The study was designed to gather data on both a control and an experimental group of student teachers throughout the duration of the professional semester (January - May, 1970) which could serve as a basis for a decision relevant to future structural changes in the professional semester for secondary student teachers at Butler University.The study was designed to test the following hypotheses stated in null form:Hypothesis I: There will be no significant difference between experimental and control groups in measures of emotional stability when the individuals in each group assume the duties of a full-time student teacher during the practicum part of the professional semester.Hypothesis II; There will be no significant difference between experimental and control groups in measures of actual social stability when the individuals in each group begin the duties of a full-time student teacher during the practicum part of the professional semester.Hypothesis III: There will be no significant difference between the individuals in the experimental and the control groups in the measure of professional satisfaction which will be derived from the student teaching experience.Hypothesis IV: There will be no significant difference between the experimental and the control group in the measure of confidence possessed at the beginning of the full-time student teaching experience.Hypothesis V: There will be no significant difference between the experimental and the control groups in the measure of student teachercooperating teacher satisfaction with the organizational structure of each professional semester.Included in the existing professional semester were four days of pre student teaching observation in the students' assigned schools. The professional semester for the experimental group included twelve days of pre student teaching visitation and participation in the students' assigned schools.The Edwards Personal Preference Schedule was utilized in a pre test-post test situation for both groups during the first half of the semester to assess the variables, emotional stability and social stability. The Minnesota Teacher Attitude Inventory, was administered to the groups just before and immediately after the student teaching experience to obtain an expression by the student teachers for the variable, the level of professional satisfaction which was derived from the practicum. A two-tailed test of significance was used for the difference in group mean scores at the .05 and .01 levels. A cooperating Teacher Opinionnaire and a Student Teacher Opinionnaire were administered at the beginning of the full-time student teaching experience to secure an assessment relative to the variables, amount of confidence possessed by each student teacher and the amount of satisfaction expressed with the structure of each secondary professional semester. The Likert Method of scoring responses was used in conjunction with a one-tailed t test of significance at the .05 and .01 levels to determine if any significant difference between the mean scores for each group had resulted.All five null hypotheses were accepted. No significant relationship existed between an increase in the number of school days spent in pre student teaching observation/participation during the professional semester, and the (1) stability of emotional self-concepts of student teachers, (2) social self-concepts of student teachers, (3) level of professional satisfaction of the student teachers, (4) confidence of the student teachers to begin teaching, and (5) satisfaction of the student teachers and cooperating teachers with the organizational structure of each professional semester at Butler University as measured by the instruments utilized.Data relative to the following variables: (1) knowledge of students by the student teachers, (2) substantial professional involvement of the student teachers, and (3) continuity of school and college experiences, as provided by the Student Teacher Opinionnaire suggest that the experimental design of the professional semester did make a significant difference in the responses of the participants.In spite of the acceptance of the null hypotheses of the study, subjective evidence indicated that the experimental professional semester better met the needs of teacher education at Butler University than did the existing professional semester. More detailed guidelines concerning pre student teaching visitation objectives should be created for student teachers and cooperating teachers. Pre professional semester meetings should occur between the cooperating teachers and the designated college supervisor. Continued effort should be made to relate the general methods classwork to actual problems encountered in teaching.

The purpose of the study was to determine the effect of videotaping experiences as an instructional aid for participating students in the development of teaching behavior. Criteria for effectiveness were derived from research by Ryans indicating that supportive (Xo), businesslike (Yo), and stimulating (Z0) patterns of action were positive factors, and by Flanders which indicated that indirect teaching behavior was a positive factor.The Cattell Sixteen Personality Factor Questionnaire and the Self-Evaluation of My Teaching Scale (devised by the researcher) were administered at the beginning and end of the six-week period. Mean changes in responses reflecting patterns of indirect teaching, readiness to teach, and Ryans' TCS Patterns Xo, Yo, and Zo were compared.Forty-eight Ball State University students enrolled in Participation classes at the Burris Laboratory School were randomly divided into four groups of twelve each. All of the students received the same or comparable experience in methods of teaching and in the supervision of their classroom participation. Three of the four groups were assigned a series of three microlessons to prepare and teach to a micro class.The Experimental group was given one hour of instruction on Flanders' system of interaction analysis. After each microteaching lesson, instructional feedback was received from a tally of the classroom interaction provided by the researcher and from viewing the videotape replay.A second group was given the same instruction in interaction analysis and feedback from the interaction analysis tally. A third group received no information on interaction analysis and was given feedback from the videotape replay. The fourth group received only the usual experiences of the Participation course with none of the above instructional aids.The resulting data were analyzed using analysis of covariance to adjust post-test mean scores for each group. Analysis of variance was used to compute F-ratios for each variable in the study.No statistically significant differences between the groups were found for any of the variables used. The procedures of videotaping as used and measured in the study did not show a relationship between videotape feedback and increased positive responses on either of the two measurements used.All of the groups showed some gain on items of indirect teaching. This gain may have resulted from the influence of the teachers and supervisors with whom they worked. Although not significant, the direction of the changes suggested that the videotaped groups were slightly more serious and somewhat more inclined to report themselves as ready to teach than the groups not videotaped. Other changes seemed to indicate the possibility that the videotape procedure may have mitigated against the tendency toward increased rigidity typically found in the research of initial teaching experiences. Evaluations at the conclusion of the study showed that student opinions favored the use of the videotape and interaction analysis procedures as feedback.The lack of conclusive results was postulated as being caused by multiple factors. A longer period of time and larger sample population were suggested. The instruments may have been inadequate to measure changes which may have occurred. Individual changes may have been negated in the compilation of mean scores. The individual instructional possibilities of videotaping may not have been completely revealed in this study. Further research of the instructional use of videotape seems to be warranted.

Thesis (PhDEducation)--University of South Australia, 2002.

Thesis (M. Ed.)--University of Adelaide, 1988. / Includes bibliographical references (leaves 94-102).

Thesis (M.Ed.) -- University of Adelaide, Department of Education, 1977.

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Sponsor: Edward Mysak. Dissertation Committee: Florence B. Stratemeyer. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Includes tables. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Walter E. Sindlinger. Includes bibliographical references (leaves 189-194).

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 1995. / Document électronique également accessible en format PDF. CaQCU

Thesis (Ed.D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 122-135) and index.