The purpose of this study was to determine whether guidelines for teachers on how to review and select instructional materials have any effect on their actual selection of materials, their teaching processes, and their students' test performance. Adult basic-education teachers (N = 115) went through a review and selection process of materials for a metrics objective that had been specified in advance. Each of 24 teachers was assigned to one of three groups. Group 1 used decision-making guidelines and a criterion checklist; Group 2 used the same criterion checklist withou decision-making guidance; and Group 3 did not receive any guidelines. A workshop was conducted for the teachers on the use of review/select guidelines (Groups 1 and 2) or on the general review/select process (Group 3). / Of the 115 original workshop participants, 24 were assigned to the three groups and proceeded to teach the lesson. / These teachers provided feedback on the instructional process they used to teach the lesson, and they collected student attitude, pretest, and posttest data. One hundred and sixty one students were included in the analysis. / (chi)('2) analyses were conducted on teacher background, teacher and student attitudes, and instructional-process data to determine whether groups of teachers differed in their background, attitudes, or the instructional processes. No significant differences were found among teacher groups (p < .01). However, significant differences were found among students' attitudes (p < .01); students in Group 3 exhibited more positive attitudes toward the lesson and the materials than students in the other groups. / Student performance on a 10-item test administered following the lesson was analyzed by means of an analysis of covariance in which group assignment of their teachers was the independent variable; pretest scores were the covariate. Scores on a parallel posttest were the depenent variable. Significant differences (p < .01) were found among groups. / A formative product evaluation of the guidelines resulted in no suggestions for substantive content changes, but suggestions were to restructure the guidelines into a training section and into an application section. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4276. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74646 |
| Contributors | HUCKABY, BARBARA FINZEL., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 256 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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