Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 18, 2005. Dissertation Committee: Michael A. Lorber (chair), Kenneth H. Strand, Norman C. Bettis, Stephan B. Charton, Frank T. Chiodo, Savario J. Mungo. Includes bibliographical references (leaves 62-71) and abstract. Also available in print.

No description available.

No description available.

Education courses leading to the award of degrees with secondary school teaching qualifications were first taught at the University of Stirling in 1968. The overall course structure was one of concurrent academic and professional studies and from the outset it was planned that microteaching would form a component part of individual courses. A five year research project (funded by the Leverhulme Trust) was commenced in 1969 "to evaluate the contribution which microteaching could make to the preservice professional education of secondary school teachers" (McIntyre et al., 1977; p. 11). This study is one of several projects which attempted to respond to this stated objective. Other projects have been reported in McIntyre et al. (1977). Initially developed at Stanford University, microteaching programmes attempted to resolve several issues facing teacher educators. Training programmes constantly searched for an effective balance between theoretical studies and professional practice. This balance reflects a concern for the student's practical competence in the task of classroom teaching and with their ability to demonstrate understanding of the teaching-learning process, and factors which affect it. The introduction of microteaching is described in Chapter I of the present study, together with a review of the available research relating to the general effectiveness of microteaching, and to variables operating within Microteaching programmes. This discussion leads to a statement of the purposes of the present study and the hypotheses to be tested in the Stirling situation. The research focussed primarily upon teacher questioning behaviours practised in microteaching and in school classrooms, and took account of both teacher behaviours and pupil response behaviours associated with the teacher questions. With the development of a minicourse on questioning behaviours at the Far West Laboratory for Educational Development (Gall et al., 1971) an opportunity was provided to compare the effectiveness of these materials with the programme already operating at Stirling. Chapter II describes the development of a lesson analysis instrument to measure the relevant teacher and pupil behaviours and indicates the steps taken to establish the reliability of this instrument prior to its use in the main experimental programme. Given the different formats of the normal Stirling programme and the introduced minicourse programme it was advisable to gauge student and staff reaction to this innovation and questionnaires were designed for this purpose. The three experimental stages of the study are set down in Chapter III including, in each case, details of the methodology employed and the teaching programmes. Chapters IV and V present the results of the experimental programme. Chapter IV provides a full analysis and discussion of the results relevant to the teacher questioning and pupil response behaviours concluding with a testing of the hypotheses nominated for the study. Chapter V reports, and interprets, the results of the questionnaires administered to participant student teachers and staff members. In the final chapter, the findings of the present study are outlined, and a consideration of the implications of these findings is presented against the background of relevant recent research.

No description available.

No description available.

This thesis is concerned with a study of the use of microteaching in the one year postgraduate teacher training course. It consists of two national surveys using two types of questionnaire, an Organisation and an Attitude Questionnaire. Education tutors and Subject Method tutors in United Kingdom universities, polytechnics and colleges offering one year postgraduate courses were requested to complete questionnaires about their use of microteaching and about their attitudes towards it. Visits were arranged to meet the staff involved and to see the type of facilities available. A similar survey was conducted in Departments of Education in South African universities. A comparative study of the use of microteaching in one year postgraduate teacher training courses was carried out on the data that was accumulated from the two surveys. Some interesting points of comparison can be made both on the types of microteaching organisation that have evolved in the two very different education systems and on the different attitudes of staff towards the use of microteaching. Based on the United Kingdom data, an in-depth study of the factors affecting the use of microteaching, was carried out. This study was related to the changes in teacher training in the United Kingdom during the seventies, following the publication of the James report, leading to a more professional approach to teacher training and the evolution of school-based training courses. Significant differences in the responses to the Organisation and Attitude Questionnaires from the different types of institution were examined using Chi-square. The Attitude data was examined for various groups of teacher training staff, who differed in their approaches to the organisation of microteaching because of, for instance, the different facilities available, the length of time available, the size of the student group or the logistics of the microteaching programme, by the use of Chi-square and significant differences in the responses of the different groups were reported. The results from the surveys were analysed and related to the research findings as published in the literature to see how the practitioners of teacher education differ in their views and approaches to microteaching from those responsible for the research into microteaching. Factor analysis of the responses to the Attitude Questionnaire from the different types of training institution, i.e. United Kingdom universities, polytechnics and colleges and South African universities, was carried out to examine the significant underlying factors which influenced the responses. The findings of the study identify economic, organisational and philosophical factors which affect the way microteaching is used. These factors and the recent developments in postgraduate teacher training courses in the United Kingdom are examined for their possible implications for postgraduate teacher training in South Africa. / Thesis (Ph.D.) - University of Natal, 1985.

This investigation concerned teaching specific parent skills and improving parent attitudes. The purpose of this study was to compare the effectiveness of three techniques and combinations of techniques in teaching specific parent skills and improving parent attitudes. The techniques considered were microtraining, verbal reinforcement via immediate feedback, and traditional parent training.

No description available.

The purpose of this study was to examine the effectiveness of supervisor feedback in contributing to skills acquired through microcounseling. A secondary purpose was to examine the effects of other counselor training experience on the acquisition of counseling skills.Sixty-four M.A.- level graduate students of the Ball State University European program in Counseling volunteered for the study. Subjects enrolled in an introductory counseling course during the spring quarter, 1977, were solicited by a form letter and in person the first night of class. Microtraining took place over a three week period of regularly scheduled classes at Ramstein Air Force Base, Germany.The writer trained four U.S. counseling students as supervisors, who then worked with two types of experimental groups. Except for supervisor feedback, each group received identical treatment. Counselor trainees viewed modeling tapes, read directions about specific skills to be learned, and performed videotaped practice interviews which were critiqued immediately afterwards. One experimental group received positive reinforcement from a supervisor upon attainment of each target behavior; the second experimental group received no supervisor feedback, but the tape was stopped after each counselor response for peer comments; the no-treatment control group spent an equivalent amount of time in class. The treatment consisted of three two-hour training periods during which the following three behavioral skills were taught: (a) open questions, (b) paraphrasing, and (c) responding to feelings and emotions.The effectiveness ratings of three specific skills plus an overall counseling skills rating served as dependent variables. Eight doctoral students were trained to judge the effectiveness of counseling skills (r =.82) using the IveyGluckstern Rating Scale (1974). A pre-study determined that judges rated audio and video tapes similarly; therefore, three, three minute audiotaped segments were excerpted from half-hour post-test interviews.The study format was based on a post-test-only control group design. The statistical treatment of the data included a 2 x 3 two-way analysis of variance and a Scheff' post hoc analysis to determine where the significant differences were. The level required for significance was the .05 level of confidence.Results of the data analysis were somewhat contrary to expectations. Counselor trainees given microcounseling with no supervisor feedback were significantly more effective than the supervisor feedback group. Open questions and paraphrasing were learned as well by trainees with no experience as by those with other counseling course experience. The skill of responding to feelings and emotions was acquired most efficiently by those with other counseling course experience and concurrent practice, and not at all by inexperienced counselors. An assessment of the overall effectiveness of skills showed that experienced students given microtraining with no supervisor feedback learned the basic skills most efficiently.An examination of these findings lead to several interesting conclusions. The results confirmed that a microcounseling format with no supervisor feedback was an effective vehicle for teaching basic counseling skills to small groups of counselor trainees. For students who had extensive counseling course experience, supervisor feedback was actually detrimental to skills acquisition. However, students with limited counseling course experience did benefit from feedback given by a supervisor. Evaluation also showed that additional practice was vital to learning more complex microcounseling skills.The implications of these conclusions are relevant to counselor education. Because students appeared to learn more efficiently during microtraining without supervisor feedback, maximum student participation should be encouraged and didactic presentation minimized. For optimum training benefit, the microcounseling timetable should be critically examined; simple skills can be introduced early in a training program, while microtraining of more complex skills should follow student acquisition of other counseling course experience.