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ERIC Number: ED028982
Record Type: RIE
Publication Date: 1969-Feb
Pages: 21
Abstractor: N/A
Reference Count: 0
The Effects of Individual Differences on Observational Learning in the Acquisition of a Teaching Skill.
Koran, Mary Lou; And Others
A study examined the effects of verbal and perceptual aptitudes in relation to the efficacy of two different kinds of modeling procedures (written and filmed presentations) in the acquisition of a teaching skill (analytic questioning). It was anticipated that for Ss receiving the film-mediated model, criterion scores would show stronger relation to perceptual abilities, while for Ss receiving the written model, they would show stronger relation to verbal abilities. Following administration of aptitude tests, 121 Stanford teacher trainees were randomly assigned to three treatment groups: one using a filmed portrayal of analytic questioning; one, a written text from the film sound track; and another, a control treatment which included no model. All Ss received the initial instruction and microteaching pretest followed by two cycles of models, rehearsal, and microteaching. Classroom performance measures of the use of analytic questioning in three separate microteaching sessions were obtained by four raters who independently assessed typed transcripts of the sessions; two written posttests were also administered. Results of analysis of variance showed that both modeling treatments produced greater behavior change than the control treatment, and that film-mediated modeling was consistently more effective than written modeling. Results of regression analysis indicated that visual or verbal modes of instructional presentation may or may not be related to corresponding scores of perceptual or verbal aptitude tests. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Presented at the annual meeting of the American Educational Research Association, Los Angeles, California, February 1969