A comparison of selected public and private physical education teacher preparation programs in North Carolina.

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Ponder, Frederick
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Middle Tennessee State University
The population used in this study was taken from the ten selected four-year public and private institutions in North Carolina. The total population of the ten institutions which participated included male and female physical education administrators, faculty, and librarians, making a total of fifty individuals. Data were collected by using the visitation-interview and the Bookwalter-Dollgener Score Card questionnaire. The investigator administered the score card at each of the institutions involved.
The public institutions as a group ranked the aspects of developing undergraduate professional preparation programs for physical education teachers as follows: first, Indoor Facilities and last, Library-Audio Visual Aids.
Private institutions collectively ranked Curriculum Policies and Practices first and Library-Audio Visual Aids last as the aspect for developing undergraduate teachers.
It was noted that respondents in public institutions gave highest priority to Indoor Facilities, whereas those in the private institutions gave highest priority to Curriculum Policies and Practices. Both groups, however, gave lowest priority to Library-Audio Visual Aids.