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ERIC Number: ED085178
Record Type: RIE
Publication Date: 1970
Pages: 144
Abstractor: N/A
The Relative Effects of Alternate Instructional Sequences Including Interaction Analysis and Piaget-Type Interviews on Teacher Concerns and Behavior in Elementary School Science.
Jones, Linda
Two experiences designed to develop perceptual frameworks for bringing education course content into personal relevance were tested. The study examined the effects of two experimental and one control experiences on change in teacher behavior and concern level. Forty-nine beginning preservice teachers were randomly assigned to one of three treatments: (1) training an interaction analysis, (2) training in conducting and interpreting Piaget-type interviews with children, and (3) a control treatment of elementary school science methods. Teacher behavior and concern level were measured on a pre, post, delayed post basis. Science lessons taught one-to-one to elementary pupils were analyzed by the Instrument for Analysis of Science Teaching (Hall) for behavior data. Analysis of covariance with pretest scores as the covariate showed that the type of introductory experience made no difference in change in concern level and little difference in teacher behavior change. The interaction action group became more flexible than did the Piaget-type interviewing group. It was concluded that flexibility may be the first behavior factor of those examined to be altered by interaction analysis. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-144 Microfilm-$4.00, Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Texas at Austin