ERIC Number: ED032291
Record Type: RIE
Publication Date: 1969-Mar
Reference Count: 0
The Effect of Individual Differences on Observational Learning in the Acquisition of a Teaching Skill. Final Report.
McDonald, Frederick J.; Koran, Mary Lou
A study examined the effects of verbal and perceptual dimensions of individual differences in relation to the efficacy of two different kinds of modeling procedures in the acquisition of a teaching skill (analytic questioning). Aptitude tests for cognitive factors plus specially developed audiovisual tests were administered to 121 intern teachers randomly assigned to three treatment groups: a film-mediated modeling treatment (a filmed portrayal of analytic questioning); a written modeling treatment (a text of the film sound track); and a control treatment which received no model, but went through all other steps including initial instructions and microteaching pretest and two cycles of models, rehearsal, and microteaching. The criterion performances assessed by trained raters included the frequency, variety, and quality of analytic questions used in three separate teaching sessions in addition to scores on two written posttests. Instructional treatment main effects as well as aptitude by treatment interactions were investigated using analysis of variance and comparison of regression slopes. Findings, which supported hypotheses, suggest that the rate and level of learning of a specific teaching strategy varies as a function of model presentation (film-mediated modeling most effective: no modeling least effective); and that the effectiveness of instructional methods varies from S to S with such differences being related to trainee aptitudes. (ED 017 985 and ED 028 892 are related documents.) (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. School of Education.