This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.

No description available.

The problem of the study was to compare the relationships between a cognitive-oriented and affective-oriented teacher in-service program on the subsequent incidence of humane characteristics in the classroom. Ninety-two teachers of grades 4, 5, and 6 from three school districts located in the Region XI Education Service Center area were involved in the study. One of the purposes of the study was to obtain information which could be helpful to Texas educators responsible for teacher in-service programs. It is critical that educators know the kinds of in-service programs which produce the greatest change in teacher behavior. This study concludes that in-service education programs which focus on specific instructional skills and strategies related to curriculum content are more viable in achieving the characteristics of a humane classroom than in-service programs which, though they be skills-oriented, do not relate specifically to curriculum content.

The computer education literature documents computer anxiety as a problem common to classroom teachers without prior computer training. This study was an investigation of the effectiveness of workshops designed to reduce such anxiety. The treatment comprised of instruction based upon principles derived from the literature was administered to 80 teachers in a Treatment group and 57 teachers in a Quasi-control group. Pre-test measurements included a Computer Background Information survey, Part II of the Minnesota Computer Literacy and Awareness Assessment and the Trait section of the Spielberger State Trait Anxiety Inventory (STAI). Post-test measures were the State section of the State Trait Anxiety Inventory, Part I of the Minnesota Computer Literacy and Awareness Assessment and a LOGO quiz. Statistical treatment of the data included T-test comparisons between Treatment and Quasi-control groups on tests of computer Knowledge; Chi-square test of independence between groups on descriptive characteristics and a one-way analysis of variance testing the relationship between test anxiety and achievement. Findings confirm an inverse relationship between computer knowledge and computer anxiety. The workshop treatment derived from the literature on in-service training and computer anxiety was an effective vehicle for increasing teacher knowledge and reducing computer anxiety. Study results show that teachers exposed to the treatment workshops reported an increase in positive attitudes toward computer use. Comparisons of pre- and post-workshop State anxiety measurements yielded evidence of significant computer anxiety reduction. / Ed. D.

This ethnographic study explores the nature of the conversations between two colleagues, a more experienced and a less experienced university professor, during the planning sessions, class meetings, and debriefings of a reading assessment course. The study describes what happened during the planning sessions and class debriefings of the more experienced professor, and how the conversations between the two colleagues assisted them in further developing their teaching. Case study methods (Bogdan & Biklen, 1982; Merriam, 1988) were used to conduct and analyze the study. The data included field notes, course documents, and transcriptions of the audio taped planning sessions, class meetings, and debriefings. / Ed. D.

The aim of this study is to determine a sound method of conducting a workable program of in-service training for teachers. This problem will apply to the medium size high schools of Texas, with an enrollment ranging from three hundred to five hundred pupils in high school.

The purpose of this study is to make a survey of the Child Study Program as it has been carried on in Corpus Christi since 1944, and to determine if the work has been a definite help to the teachers participating in the program.

This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested. / Master of Science

This study investigated the acquisition and retention of information presented in the Secondary Instructional/Special Education Project conducted in Chesterfield County, Virginia, Public Schools. A two-group pretest posttest posttest design was used. Retention of information was measured after teachers completed the Inservice Project and returned to the classroom. In addition to the acquisition and retention of information, the relationship of practicability and needs satisfaction to the acquisition and retention of information was investigated. Theoretical practices associated with inservice education were reviewed and presented. Analysis of variance using treatments-by-subjects design was employed to compare the scores on the pretest, posttest I and posttest II for each group. When the F was found to be significant in the analysis of variance, the Duncan's Multiple Range Test was used for making multiple comparisons. The Pearson Product-Moment Correlation was used to determine if there was a significant statistical relationship between information acquired, practicability and needs satisfaction. The Pearson Product-Moment Correlation was also used to examine the statistical relationship between retention and the factors of practicability and needs satisfaction. On-going class assessments and teacher interview data were collected and used in the assessment of practicability and needs satisfaction. The analysis of the data revealed a significant increase in the participants' information about special education as measured by the difference between the scores on the pretest and on posttest I immediately following the completion of the course. Information was retained over time by participants in the follow-up study. For participants, ten months after their training, the data revealed that most of the information was retained as represented by the significant difference between the mean pretest score of 21.60 and the mean posttest II score of 43.07. For participants six months following training there was no significant decrease in information as measured by the difference in scores on posttest I and posttest II. Although no significant statistical relationship was demonstrated between acquisition or retention of information to practicability and needs satisfaction through an analysis of data using the Pearson Product-Moment Correlation, participants interviewed indicated that they had used the information presented in their teaching. They also indicated that the training had affected their teaching and made a difference in their understanding of and work with handicapped children. The interview results were consistent with findings collected throughout the Inservice Project indicating a high level of practicability and usefulness of information. / Ed. D.

The purpose of this study was to develop a systematic method to determine the in-service needs of agricultural education teachers and cooperative extension agricultural agents. The sample of this study consisted of 152 randomly selected program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers from throughout the state. An 85.4 percent usable response was realized from the randomly selected group. The data collection instrument included a two part questionnaire developed by the researcher; one part to obtain biographic information and one part (a Likert type scale) to determine the projections of in-service needs. The data collection procedure consisted of mailing the questionnaires to program leaders, unit chairpersons, agricultural agents, assistant supervisors, department heads, and teachers using a three round Delphi technique. Included with the questionnaire was a cover letter explaining the purpose of the study and a stamped envelope, addressed to the investigator. Analysis of data was accomplished by using frequency counts, percentages, and measures of central tendency to calculate the biographic data from the group. The t-test was used to test the research questions for statistical significance. All three research questions tested at the .05 alpha level were statistically significant. The three research questions were: Was there a difference in the perceived needs for in-service education between agricultural education teachers and cooperative extension agricultural agents in Virginia; Was there a difference in the level of participation in in-service activities between agricultural education teachers and cooperative extension agricultural agents in Virginia, and; Was there a difference in the professional opinions of agricultural education teachers and cooperative extension agricultural agents toward in-service education in Virginia. Major recommendations generated from the findings of the study were: (1) that the Joint Agricultural Education Staff in Virginia coordinate in-service education opportunities off-campus; (2) that the Virginia Cooperative Extension Service provide in-service opportunities for cooperative extension agricultural agents in the area of agricultural production and horticulture; (3) that the Joint Agricultural Education Staff in Virginia coordinate in-service opportunities for agricultural teachers in the area of agricultural production and agricultural mechanics; (4) that in-service educational programs for agricultural education teachers should include provisions for release time for the in-service activities, visits to employers of prospective students, and credit for attendance at workshops; (5) that in-service educational programs for cooperative extension agricultural agents should be scheduled during the work day, should receive support from administration, and should give participants an opportunity to select the kind of educational activities; (6) that the Virginia Cooperative Extension Service work closely with beginning cooperative extension agricultural agents to aid them in developing a more favorable attitude toward in-service activities; and, (7) that a joint venture between the Virginia Cooperative Extension Service and the Agricultural Education Staff be explored for providing in-service opportunities. / Ed. D.