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.

The purpose of this study was to: (1) develop and validate a taxonomy of Florida teacher competency domains with assessment concerns; (2) classify the competency subskills according to the taxonomy; and (3) examine the implications for assessment within the Florida COTE certification. / The population used in this study to classify the subskills according to the taxonomy was composed of those institutions field-testing implementation procedures for the Florida year-long internship program. / The literature was searched in order to identify competency domains and assessment issues. Five domains were identified; Knowledge, Experience, Behavior, Affective, and Consequence which form the basis of the taxonomy hierarchy. Each domain and its definitions were evaluated by a panel of scholars and practitioners as to the clarity of the domain and the appropriateness for the proposed instrumentation, and all were determined to be valid. The competency subskills were classified and discussed in terms of assessment issues. / All of the COTE (127) subskills were able to be classified into domains by the survey population. Of the validated subskills (117), 27 subskills were classified into one competency domain; 90 subskills revealed two subgroups of classification; subskills in Subgroup A (39) were considered to have competency domain directionality; and Subgroup B (51) contained at least three competency domains. / The survey population was not based on a random sample of professional educators, and therefore may present some degree of sampling bias. The taxonomy has face validity only. Survey instrumentation is not an ordered measure and therefore is not troubled by reliability. / Given the limitations in this study, the following conclusions were made: (1) There is a taxonomy of competencies identified in the literature. (2) The taxonomy has face validity. (3) All of the 117 subskills are classifiable according to the taxonomy. (4) The process of assessing the subskills is complex, when considering subskills covering more than one domain. / Source: Dissertation Abstracts International, Volume: 42-11, Section: A, page: 4797. / Thesis (Educat.D.)--The Florida State University, 1981.

The purposes of the study were (1) to identify and validate criteria for describing a competency based vocational teacher education program in Florida, and (2) to determine if there were practically significant differences in perceptions of importance of competency based vocational teacher education criteria among vocational teacher educators in different vocational program areas and with varied professional training and experience. Subjects for the study were the 74 vocational teacher educators in vocational programs in Florida's nine public universities. / Data were collected through use of a mailed questionnaire containing 92 criteria statements. The statements, which were classified into five categories: (a) competency specifications, (b) instruction, (c) assessment, (d) governance and management, and (e) total program, were adapted for use with vocational teacher education programs from an instrument developed under the sponsorship of the National Consortium of Competency Based Education (CBE) Centers. A Likert-type scale was used to rate the items. Educational and background information were also collected from respondents. / Sixty-two (84%) of the 74 instruments distributed were returned. Usable data were provided by 61. Analyses of these data indicated that, of the 92 criteria statements submitted to the subjects, 82 received a mean rating of 3.0 or above, the level of acceptance as valid criteria for describing a competency based vocational teacher education program. / Differences of practical significance were found among respondents in different vocational program areas and among those with educational degrees of varying levels regarding importance of criteria. No differences of practical significance were found in perceptions of importance by respondents who had participated in CBTE professional development and those who had not; nor were differences found between perceptions of those with little experience (0-3 years) and those with 4 or more years experience in conducting CBTE programs. / Additional research is recommended for: (1) determining specific program indicators for each of the 82 validated criteria. (2) using the validated criteria to develop and field test an instrument to assess the extent to which Florida's vocational teacher education programs are competency based, and (3) validation of CBVTE criteria, used in this study, in other states. / Source: Dissertation Abstracts International, Volume: 42-11, Section: A, page: 4798. / Thesis (Educat.D.)--The Florida State University, 1981.