ERIC Number: ED230508
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
The Effects of Task Significance Training on the Ability of Prospective Teachers to Increase Academic Learning Time.
Waimon, Margaret C.; And Others
An experimental preservice teacher education program was developed to train prospective high school teachers to increase academic learning time through identification and arrangement of instructional tasks of personal and social significance. Participants were 34 junior-level prospective teachers who were subjected to two treatments which culminated in a 3-week pre-student-teaching clinical experience at a university laboratory high school. Twelve high school classes, comprising approximately 280 students, were involved in the study. Random pairs of subjects, one from the experimental group and one from the control group, were assigned to high school classes. The supervising teacher of each high school class selected a chapter from the text being used by the class, and subject pairs assigned to each class were given a semester to prepare to teach the chapter's content to students. Subjects in the control group received a traditional competency based teacher education program. Subjects in the experimental group received task-significance training, which begins with content analysis, proceeds to identifying educational levels, and then establishes appropriate behavioral objectives. Results supported the prediction that teachers in the experimental program would increase academic learning time to a greater extent than would subjects in the traditional program. (JMK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Meeting of the American Educational Research Association (Montreal, Canada, April 11-14, 1983).