ERIC Number: ED038365
Record Type: RIE
Publication Date: 1970-Jan
Reference Count: 0
The Use of the Portable Videotape Recorder In Helping Teachers Self-Evaluate Their Teaching Behavior.
Ward, Phillip M.
The stated null hypothesis of this study is that "there will be no significant difference in criterion instrument scores which measure the numbers of types of questions (basic, leading, probing) which teachers ask their students among the following groups of inservice elementary teachers who purposefully self-evaluate their teaching by (1) self videotapes, (2) self audiotapes, (3) a combination of self videotapes and model videotapes, and (4) reflective evaluation only (i.e., without mechanical or electronic equipment)." Based on a modified version of the pre-post-test control group design, the experiment involved 78 experienced elementary school teachers randomly assigned to one of the four evaluation-treatment groups and one of the two time-treatment groups (either a single, concentrated evaluative procedure or one extended over a 3-week period of time). Included in the design of the study was systematic instruction in questioning skills techniques and in the use of the portable videotape recorder and the self-evaluation instrument. Findings of the study (based on statistical analysis of data provided by 188 videotapes rated by three trained raters and suggesting a variety of areas in need of further research) are presented and analyzed in terms of differences in questioning behavior which resulted from the various treatment combinations. Appended to the extensive report are such materials as a 96-item bibliography, evaluative and criterion instruments, and self-evaluation forms. (JES)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Berkeley.