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ERIC Number: ED111602
Record Type: Non-Journal
Publication Date: 1972
Pages: 113
Abstractor: N/A
An Evaluation of the Verbal Role Behavior of Selected Teachers of Introductory Physical Science and an Assessment of the In-Service Workshop as an Effective Means of Influencing the Teacher Verbal Role Behavior of Guided Discovery/Inquiry.
Brown, Thomas Richard
This study was designed to assess the teacher verbal role behavior of Guided Discovery/Inquiry before and after an in-service workshop. The sample consisted of 24 junior school teachers, who were teaching Introductory Physical Science (IPS) materials and traditional materials (non-IPS). Three IPS and five traditional teachers were randomly assigned to a one-day in-service workshop treatment group (TRT) and the other 16 teachers served as control group (non-TRT). Three pre-observations of one hour each, using the Ribble and Schultz Social-Substantive Schedule II, were systematically recorded for each teacher in both TRT and non-TRT groups. Following the workshop, all the teachers (TRT and non-TRT) were post-observed to assess any measurable changes in the verbal role behavior of the TRT teachers. The findings showed that no IPS teacher exhibited in the pre-observations the verbal role behavior of Guided Discovery/Inquiry. The in-service workshop was not totally effective in changing the verbal role behavior for TRT and non-TRT teachers. The TRT group showed significant changes toward eliciting more questions from the total class and developing an atmosphere with fewer teacher reproving/defensive behaviors for freer volunteer responses from the students. Teaching experience (more than nine years) was related to reduction in teachers' reproving/defensive behaviors in classrooms. (Author/PS)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-7415, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A