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ERIC Number: ED011261
Record Type: RIE
Publication Date: 1967-Feb-18
Pages: 24
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A COMPARISON OF DIFFERENT MODELING PROCEDURES IN THE ACQUISITION OF A TEACHING SKILL.
ALLEN, D.W.; AND OTHERS
TO DETERMINE THE RELATIVE EFFECTIVENESS OF THREE MODELING PROCEDURES FOR MODIFYING TEACHER BEHAVIOR (APPLIED, ILLUSTRATIVELY, TO HIGHER-ORDER QUESTIONING BEHAVIOR), VIDEOTAPES WERE MADE OF A SERIES OF FOUR MICROTEACHING SESSIONS REPRESENTING IN A 2 X 2 X 2 FACTORIAL DESIGN (N 103) THAT FURNISHED EIGHT EXPERIMENTAL GROUPS, (1) SYMBOLIC VERSUS PERCEPTUAL MODELING--SOME GROUPS READ WRITTEN SCRIPTS, WHEREAS OTHERS SAW THE ENACTMENT OF THE SCRIPTS, (2) PURE VERSUS MIXED LESSONS--POSITIVE INSTANCES ONLY VERSUS POSITIVE AND NEGATIVE INSTANCES OF THE BEHAVIOR TO BE LEARNED, AND (3) MATCHING IN THE SPECIFIC CASE VERSUS MATCHING IN PRINCIPLE--SOME GROUPS PERFORMED THE SAME LESSON AS THE MODE, WHEREAS OTHERS USED ANY LESSON THAT MATCHED THE MODEL IN PRINCIPLE. TRANSFER WAS TESTED BY REQUIRING TEACHER TRAINEES TO INCORPORATE QUESTIONING SKILL IN A DIFFERENT LESSON CONTEXT. AS MEASURED BY PERCENT OF HIGHER-ORDER QUESTIONS OUT OF TOTAL QUESTIONS ASKED IN A 5-MINUTE TEACHING SESSION, ALL GROUPS SHOWED SIGNIFICANT GAINS OVER SESSIONS. SPECIFIC FINDINGS WERE--(1) THE PERCEPTUAL AND SYMBOLIC MODES DID NOT DIFFER, (2) POSITIVE INSTANCES ONLY APPEARED TO LEAD TO GREATER TRANSFER, AND (3) EXACT MATCHING PRODUCED THE GREATER NUMBER OF HIGHER-ORDER QUESTIONS BUT DID NOT TRANSFER TO A NEW LESSON. THIS PAPER WAS PRESENTED AT THE MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 16-18, 1967). (HA)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New York (New York)