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ERIC Number: EJ1024441
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0887-8730
Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies across Classroom Contexts
Caudle, Lori A.; Jung, Min-Jung; Fouts, Hillary N.; Wallace, Heather S.
Teacher Educator, v49 n1 p61-74 2014
Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second record method, eleven preservice teachers were observed in classrooms for two morning hours. A repeated measures MANOVA revealed two significant two-way interactions, which included types of modification techniques and types of contexts (Wilks's Lamda= 0.38, F(2, 9)=7.37, p less than or approximate to 0.05, Cohen's f =0.88) and types of communication skills and types of contexts (Wilks's Lamda = 0.64, F(1, 10)=5.53, p less than or approximate to 0.05, Cohen's f=0.74). Implications for future research and practice include more focused observations of preservice teachers and children's responses to various verbal and non-verbal strategies along with more education about how to use positive guidance strategies in real-life classroom situations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A