ERIC Number: ED040955
Record Type: RIE
Publication Date: 1970-Feb
Reference Count: 0
Differential Efficacy of Three Supervisory Methods for Development of a Teaching Strategy.
James, Helen H.
A study was conducted to determine the effects of three university supervisory approaches on the development of classroom techniques common to a specific teaching strategy. The 20 subjects, student teachers who had been introduced in a methods course to the inductive indirect teaching strategy desirable for science teachers, underwent three different supervisory treatments. Group 1 received traditional supervision: classroom visits from the university supervisor, each followed by a conference to reexamine the student teacher's behavior. Group 2 received traditional supervision supplemented by viewings and discussion of selected films and video tape recordings of experienced teachers using the teaching strategy. Group 3 received traditional supervision supplemented by viewings of video tape recordings of their own teaching behavior. A rating of each subject's teaching performance was obtained from a 20-minute video taped post-lab discussion session. The degree of inductive indirect strategy exhibited was measured with the Teaching Strategies Observation Differential (TSOD) (SE008 655) by four trained raters, two randomly assigned to view each tape. Overall results of the study were not statistically compelling although group norms on the criterion measure follow the hypothesized trend. It was inferred that the Group 3 treatment was more successful than that of Group 1. Results did not clearly define the effects of the Group 2 treatment. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teaching Strategies Observation Differential
Note: Paper presented at annual meeting, AERA, Minneapolis, 1970