To meet the affective and cognitive needs of adolescents and to choose appropriate teaching strategies it is necessary for teachers to be able to diagnose these needs. This feasibility study investigates the Developmental Assessment Paradigm (DA) as a tool to enable teachers to diagnose their students' cognitive and affective levels. The paradigm is based on the model of Developmental Assessment created by Ivey (1986) and researched by Rigazio-DiGilio (1989), Bradford Ivey (1990) and Gonclaves (1988). Ivey's research demonstrated that counselors could learn to use DA effectively. A Pilot Study (Brodhead, 1988) found that it was possible, using DA, to identify different levels of cognitive and affective development within the dialogue of a sample of high school classrooms. This feasibility study evolved from these previous studies. The dissertation discusses the need for the diagnosis of developmental levels, it introduces developmental assessment as a diagnostic tool and describes the results of the pilot study and the design and results of the feasibility study. The review of the literature in Chapter II supports both the need for teachers to be able to diagnose their students' developmental levels and the potential of this diagnostic ability to enable teachers to choose effective and appropriate teaching techniques. To this end, the review develops a working definition of "effective schools" and "effective teachers", and examines paradigms that identify and define interpersonal skills. A small group of teachers participated in two training sessions, one week apart. Data from pre- and post-tests showed significant improvement in the participants' ability to recognize DA levels in sample statements of high school students' dialogue. On their evaluation forms, the participants expressed their belief in the value of DA as a diagnostic technique and suggested strategies for implementation in their classrooms. Discussion during the sessions indicated they were able to identify DA levels using transcribed dialogue from their own classrooms. The results of this study indicated that these teachers were able to significantly improve their ability to recognize levels of DA in samples of students' dialogue and in dialogue from their own classrooms. Further study with a larger sample was recommended.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7994 |
| Date | 01 January 1991 |
| Creators | Brodhead, Mary Virginia Rue |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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