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Tytuł pozycji:

Designing and Implementing a Conceptual-Behavioral Curriculum Structure for Preparing Secondary Teachers. Final Report.

Tytuł :
Designing and Implementing a Conceptual-Behavioral Curriculum Structure for Preparing Secondary Teachers. Final Report.
Autorzy :
Davis, Donald E.; And Others; Wisconsin State Univ., La Crosse.
Źródło :
17 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED052137
Recenzowane naukowo :
N/A
Data publikacji :
1969
Deskryptory :
Behavior Change, Data Analysis, Educational Research, Secondary School Teachers, Teacher Behavior, Teacher Education
Liczba referencji :
0
Sponsoring Agency :
Wisconsin State Universities Consortium of Research Development, Stevens Point.
Office of Education (DHEW), Washington, DC. Bureau of Research.
Liczba stron :
17
Kod czasopisma :
RIEOCT1971
Data wpisu :
1971
Numer akcesji :
ED052137
This study investigates the suitability of a particular conceptual framework for preparing secondary teachers. The program was aimed at developing five basic teaching behaviors--planning, motivating, verbalizing, controlling-disciplining, and evaluating. Three major tasks were identified: 1) to redesign the structure of the existing program, 2) to work out arrangements with public schools for joint involvement in teacher education, 3) to organize and develop appropriate learning materials. The methodology was of two kinds: 1) the action research activities involving the teaching-learning activities carried out by a three-member team with two groups of students; and 2) the procedure for evaluating the results of the action research, in which ratings were made by each of the three investigators for each of the students involved. The statistical analysis of this data with respect to the development of the specified behaviors used the chi square technique. The chi square values for each of the behaviors and for a general rating of teacher behavior were significant at the .001 level. Thus the investigators rejected the null hypothesis that the teaching-learning activities in the particular conceptual-behavioral curriculum structure had no effect on the development of the desired teaching behavior. (MBM)

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