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ERIC Number: ED131188
Record Type: RIE
Publication Date: 1976
Pages: 21
Abstractor: N/A
Reference Count: 0
Teaching Effectiveness of Two Groups of Beginning Teachers of Vocational Agriculture. Summary of Research Series.
Moore, Gary E.; Bender, Ralph E.
This study sought to determine if there was a difference in teaching effectiveness of entry-level 1-year vocationally certified teachers of vocational agriculture and entry-level 4-year provisionally certified teachers of vocational agriculture. Correlations were computed using performance on the teaching test, teacher educator ratings, students' evaluation, and Observational System for Instructional Analysis (OSIA) ratios. All of the data were classified as interval data except for the teaching performance test data, which were classified as nominal according to whether or not there was a significant difference between the pretest and posttest scores. Four conclusions resulted: (1) Generally the entry-level 4-year provisionally certified teachers are more effective teachers than the 1-year vocationally certified teachers, (2) indirective teachers are more effective than directive teachers, (3) 4-year provisionally certified teachers are more indirective than 1-year vocationally certified teachers, and (4) students recognize the technical agriculture expertise of the 1-year vocationally certified teachers. The major implication is that due to the great variance in teaching ability of the 1-year vocationally certified teachers it appears that better methods of screening prospective teachers should be developed. Examples of the lesson plan and the teaching performance test are appended. (TA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Ohio State Univ., Columbus. Dept. of Agricultural Education.