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ERIC Number: ED111151
Record Type: RIE
Publication Date: 1973-Sep
Pages: 79
Abstractor: N/A
Reference Count: 0
The Relationship of Teacher-Trainee Characteristics, Classroom Process Variables, and EMR Pupil Learning to Special Education Teacher-Trainees' Teaching Ability. Final Report 44.3.
Garrett, Candace S.; And Others
Examined was the feasibility of using the achievement of 29 educable retarded 10- to 12-year-old students to measure teaching effectiveness of 12 special education teacher trainees, and investigated was the relationship of trainee characteristics, classroom process, and educable retarded pupil learning. The Individual Cognitive Demand Schedule and the Indiana Behavior Management Scale were used to record process variables during each 30-minute instructional period, and pupils were administered achievement tests covering the lesson's content area. Results of the study indicated that: the method developed was feasible; some generalizability of teaching ability existed across the content areas; there were differences between the beginning and student teacher groups in teaching methods and pupil achievement; almost no stable relationships between trainee characteristics and teaching ability were found; and although few consistent relationships between pupil learning and process variables were found, the group that obtained higher pupil achievement scores (beginning trainees) tended to use more informational and negative feedback and less positive feedback than did the group that obtained lower scores (student teacher trainees). (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: 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.