ERIC Number: ED063278
Record Type: Non-Journal
Publication Date: 1972-Apr
Reference Count: N/A
Evaluative Follow-Up of Teacher Corps Interns: An Analysis of Teacher Behavior. Final Report.
Smith, Floyd R.; Stolarz, Theodore J.
This study is a systematic follow-up, undertaken by the Chicago Consortium, to evaluate the classroom performance of its graduates. Inferences about their effectiveness were made through assessments of their observed behavior, using the Classroom Observation Record (COR) and the Flanders Interaction Analysis Categories (FIAC). Trained observers observed each graduate intern two times. They also obtained data on two control groups matched on important variables for comparative purposes: a) a random selection of teachers with similar experience, and b) experienced teachers who were designated superior. Outcomes of the study are as follows: no significant differences were found between the graduate interns and the two control groups on the FIAC. Significant differences, ranking superior teachers first and graduate interns second, were found on major variables of the COR; the most striking result was the sameness of the three study groups on the FIAC. Also noteworthy was the inability of superior teachers to display any of the distinguishing features of other superior groups cited in the research. The feasibility of using school system personnel as observers was demonstrated. School system cooperation, although difficult to give in the normal functioning of the schools, was excellent. Further research and innovative programs are recommended. A 32-item bibliography, tables, figures, and appendixes are included. (Author/MJM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Chicago Consortium of Colleges and Universities, IL.
Identifiers - Assessments and Surveys: Flanders System of Interaction Analysis