ERIC Number: ED162459
Record Type: RIE
Publication Date: 1976-Jan
Reference Count: 0
The Effects of Anticipating or Coding Videotape and Written Materials on Developing the Questioning Skills of Special Education Teacher Trainees. Final Report 35.3.
Greenough, Karen N.
The study was designed to increase 88 teacher trainees' generation of inferring and problem solving questions and elicitation of appropriate responses from educationally handicapped students. Teacher trainees participated in one of five groups: (1) anticipating videotapes, (2) coding videotapes, (3) anticipating written version, (4) coding written version, and (5) the control group. The four experimental groups received a training manual designed to teach discrimination of questions and responses. Results indicated the training manual's discrimination training was effective in modifying trainee's generation of questions. It was hypothesized that written materials would be superior to videotape and that anticipation would be superior to coding. Neither hypothesis was supported. Contrary to the latter hypothesis, the results suggested that in some cases coding may be more effective than anticipation. Implications for further research included the need to validate training materials at more than one location and the importance of attending to the quality of students' responses. (Appendixes, which make up half the document, include an evaluation of modules designed to modify teachers' questioning of special education students, illustrations of the four training modules, and a copy of the training manual.) (Author/SBH)
Descriptors: Exceptional Child Research, Handicapped Children, Higher Education, Questioning Techniques, Special Education Teachers, Teacher Education, Teaching Methods, Videotape Recordings
Indiana University, Center for Innovation in Teaching the Handicapped, School of Education, Bloomington, Indiana 4740l ($4.50)
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.