The purposes of this study were: (1) to assess the degree to which Leon County, Florida, Middle School Compensatory Education mathematics and communications teachers, used during classroom instruction the Key Elements included in a research-based inservice training program; (2) to assess the degree to which experimental teachers utilized the Key Elements with that of similar teachers who did not have such training; and (3) to compare the achievement of students taught by teachers who received training and that of students taught by teachers who did not receive training. / The five Key Elements included in the instructional training component were: Task Analysis, Tell/Show/Do, Questioning, Feedback and Monitoring. These Key Elements were drawn from research on effective teaching. The experimental group received training and was directed to utilize the five Key Elements in planning, and actual classroom instruction. / Classroom observations were conducted to collect data to determine the degree to which the teachers used the Key Elements. Pre- and posttest data collected from an achievement test were used for analyses of the data on the achievement of the students enrolled in both classes. / Analysis of variance, analysis of covariance, t tests, adjusted cell/marginal means, Duncan's Multiple Range Test, and descriptive techniques were used to analyze the data. / The results indicated that the teachers who participated in the training program, utilized the Key Elements to a degree higher than similar teaching who had no such training. A significant difference was found between the means obtained by students in communications. In mathematics, although the students in the experimental group performed better than the control group, the difference was not significant. Differences between the means of sixth and seventh, sixth and eighth, and seventh and eighth grades were significant. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0127. / Thesis (Ph.D.)--The Florida State University, 1984.

This descriptive study is an endeavor to bridge the gap between theory and practice by developing a plan for implementing an aesthetic education learning center in Charlotte, North Carolina. The proposed collaborative plan between The University of North Carolina at Charlotte and the Charlotte/Mecklenburg Schools will emphasize aesthetic education as a means for classroom teachers to become change agents in the improvement of the delivery of the arts in the schools. / Methodology for the plan was focused upon five component areas: theoretical bases, goals, needs assessment, objectives, and evaluation. Theoretical bases were drawn from the disciplines of aesthetics and sociology. / Aesthetics as a basis is discussed in terms of Kaelin's phenomenological aesthetics pertinent to teacher education (the development of learned perception, increased aesthetic perception and its abstractable significance, imagination, and emotional response), to which aspects of Broudy's theory of analysis of art forms are adapted. The arts disciplines form the bases for curriculum content. Discourse about the arts as a basis provides the means for talking and learning about the arts in terms of the Weitz's meta-theory and Phillip Smith's semiotic explications to develop talk about art forms and nature forms. / Sociological orientations are based in Kotler's five elements of social action theory and Bennis, Benne, and Chin's theory of planning and the application of knowledge to bring about changes in behavior. Guidelines are discussed in terms of aesthetic education and the CMAELC as they emerged from goals, needs assessment, objectives, and evaluation. / More research is needed which emphasizes collaborative, interactive programs for getting people to work together to solve problems; a means to effect changes in the delivery of the arts in the nation's schools. The CMAELC plan may be generalizable to other areas. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1697. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine the effect of inservice training on teacher performance assessment scores subsequent to an initial nonmastery rating on a selected competence. Specifically, this study focused on teachers who did not master competency number seven, "Maintains a Positive Learning Environment", of the Georgia Teacher Performance Assessment Instruments. / The conceptual population of this study was all teachers in Georgia who had not mastered competency seven of the Teacher Performance Assessment Instruments after an initial assessment. Data was collected from two groups of teachers who were randomly selected from the State of Georgia. One group of 40 teachers from 8 school districts was given inservice training; the other group of 208 teachers from 33 school districts was not given the inservice training. The data used for analysis were drawn from the results of the Teacher Performance Assessment Instruments (TPAI) which served as the pre and posttest for each group. / An experimental design was used in this research study. Data collected from the pre and postmeasures were subjected to hypothesis tests of the difference between two population proportions and analysis of covariance. All statistical procedures and tests used .10 as the significance level. / A significantly larger proportion of teachers who attended the inservice workshop demonstrated mastery of competency seven than those who were not given the inservice training. In addition, none of the 40 teachers who attended the workshop showed a decrease in score while 10.1 percent of teachers not attending showed a decrease in score. Therefore, it may be concluded that the inservice training did differentially affect the performance of teachers. / Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3735. / Thesis (Ph.D.)--The Florida State University, 1986.

This study was conducted to investigate the effects that a teacher educator lecturing on and modeling two specific behaviors via separate videotapes had on three operationally defined teaching behaviors. A repeated measure multiple baseline design was used to measure changes in frequency of touching, gesturing, and praising behaviors of five teacher trainees. Three separate treatments were introduced to trainees including a videotape of a teacher educator lecturing on touching and gesturing behaviors, a videotape of a teacher educator modeling touching behaviors only, and a videotape of the same teacher educator modeling gesturing behaviors only. Each of five teacher trainees was individually exposed to one, two, or all three treatment conditions while continuous observation occurred. The order of treatment introduction and the number of treatment introductions varied across subjects to assess treatment order interaction. / Results indicated (a) a functional relationship between the frequency of occurrence of touching and gesturing behaviors and the separate treatment conditions involving the modeling of these behaviors, (b) no relationship between touching and gesturing behaviors and the videotaped treatment involving lecturing on these skills, and (c) no relationship between any treatment and the frequency of praising behavior. Further analysis of the data indicated that each treatment condition remained independent of the others in producing change in teacher trainee behaviors and each only affected the associated dependent variable. / Follow-up observations, two weeks after the conclusion of the experiment, indicated that the frequency of target behaviors remained fully constant with previously established levels. These findings imply that a teacher educator modeling specific behaviors can effectively change the same behaviors of teacher trainees. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0368. / Thesis (Ph.D.)--The Florida State University, 1987.

Source: Dissertation Abstracts International, Volume: 32-06, Section: A, page: 3141. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6270. / Thesis (Educat.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 31-11, Section: A, page: 5909. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 31-11, Section: A, page: 5909. / Thesis (Ph.D.)--The Florida State University, 1970.

Studies of teacher behavior in a wide variety of countries reveal that the socio-cultural contexts of local schools often undermine the results of teacher training programs. This study examined how the performance and attitudes of Nepalese teachers trained in an innovative, "On-the-Spot" primary teacher training program compared with those of teachers trained in a conventional campus-based program and with those of teachers who had received no formal training. All teachers included in the study were working in the same schools. Participant observation was the major data collection technique employed. Data gathered in this manner were supplemented by an analysis of appropriate documents and other background material. / Teachers trained in the "On-the-Spot" program are not found to be performing differently than the campus-trained teachers on most indicators, although a number of differences were observed between the performance of trained and untrained teachers. The "On-the-Spot" teachers claimed to have learned more from their training program than the campus-trained teachers did from theirs, and trained and untrained teachers alike believed training to be both important and necessary. / Both the "On-the-Spot" and campus-based training programs helped the teachers achieve some upward mobility, and resulted in greater self-confidence and enhanced capacity for program development and management. However, there was relatively little observed classroom application of the specific skills the teachers claimed to have acquired in the training programs. / The findings suggested that the context in which teaching occurs severely inhibits the application of new skills. Poor facilities, limited incentives, shortsighted leadership and inadequate materials all contributed to low teacher morale. Efforts to improve teacher performance without corresponding effort to improve the work environment are likely to heighten discontent in teaching. Nevertheless, the "On-the-Spot" approach displays several unique features which can be used effectively for the development of new skills in the field. Furthermore, the program has already demonstrated its potential for reducing the costs of training and or providing in-service training opportunities to teachers without requiring them to leave their local communities and schools. / Source: Dissertation Abstracts International, Volume: 43-11, Section: A, page: 3571. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of this study was to develop and validate guiding principles and guideline criteria for field experiences in Jamaican Teacher Colleges. A modified version of the Delphi Technique was the method used in validation of the items. A list of 711 items of guiding principles and guideline criteria developed from the literature review was evaluated by an inside jury of five experts in teacher education and field experiences from the Florida State University. The list covered the seven areas of philosophy, goals, objectives, policies, organizational structure, field experiences operational functions, and evaluation. The revised list of 692 items was evaluated by 14 outside jury members consisting of 10 Floridian teacher educators and four Jamaican teacher educators. The finalized list contained 676 items of guiding principles and guideline criteria. / The study indicated that: (1) The conceptual framework for the guiding principles and a guideline criteria can serve as an outline for a field experiences program. (2) The guiding principles and guideline criteria, based on the evaluation of the two juries, are appropriate for Jamaican teacher colleges. (3) The guiding principles and guideline criteria can also be utilized for field experiences program in the United States of America. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 1026. / Thesis (Ph.D.)--The Florida State University, 1980.