This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.

Thesis (M.S.V.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1982. / MICROFICHE COPY AVAIALABLE IN ARCHIVES AND ROTCH. / Bibliography: leaf 20. / by Louis Joseph Massiah. / M.S.V.S.

Thesis (D.M.E.)--Indiana University, 1979. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [101]-111).

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No description available.

Professional development and in-service training are often used as synonymous terms. However, for the purposes of this study it is useful to stipulate differences. From my experience as science consultant, inservice training has been a short term plan the objective of which is to ask teachers to change their practices after information has been presented to them. Inservice training seems to assume that teachers possess forms of professional knowledge that may lead to changes in their classroom practices. In contrast, professional development maybe defined as a long term support for teachers who seek additional knowledge to guide their classroom practices. If teachers do not possess knowledge that will assist them in classroom practices, and they wish to do so, then the opportunity to acquire this knowledge should be provided. Providing professional development opportunities to teachers in remote schools is a challenge. There are few people offering professional development opportunities and remote schools suffer when in competition with their urban counterparts. Even if experienced personnel were available, the cost of getting teachers to a central site or the presenter to remote schools is more costly than most school divisions can afford. This study explored video technology as a tool to overcome professional development problems of distance, cost and shortage of presenters involved in professional development. Central to understanding how video technology may be used to overcome professional development problems is describing how teachers respond to video technology. Video technology has the capability of presenting actual classroom practices demonstrated in vignettes. The vignettes used in this study demonstrated how teachers engage students in manipulating materials to discover scientific principles. A qualitative design was used to collect data on how teachers responded to these vignettes. The data were collected from four teachers in three phases. These phases were initial interview, classroom observation and follow up interview. During the initial interview each teacher viewed the vignettes and was interviewed. Data were also collected during a classroom visit and follow up interview. Once the data were collected and transcribed they were placed on cards and categorized by topic. The data from one teacher were cross referenced by juxtaposition the data with other data collected from that teacher. Data collected from each teacher were then cross referenced with the other teachers' data using triangulation. The data were then reported using a case study format which allowed this researcher to include his interpretations. Three teachers reported that the vignettes were idealistic, and none of the teachers discussed the main message of the vignettes. Instead the teachers used knowledge suggestive of knowledge categories constructed by Shulman (1987) to interpret the videotaped vignettes. Further, teachers framed problems with their classroom practice after viewing the vignettes. Three teachers framed problems with grouping their students for science and explored aspects of their framed problem. The notion that teachers frame problems and explore different aspects of their problem suggests that teachers engage in a complex mental process called reflection-on-action by Schon (1983, 1987). Since vignettes prompt teachers to critically examine their practices and provide information that is useful to them in solving problems with their practice, vignettes maybe used as a professional development tool in remote schools.

No description available.

The purpose of this study was to examine the effects of two types of videotape instructions on the resequencing performance of female tennis players at the novice, low, medium, and elite skill levels. Resequencing performance on the tennis serve and forehand drive was examined. Three different treatment conditions were administered: a control group was required to simply resequence the twelve still photographs of the tennis serve, another group were presented a videotape replay of the tennis serve played at regular speed, then three times in slow motion and then a final showing at regular speed, and a third group viewed a videotape replay augmented by skill cues. A posttest was administered. Similar procedures were carried out for the forehand drive. The results indicated that the resequencing performance was related to expertise in tennis. The slow motion and slow motion replay with augmented information treatments improved the resequencing performance of all the players on the tennis serve but not on the forehand drive.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Michael J. Telch. Vita. Includes bibliographical references.

Professional development and in-service training are often used as synonymous terms. However, for the purposes of this study it is useful to stipulate differences. From my experience as science consultant, inservice training has been a short term plan the objective of which is to ask teachers to change their practices after information has been presented to them. Inservice training seems to assume that teachers possess forms of professional knowledge that may lead to changes in their classroom practices. In contrast, professional development maybe defined as a long term support for teachers who seek additional knowledge to guide their classroom practices. If teachers do not possess knowledge that will assist them in classroom practices, and they wish to do so, then the opportunity to acquire this knowledge should be provided. Providing professional development opportunities to teachers in remote schools is a challenge. There are few people offering professional development opportunities and remote schools suffer when in competition with their urban counterparts. Even if experienced personnel were available, the cost of getting teachers to a central site or the presenter to remote schools is more costly than most school divisions can afford. This study explored video technology as a tool to overcome professional development problems of distance, cost and shortage of presenters involved in professional development. Central to understanding how video technology may be used to overcome professional development problems is describing how teachers respond to video technology. Video technology has the capability of presenting actual classroom practices demonstrated in vignettes. The vignettes used in this study demonstrated how teachers engage students in manipulating materials to discover scientific principles. A qualitative design was used to collect data on how teachers responded to these vignettes. The data were collected from four teachers in three phases. These phases were initial interview, classroom observation and follow up interview. During the initial interview each teacher viewed the vignettes and was interviewed. Data were also collected during a classroom visit and follow up interview. Once the data were collected and transcribed they were placed on cards and categorized by topic. The data from one teacher were cross referenced by juxtaposition the data with other data collected from that teacher. Data collected from each teacher were then cross referenced with the other teachers' data using triangulation. The data were then reported using a case study format which allowed this researcher to include his interpretations. Three teachers reported that the vignettes were idealistic, and none of the teachers discussed the main message of the vignettes. Instead the teachers used knowledge suggestive of knowledge categories constructed by Shulman (1987) to interpret the videotaped vignettes. Further, teachers framed problems with their classroom practice after viewing the vignettes. Three teachers framed problems with grouping their students for science and explored aspects of their framed problem. The notion that teachers frame problems and explore different aspects of their problem suggests that teachers engage in a complex mental process called reflection-on-action by Schon (1983, 1987). Since vignettes prompt teachers to critically examine their practices and provide information that is useful to them in solving problems with their practice, vignettes maybe used as a professional development tool in remote schools. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate