Graduate Thesis Or Dissertation
 

An analysis and synthesis of experimental teacher training studies (1963-1974) which tested elements of Bandura's social learning theory

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  • The purpose of this study was to locate and analyze experimental studies of teacher training that tested elements of Bandura's social learning theory. Bandura's theory emphasizes the role of modeling in the acquisition of new modes of interpersonal behavior, and it also provides for the integration of practice and feedback in training sequences. Since these three variables were commonly tested in research on teacher training, Bandura's theory was the framework used for synthesizing the many findings. The experimental studies were located by conducting four types of searches: 1. a computer search of the Research in Education and Current Index to Journals in Education files; 2. a systematic search of 1.9 prominent educational journals (1963-1974); 3. a computer search of the files at Xerox University Microfilms for doctoral dissertations; 4. and a search of books on teacher education, teacher training, and teacher behaviors at five university libraries. Experimental studies were defined as those including: some form of modeling, specific teaching behaviors as the dependent variable, detailed training procedures, an observation system, a true experimental design, and inferential statistics. The 56 studies that met these limitations were carefully examined, and 43 different kinds of information were recorded for each. Then, a cross-tabulation analysis was made for 27 major treatments and 75 teaching behaviors. From this analysis, two-dimensional matrices were prepared to illustrate the particular comparisons of treatment and teaching behavior for each finding. The findings in each cell of a matrix were then examined for replications, effective training procedures, and support for assumptions of Bandura's theory. The following major conclusions were drawn from the analysis of 476 findings: 1. Most of the findings showed that modeling, in general, was effective in teaching questioning skills, increasing indirect behaviors, and decreasing most direct behaviors. The form of modeling (written, audio, or video) was not as important as whether the model behaviors were cued and practice provided following the modeling. 2. The form of practice (microteaching or classroom) did not make any difference as long as a specific model was presented prior to practice. In fact, microteaching practice and video feedback without modeling was less effective than no treatment. 3. Most of the findings showed that when cued modeling and practice were provided, feedback made no significant difference in training teachers. The only exception was when written matrices were provided as feedback of the subjects' use of interaction behaviors. 4. The most effective combination for training teachers to use questioning skills and other interaction behaviors was a specific modeling of the behaviors with supervisory cueing, cycled microteaching practice, and some form of cued feedback. The use of videotape in modeling and feedback was not essential. 5. When teachers used more higher-order questioning or more indirect interaction behaviors, their students talked more in response to the questions and initiated more student talk. 6. All of the 15 assumptions, postulates, and propositions of Bandura's theory that were tested, received at least partial support from several findings, and contradictory findings were generally small in number. This theory was very useful in comparing findings and explaining nonsignificant differences.
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