Doctoral Dissertations
Date of Award
12-1990
Degree Type
Dissertation
Degree Name
Doctor of Education
Major
Educational Psychology
Major Professor
Donald J. Dickinson
Committee Members
Charles L. Thompson, R. Steve McCallum, Larry J. Coleman
Abstract
The primary purpose of this study was to determine whether student teachers whose pupils scored high on learning four social studies concepts differed from student teachers whose pupils scored low in any of 46 teaching behaviors. The subjects were 19 University of Tennessee elementary education student teachers and their second and third grade pupils. The student teachers were asked to teach the concepts of town, city, state, and nation to their pupils. The pupils were pretested over the four concepts, the student teachers taught the concepts, and the pupils posttested. The student teachers were videotaped teaching the concepts with the tapes then being used to code the teaching behaviors using the Duration-Frequency Concept Teaching Observation - Procedure (CTOP). The CTOP records the duration and the frequency of 46 different teaching behaviors grouped into 11 major categories. The five student teachers whose pupils attained the highest mean gain scores comprised the "high gain" group. The five student teachers whose pupils attained the lowest mean gain scores comprised the "low gain" group. Based upon the videotape analysis, a comparison was made between the teaching behaviors of the "high gain" teachers and the "low gain" teachers. The findings of the study indicated that teachers in the "high gain" group spent significantly more time in two major categories of teaching behaviors: (a) Elicits Student Response, and (b) Provides Feedback. Conversely, the teachers in the "high gain" group spent significanlty less time in the major teaching behavior category of "Response Directions." Response Directions are specific task instructions given from the teacher to the pupils. Using the teaching data from 14 of the student teachers, relationships among student gain and amount of time engaged in four teaching behaviors (Provides Feedback, Response Directions, Highlights Critical Features, Asks Students to Discriminate Examples) were found to be significant. Using regression analysis, two teaching behaviors. Feedback and Response Directions, emerged as accounting for 78% of the variance in the criterion variable, student gain.
Recommended Citation
Sadler, Diane L., "The effects of duration and frequency of specified teaching behaviors on pupil learning. " PhD diss., University of Tennessee, 1990.
https://trace.tennessee.edu/utk_graddiss/11490