ERIC Number: EJ1024441
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 41
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.
Descriptors: Teacher Education, Preservice Teachers, Observation, Teacher Student Relationship, Statistical Analysis, Interpersonal Communication, Educational Environment, Behavior Modification, Classroom Techniques, Nonverbal Communication, Verbal Communication, Early Childhood Education, Constructivism (Learning), Reggio Emilia Approach, Public Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A