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ERIC Number: ED092520
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Effects of Behavioral Self-Observation on Elementary Teachers and Students. Research and Development Memorandum No. 121.
Hendricks, C. Gaylord; And Others
A self-observation training program developed for teachers was tried out with a group of intern teachers. After some modifications of the program, the effects of the training on selected teacher and student behaviors were assessed by two experienced elementary teachers. Changes in three teacher behaviors (contingent praise, positive nonverbal responses, and negative commands) and their effects on four student variables (inappropriate verbal behavior, inappropriate nonverbal behavior, on-task behavior, and classroom noise) were examined using a multiple-baseline design. Self-observation was found to be associated with increases in positive teacher behaviors when those behaviors were being self-observed. The accuracy of the teachers' self-observation ranged from a mean of 41 percent to a mean of 88 percent. Self-observation by teachers was associated with some positive changes in certain student behaviors. In general, the effects of self-observation on the teachers were not maintained after the teachers discontinued observing and recording their behavior. (Authors)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.