The quantitative plant species composition of the rumen contents of a large number of individuals from eight East African herbivores was determined by direct visual analysis. All plant species were classified as either C or C, and an estimated δC for the rumen sample was calculated. This estimated value was compared to a measured value determined directly from rumen subsample. The two methods of determining quantitative C and C composition differed by less than 1%, and the isotopic analysis has the advantage of being rapid and totally objective.The isotopic analysis allowed us to differentiate between grazers and browsers and to determine the quantitative dependence of each animal on C and C photosynthetic types. Kongoni, wildebeest, cattle, and sheep were nearly pure grazers on the Athi Kapiti Plains; and the Grant's gazelle were predominantly browsers. Thompson's gazelle, goast and impala were intermediate. The species most dependent upon browse showed a marked and rapid shift to grass within a few days following rain. This isotopic method may have general utility in the study of East African ecology.
A limited amount of educational research has been conducted to determine the influence cooperating teachers have on the educational philosophy of student teachers. Most of the studies surveyed : (a) suggested further research into the compatibility of philosophical ·beliefs held by student teachers and cooperating teachers; (b) conclude that cooperating teachers, moderately or greatly, influence student teachers' attitudes; or (c) report conflicting positions on the impact of cooperating teachers on student teachers assigned to them for practical classroom experiences. Butzow and Ryan (1975) implied that the stress of evaluation of student teaching, as well as the socialization pressures in the schools, force the student teacher to behave in a less eclectic manner than (s)he would choose freely. Hence, the opportunity to draw voluntarily from a range of philosophical positions is not reinforced, and either role models or real ones in the schools nullify much of the student teacher's training.Cooperating teachers were found by Yee (1969) to wield the greatest influence upon student teachers' attitudes. Thus, the attitudes of student teachers toward young people in elementary and secondary situations reflect the predominant influence of their cooperating teachers. In a similar study, Jensen (1971) investigated changes in the educational values perceptions of student teachers, cooperating teachers, and university professors. Comparison of pretest scores showed a significant difference between all groups. Although the differences in posttest scores were not significant, it was noted that the greatest congruence was between student teachers and cooperating teachers, while there was some dissonance with university supervisors.Wiley (1972) and Casey and McNeil (1972) found elementary student teachers to be more congruent with classroom teachers. Price (1961) also discovered that attitudes of elementary student teachers changed considerably after their teaching experience. The distinctive change tended to be in the direction of attitudes held by classroom teachers with whom the student teachers worked. In addition, the Zevin (1974) study concludes that student teachers tend to imitate their cooperating teachers in the field, regardless of the approval or disapproval of the college supervisor.To determine the selective educational values of prospective secondary school teachers and the relationship of these values to the philosophical and biological (age and sex) backgrounds of these individuals, Nelson and Ahmed (1972) randomly selected 67 students from the 301 enrolled in Education 502, the American School System. A battery of tests utilized to measure educational values of prospective secondary teachers evidenced distinct established positions with regard to whether they would operate from a progressivistic (idealistic) or essentialistic (realistic) frame of reference as teachers. Identified with progressivistic educational values were those prospective teachers who were: (a) philosophically classified as idealistic,...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.