MEASURING TEACHERS STRUCTURAL KNOWLEDGE

Long-term effects of a teacher education program on beginning teachers ' cognitive structures for classroom management, and relationships bet ween various measures of cognitive structure were investigated. Nine e lementary teachers completed an ordered tree and a concept mapping exe rcise of the domain classroom management one year after program comple tion. Comparisons of follow-up data with exit scores revealed a positi ve but non-significant trend toward greater organization. Correlations between the ordered tree and the scores derived from concept maps rev ealed significant relationships between the ordered tree and the scori ng procedure of Roehler, Duffy, Conley, Hermann, Johnson, and Michelso n (1990). Implications for the measurement of cognitive change in teac her education students are discussed.