Changing Teacher Performance with Protocols [microform] / Gary R. Galluzzo
- Bib ID:
- 5411949
- Format:
- Book and Microform
- Author:
- Galluzzo, Gary R
- Online Version:
- https://eric.ed.gov/?id=ED215973
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1982
- 15 p.
- Summary:
-
This study examined whether selected protocol materials in classroom management, used in inservice courses, would bring about long-term significant changes in teachers' classroom performance. Fifteen teachers participated in the study by taking an inservice course on classroom management and discipline. Two modules of classroom management behaviors were taught. The first module consisted of group alerting behaviors, including questioning techniques, recitation strategy, and alerting non-performers that they may be called upon to recite; the second module demonstrated teacher behaviors that encourage "withitness" in the students, including desisting from off-task behavior, describing desirable behavior, suggesting alternate behavior, and praising non-deviant behavior. For each module, both positive and negative behaviors were introduced to the inservice teachers, and, after completing the overview, the subjects practiced identifying the specific behaviors on transcripts of actual classroom interaction. The group observed a film of a class in which the teacher demonstrated the behaviors in the module. Teachers were asked to identify and label the behaviors as they were used. Following the film, there was a discussion of the behaviors. Teachers were observed in their classrooms immediately following completion of the modules, and two observations were made three and six weeks later. Findings indicated that, while the teachers used newly learned behaviors immediately following the training sessions, long-term changes in behaviors were difficult to determine. (JD)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
- Reason for copyright status:
- Until 2052 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1982
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Training Teachers Through "Behavioral Self-Observation." [microform] / Carl E. Thoresen and Others
- A Manual for Developing Reasonable, Objective, Nondiscriminatory Standards for Evaluating Teacher Performance [microform] / J. Everette DeVaughn
- Transfer of Instructional Behavior and Performance Acquired in Simulated Teaching [microform] / Edmund T. Emmer
- Teachers and Behavior Modification [microform] / Sherman Frey
- The Influence of Immediate Feedback on the Behavior of Teachers-In-Training. Final Report [microform] / Stuart Silverman and Ellen Kimmel