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The Use of Feedback from Students in the Preservice Training of Teachers [microform] / Kevin A. Ryan
Bib ID 5255551
Format BookBook, MicroformMicroform, OnlineOnline
Author
Ryan, Kevin A
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1974 
18 p. 
Summary

Studies conducted at Stanford University and the University of Chicago in the use of student feedback in the training of beginning teachers are reported, compared, and discussed. In the Stanford study 80 subjects were divided into three treatment groups and one control group, and each subject was videotaped four times. Students of the subjects completed feedback forms which were transmitted to the subjects in one of three ways: a) teachers were given the forms and told to read them; b) a supervisor summarized the contents of the forms and rendered them as his own opinion; and c) the forms were given to the subjects with the supervisor's comments. The results of the experiment show no significant difference in the behavior of any of the groups and negate the hypothesis that student feedback is effective in promoting change in the behavior of beginning teachers. The University of Chicago study, while similar to the one conducted at Stanford, was specifically designed to strengthen the treatment and eliminate some of the difficulties of the Stanford study. Sixty-nine subjects were divided into four experimental groups. The results of the second study support the finding of the first, that is, student feedback does not promote positive change in teaching behavior on the part of beginning teachers. (HMD)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 1974.

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 Beginning Teachers.  |  Behavior Change.  |  Educational Research.  |  Feedback.  |  Inservice Teacher Education.  |  Student Attitudes.  |  Teacher Education.  |  Stanford University CA University of Chicago IL
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