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Effects of Modeling and Feedback Treatments on the Development of Teachers' Questioning Skills. Technical Report No. 6 [microform] / Karen E. Claus
Bib ID 5203740
Format BookBook, MicroformMicroform, OnlineOnline
Author
Claus, Karen E
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1969 
55 p. 
Summary

The effects of cueing procedures in modeling and in feedback treatments on the acquisition of teacher questioning behavior were investigated in order to determine if, as hypothesized, providing cues from a supervisor on the desired behavior during modeling and feedback treatments would increase the frequency of a teacher's use of higher-order questions (those that encourage more complex pupil thinking). A presentation-practice-feedback instructional paradigm was used within a microteaching format: (1) 10-minute pretest teaching session, (2) viewing of videotaped models displaying the criterion behavior, (3) practice in matching the model behaviors in a videotape microteaching session, (4) viewing the playback, (5) posttest teaching session. The 40 preservice elementary teachers were randomly assigned to four experimental conditions in a 2 x 2 fixed-effects design: (a) no cues in either modeling or feedback conditions, (b) cues only in feedback conditions, (c) cues only in model treatments, (d) cues in both training conditions. Transcripts of the teaching session were rated independently, using an eight-category system developed to rate the dependent variable questions. Analysis of variance produced findings supporting part of the hypotheses: it was concluded that in the acquisition of a complex teaching skill, observational learning with cueing is more effective than feedback, with or without cueing, in producing desired behavior change. (JS)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Elementary School Teachers.  |  Models.  |  Preservice Teacher Education.  |  Questioning Techniques.  |  Videotape Recordings.  |  Feedback.  |  Prompting.  |  Teaching Models.  |  Teaching Skills.  |  Training Methods.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
Available From ERIC 
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008 080220s1969    xxu ||| b     ||| | eng d
035 |9(ericd)ED033081
035 |a5203740
037 |aED033081|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aClaus, Karen E.
245 1 0 |aEffects of Modeling and Feedback Treatments on the Development of Teachers' Questioning Skills. Technical Report No. 6|h[microform] /|cKaren E. Claus.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1969.
300 |a55 p.
500 |aSponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.|5ericd
520 |aThe effects of cueing procedures in modeling and in feedback treatments on the acquisition of teacher questioning behavior were investigated in order to determine if, as hypothesized, providing cues from a supervisor on the desired behavior during modeling and feedback treatments would increase the frequency of a teacher's use of higher-order questions (those that encourage more complex pupil thinking). A presentation-practice-feedback instructional paradigm was used within a microteaching format: (1) 10-minute pretest teaching session, (2) viewing of videotaped models displaying the criterion behavior, (3) practice in matching the model behaviors in a videotape microteaching session, (4) viewing the playback, (5) posttest teaching session. The 40 preservice elementary teachers were randomly assigned to four experimental conditions in a 2 x 2 fixed-effects design: (a) no cues in either modeling or feedback conditions, (b) cues only in feedback conditions, (c) cues only in model treatments, (d) cues in both training conditions. Transcripts of the teaching session were rated independently, using an eight-category system developed to rate the dependent variable questions. Analysis of variance produced findings supporting part of the hypotheses: it was concluded that in the acquisition of a complex teaching skill, observational learning with cueing is more effective than feedback, with or without cueing, in producing desired behavior change. (JS)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aElementary School Teachers.|2ericd
650 0 7 |aModels.|2ericd
650 0 7 |aPreservice Teacher Education.|2ericd
650 0 7 |aQuestioning Techniques.|2ericd
650 0 7 |aVideotape Recordings.|2ericd
650 1 7 |aFeedback.|2ericd
650 1 7 |aPrompting.|2ericd
650 1 7 |aTeaching Models.|2ericd
650 1 7 |aTeaching Skills.|2ericd
650 1 7 |aTraining Methods.|2ericd
710 2 |aStanford Univ., CA. Stanford Center for Research and Development in Teaching.
856 4 1 |uhttps://eric.ed.gov/?id=ED033081
984 |aANL|cmc 2253 ED033081|d77000000043957
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