ERIC Number: ED058149
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
The Experimental Analysis of Training Procedures for Preschool Teachers.
Thomson, Carolyn L.; And Others
Seven procedures are analyzed to discover their effectiveness in changing teachers' priming or reinforcement of peer interactions or verbal behaviors in preschool children. The procedures were applied to 23 teachers at the laboratory preschool of the University of Kansas, and training of two Head Start teachers was done in their home settings. The effect of observing good teachers was short lived. Assignments to identify and plan for specific behaviors successfully increased and maintained five teachers' behaviors, and a cuing procedure was successful with two teachers. Three kinds of consequence procedures were analyzed: feedback from observers, feedback from graphs, and on-the-spot feedback. Observer feedback produced increases in teacher behavior each of the four times it was used. Graph feedback was successful with four teachers but produced no change in another four. On-the-spot feedback produced behavior changes nine of the 12 times it was used. A self-counting procedure resulted in behavior changes for each of the three teachers who used it. The behaviors of 13 out of 18 children increased concurrently with an increase in their teachers' behaviors. The results verify that the behaviors the teachers acquired during training were functional, and that the modification of the teacher behavior modified the child behaviors. (MBM)
Descriptors: Behavior Change, Preschool Teachers, Preservice Teacher Education, Reinforcement, Teacher Behavior, Teacher Education
Carolyn L. Thomson, Dept. of Human Development, Univ. of Kansas, Lawrence, Kansas 66044 (single copy free)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Kansas Univ., Lawrence. Dept. of Human Development.