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A factor analytic study of conceptual systems theory and the genotypic and phenotypic characteristics of teacher trainees: Toward the development of a typology

Author

Stanley Augustus France Jr., University of the Pacific

Date of Award

1971

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

First Advisor

Douglas R. Moore

First Committee Member

Fay Coleman

Second Committee Member

Jerald Nelson

Third Committee Member

James McIlwrath

Fourth Committee Member

W. Preston Gleason

Abstract

The purpose of the study was to attempt to derive and validate a typology of teacher trainees based on Conceptual Systems theory. In order to empirically validate the theoretically derived typology,three steps, each with a different purpose were needed. First, the constructs were operationally defined. Second, the interrelations of the constructs were established. Third, the types were determined as similar to theoretical expectations as possible. The first step was necessitated in more complex form than is usually done because of certain problems associated with the statistical procedures used. The reasons for this step will be more fully developed in the following two chapters.

Pages

233

Recommended Citation

France, Stanley Augustus Jr.. (1971). A factor analytic study of conceptual systems theory and the genotypic and phenotypic characteristics of teacher trainees: Toward the development of a typology. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3024