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ERIC Number: ED245923
Record Type: RIE
Publication Date: 1984-Apr
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of a Written Protocol Model on Teacher Acquisition of Extended Wait-Time.
DeTure, Linda R.; Miller, Ann P.
Research has shown that wait-time (the amount of silence between teacher and student echances) is a part of an interdependent student-teacher interaction system and that the manipulation of this variable has measurable effects on teacher input variables, student outcome variables, and acquisition variables. Since the acquisition of extended wait-time is and has been a major concern in teacher education, an inexpensive, readily accessible wait-time training model was developed and validated. In addition, the effects of extended wait-time on associated discourse variables (including repeated verbal patterns, question frequence and type, compliance moves, and reward patterns) were examined. A written protocol model was used as the training method for a group of 23 inservice teachers. Preservice teachers (N=23) served as the non-equivalent control group. Each subject taught a series of inquiry lessons to a group of four elementary-aged pupils, taped each lesson, and analyzed the wait-time according to procedures in the protocol. Results indicate that teachers could significantly increase their wait-time and could reach criteria (3 seconds) in two sessions. In addition, the teacher-calculated wait-time did not differ significantly with a microcomputer pause analysis apparatus. This desired effect supported the hypothesis that teachers learn and accurately calculate their own wait-time using the written protocol model. (Author/JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research; Wait Time
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (57th, New Orleans, LA, April, 1984). Document contains light, broken type.