ERIC Number: ED111147
Record Type: RIE
Publication Date: 1974-Dec
Reference Count: 0
Continuous Description, Measurement and Modification of Teacher and TMR Pupil Behaviors through the Use of Precision Teaching and Interaction Analysis. Final Report 38.3.
Tetley, Pamela Anne
Investigated was the effect of training in precision teaching and interaction analysis on the performance of eight moderately retarded 10- to 20-year-old pupils. Seven hypotheses were formulated regarding two questions: Do rates of teacher-selected teacher and pupil behavior differ before, during, and after feedback conditions? Do rates of three questioning patterns differ before, during, and after feedback conditions? Interaction analysis data were gathered for 30 teaching sessions under three conditions: tutoring before training and feedback, training and subsequent feedback regarding verbal interactions, and removal of feedback. Results suggested seven conclusions, including lack of correlation between selected pupil and teacher categories when amount of change was not specified, and the ability of the moderately retarded to produce broad responses. Five appendixes, including a description of the coding system, are provided. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
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