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ERIC Number: ED048110
Record Type: RIE
Publication Date: 1971
Pages: 15
Abstractor: N/A
Reference Count: 0
The Effect of Perceptual and Symbolic Models on the Verbal Behaviors of Student Teachers.
Fitzgerald, Russell
This investigation sought to determine the effects of a perceptual modeling concept, presented during the preservice experience, on the verbal behaviors of student teachers in their student teaching experience. Fifty-two preservice teachers were randomly assigned to an experimental or control group. The experimental group received instruction through perceptual modeling of the ten categories of a modified Flanders Interaction Analysis System presented via video tape and discussion. The control group received instruction through discussion and other verbal means only concerning the concepts of the modified Flanders System. Subjects were observed in the classrooms by three observers utilizing a modified Flanders instrument. Verbal behavior was recorded in each of five observations of 15 minutes each for each subject. A multiple t test program was used to compare the selected verbal behavior variables of the two groups. Student teachers receiving perceptual modeling exhibited significantly different verbal behavior. The experimental group 1) used more acceptance of student feelings, 2) used more praise, 3) used more acceptance and clarification of student ideas, 4) used less lecture, 5) spent less time in direction giving, 6) spent less time in criticizing students, 7) stimulated more student talk, 8) used less extended direct talk, 9) used more indirect talk, and 10) used more extended indirect talk. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Flanders System of Interaction Analysis
Note: Paper read at annual meeting, AERA, 1971