Graduate Thesis Or Dissertation
 

Comparison of teacher performance under three conditions of training in classroom interaction

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  • This study was designed to measure the results on public school teachers of training in three teaching systems. The results of the study were intended to provide evidence that might be used for designing a single system which would bring together the most effective aspects of each of the systems employed. The three systems used were those based on the theory and practice of Dr. Hilda Taba, Dr. James J. Gallagher, and Richard J. Suchman. The sample of sixty teachers was selected from those who had undergone training in these systems. They had been selected for training by the Northwest Regional Educational Laboratory. Following training in the system, each of the teachers had an audio tape made of a discussion in his classroom. These tapes were coded and all teacher utterances appearing on the tapes were classified into categories defined as "Language Actions" and "Functions". This procedure was followed for all sixty tapes. The results were tabulated in order to discover which system or systems resulted in the greatest amount of use by the teachers of each of these Language Actions and Functions. The results were compared by analysis of variance to determine whether there were significant differences among the Systems in the results obtained. Analysis of the data revealed significant differences, P<. 01, in three of the five Language Actions and in two of the four Functions. No single Teaching System appeared to be significantly superior to the others in producing the Language Actions and Functions. In producing an integrated teaching system, each of the three Systems appear to contribute to teacher acquisition of the use of four of the five Language Actions and two of the four Functions. Recommendations for the use of this study in creating an integrated system, as well as suggestions for future use of the data compiled here, were offered.
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