions for alternative and
non-traditional education. Through the various research that was reviewed the term non-
traditional education and alternative education was used synonymously. Further evaluation of
the definitions has not assisted in refining the literature search or analyzing the results of the
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study. The National Center for Educational Statistics provides definitions to the U.S.
Department of Education. The terms are broken down into areas which include typology,
program emphasis, and private school. Typology is then broken into three categories; Catholic,
other religion and non-sectarian. Program emphasis is broken into several categories that
include; regular, Montessori, special program emphasis, special education, vocational, alternative
and early childhood (National Center for Educational Statistics, 2013). The confusion begins
with the definition provided for alternative education “Alternative schools provide nontraditional
education. They fall outside the categories of regular, special education, and vocational
education.” (National Center for Educational Statistics, 2013, pp. A-2). The definition includes
the term nontraditional education which has been used interchangeably with the word that is
being defined. The confusion continues as the charts are evaluated. Montessori has been singled
out as a program emphasis category. There is no explanation why and this is compelling as there
are many pedagogies that are followed by both private and public programs.
Another discussion point is that the doctorate students responded that all but one of them
that nontraditional education was not discussed at the university level. One of the following
questions was their understanding of different methodologies. Some of the participants ranked
understanding at the level of a six and seven on thoroughly understand this nontraditional
methodology. A subsequent question should have asked how they gained this knowledge if it
was not gained in university. One doctorate student responded that he thoroughly knew several
of the methodologies presented including the Montessori pedagogy. The only other individual
who ranked themselves as thoroughly understanding this methodology is a trained Montessorian
herself. This reflects that some individuals do not know that they do not understand a
methodology. This is also a revealing piece of how teachers views methodology and their own
15NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
understanding. This individual stated that nontraditional education was not discussed during his
university experience and wanted to learn more. If he is stating that he never learned
nontraditional education methods and states later is the survey that he wants to learn more, how
can he state that he thoroughly understands nontraditional education methods?
Rich and Ray, two participants in the study, peaked my interest. The two participants
proved my hypothesis that university faculty influence teachers and potentially impose a bias
about nontraditional education. They both stated that they did not learn about nontraditional
education at university. They both can be viewed knowing the least amount of information
regarding specific methodologies which included them disclosing that they each have not heard
of at least five of the fourteen methodologies mentioned. In the two opinion questions about
nontraditional education vs. traditional education they both supported traditional education.
When asked about who influenced their methodology choices they were the only two
participants that responded university professors. Ray is quoted “It does not change my opinion
about traditional schools vs. non-traditional. I feel that public schools offer a wider perspective
on life than non-traditional. I do feel though that non-traditional schools offer an excellent
alternative to traditional and may even provide better educational experiences at the sacrifice of
wider social experiences.” This quote does pose to be a contradiction because he is stating there
is sacrifice for the student’s social development; however he has disclosed earlier in the survey
that he does not know enough or experienced enough nontraditional education settings. What is
the opinion based on? The assumption can be the information provided at the university setting.
Conclusion
It disturbs me that seven of eight doctorate students report that nontraditional education
was not defined or discussed during their university experience. What is more perplexing is that
16NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
these doctorate students ranked themselves and knowing many forms of nontraditional
education. Further evaluation and research should be in the area of exact content knowledge of
the different methodologies and where they learned the methodologies. I would hope that I
doctorate student would not have rated themselves of thoroughly knowing a pedagogy if they
have never observed, visited or worked in one of these settings. I do not think that it is possible
to thoroughly understand a methodology just through an academic discussion or reading about it.
A follow up question to one of the participants about academic discussions at the university
level. She stated that there was one discussion about Montessori for a few minutes by the
professor in one university class she took at the undergraduate level. The participant stated it was
not very positive and actually lacked factual details and the university professor even shared
false information. This bias and lack of respect to a methodology continues my hypothesis that
university professors perpetuate negative and false views about nontraditional education.
From 1999-2000 academic year to the 2010-11 academic year, the number of students
enrolled in public charter schools increased from 0.3 million to 1.8 million students. During this
period, the percentage of all public schools that were public charter schools, based on schools
that reported enrollment, increased from 2 to 5 percent, comprising 5,300 schools in 2010-11
(U.S. Department of Education, 2013). The National Center for Educational Statistics (2013)
reports that there were 33,366 private schools in 2010. The schools provided education for
4,700,119 children and employed 482,947 teachers. These large numbers support the
recommendation that universities need to better educate the student teachers in various
methodologies and education models that are available in the community.
A review of the literature review demonstrates various definitions for nontraditional and
alternative education. There needs to be an agreement at the highest levels what these terms
17NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
mean and carry this over to the universities and training institutes. If everyone uses the same
language there will be less confusion. Teachers, professors, students, and parents will have a
better understanding and can make better choices.
A variable that was left out of the discussions was the lifestyle choice or even the impact
of unions as an influential choice in methodology selection. Most private schools do not have
unions and do not employ based on tenure but actually require teachers to perform and are
evaluated annually. Traditional schools are supported by unions which is a lifestyle choice. This
is a large influencing factor as well that was not evaluated. Private schools also may have altered
work schedules requiring to work summers, weekends or event typical school holidays. Once
again this lifestyle choice could be a factor in regards to methodology selection.
This study is a small evaluation that supports the recommendation that universities need
to do a better job in preparing students for all forms of education opportunities. New York
Times (2009) printed a quote from a recent graduate facing the fact that she now had to apply for
teaching positions in private schools since the job market in New York would not allow her to
apply for teacher positions in the public sector; she is quoted “I need to rethink my entire career.”
This is appalling coming from a new graduate who should have been prepared for all of the
opportunities that are available in the field of education. She should not have to rethink her
entire career if she was well prepared in methodology and expectations in different settings. A
university should prepare their students for all areas of the industry not just the most desirable or
preferable by the university professor.
18NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
References
Aron, L. (2006). An overview of alternative education. Washington, DC: The National Center of Education and the Economy. Retrieved November 11, 2013, from http://www.ncee.org/
Bhatti, M. (2012). Dimensions of good university teaching: Faculty and department chiar's perspectives. Design and Technology Education: An International Journal, 44-53.
de Bilde, J., Van Damme, J., Lamote, C., & De Fraine, B. (2013). Can alternative education increase children's early school engagement? A longitudinal study from kindergarten to third grade. School Effectiveness and School Improvement, 24(2), 212-233. doi:10.1080/09243453.2012.749795
Hernandez, J. (2009, May 11). For many teachers a famous f. Retrieved from New York Times: http://www.nytimes.com/2009/05/11/nyregion/11teachers.html?_r=0
Hosley, N., Hosley, J., & Thein, M. (2009). Survey and analysis of alternative education programs II. Harrisburg: Center for Rural Pennsylvania.
Jolivette, K., McDaniel, S., Sprague, J., Swain-Bradway, J., & Ennis, R. (2012). Embedding the positive behavioral interventions and suppots framework into the complex arrya of practices within alternative education settings: A decision -making process. Assessment for Effective Intervention, 38(1), 15-29. doi:10.1177/1534508412454450
Kraftl, P. (2012). Towards geographies of 'alternative' education: A case study of UK home schooling families. Transactions of the Institute of British Geographers, 436-450. doi:10.1111/j.1475-5661.2012.00536.x
Miller, R. (1997). "Partial Vision" in alternative education. The Journal of Alternative Education, 14(3), 27-33.
National Center for Educational Statistics. (2013, November 29). Fast Facts . Retrieved from National Center for Educational Statistics: http://nces.ed.gov/fastfacts/display.asp?id=372
Padilla, K., Ponce-de-Leon, A., Rembado, M., & Garritz, A. (2008). Undergraduate professors' pedagogical content knowlege: The case of "amount of substance". International Journal of Science Education, 30(10), 1389-1404. doi:10.1080/09500690802187033
Sliwka, A. (2013, November 27). Organization for Economic cooperation and Development . Retrieved from OECD.org: http://www.oecd.org
Stier, J. (2010). International education: Trends, ideologies and alternative pedagogial approaches. Glabalisation, Societies and Education, 8(3), 339-349. doi:10.1080/14767724.2010.505095
Talvitie, U., Peltokallio, L., & Mannisto, P. (2000). Student Teachers' view about thier relatipnships with university supervisors, cooperating teachers and peer student teachers. Scandinavian Journal of
19NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Educational Research, 1, 79-88.
U.S. Department of Education, N. C. (2013). The Condition of Education 2013. Retrieved from Charter School Enrollment.
20NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 1
Doctorate Students Employment Settings
21NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 2
Coding
22NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 3
Coding
Q3
Prefer Traditional Methods
Prefer Non traditional Methods
Like the choice
Do not understand terms
How would you describe your feelings towards non-traditional education?
Anna
Each child is unique.Each child should have the priviledge to be taught in a way that fits him best. 1
Betty
I am open minded about all forms of education as a result of my career as an educational consultant and as a college instructor. It has been my job to learn and understand about different forms of education so that I can accurately inform my students or clients. It has also allowed me to work with clients that follow different philosophies or methods. I believe that not every school is right for every child and not every child is right for every school. 1
Carl
I feel that non-traditional education is a great alternative to traditional forms. I feel that they provide 1
23NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
increased opportunity for students who desire a specific style and type of education.
DarrenPersonally i prefer traditional education. 1
Erin
I would need to know more information to make an inform decision. 1
Fran
I am in favor of nontraditional schools. I taught at a Friends School for the first 8 years of my teaching career. What a joy to be so supported 1
Gary I am not familiar with this term. 1
24NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Hank
I think non-traditional education is better for students because traditional schools are usually stuck in mandates from a higher power that stifles most teachers creativity and forces new initiatives on them too often. 1
25NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 4
Doctoral Students Opinions Regarding Nontraditional Education
26NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 5
Participant knowledge of nontraditional education methods taught in University
Note: The participants were asked to rank their answer on a Lickert Scale from 1-7. One was selected if nontraditional education was never discussed and seven if it was thoroughly discussed. Six participants ranked their answer that during university studies nontraditional education was never discussed. Two participants ranked their answer a three out of seven.
27NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 6
Doctorate Students Understanding of Various Nontraditional Methods on a Lickert Scale
28NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION
Table 7
Are you aware that the NYS Commissioner of Education, John King sends his own children to a Montessori School?
Note: 12% represents only 1 participant of the 8 participants.
29NEW TEACHER BIAS FOR NONTRADITIONAL EDUCATION