ERIC Number: ED033081
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Effects of Modeling and Feedback Treatments on the Development of Teachers' Questioning Skills. Technical Report No. 6.
Claus, Karen E.
The effects of cueing procedures in modeling and in feedback treatments on the acquisition of teacher questioning behavior were investigated in order to determine if, as hypothesized, providing cues from a supervisor on the desired behavior during modeling and feedback treatments would increase the frequency of a teacher's use of higher-order questions (those that encourage more complex pupil thinking). A presentation-practice-feedback instructional paradigm was used within a microteaching format: (1) 10-minute pretest teaching session, (2) viewing of videotaped models displaying the criterion behavior, (3) practice in matching the model behaviors in a videotape microteaching session, (4) viewing the playback, (5) posttest teaching session. The 40 preservice elementary teachers were randomly assigned to four experimental conditions in a 2 x 2 fixed-effects design: (a) no cues in either modeling or feedback conditions, (b) cues only in feedback conditions, (c) cues only in model treatments, (d) cues in both training conditions. Transcripts of the teaching session were rated independently, using an eight-category system developed to rate the dependent variable questions. Analysis of variance produced findings supporting part of the hypotheses: it was concluded that in the acquisition of a complex teaching skill, observational learning with cueing is more effective than feedback, with or without cueing, in producing desired behavior change. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.