The purpose of this study was to evaluate the effectiveness of two inservice training designs on the knowledge base, observation skills, and conference verbal behaviors of principals. The study was designed to: (1) examine the effectiveness of actual setting practice versus simulated practice; and (2) to gather and interpret formative information about the training design. / The study involved two 15-member groups of elementary principals, each group from a different county in Florida. Each participated in a 2-day inservice training in recognizing effective teacher behavior and utilizing effective conferencing verbal behaviors with teachers. The content and the training design for each group were identical and taught by the same instructor. The types of practice performed by each group, however, varied. / The general training design consisted of: (1) content presentation; (2) modeling; (3) discussion; (4) practice; (5) feedback; and (6) coaching. One group performed practice in a school by observing a teacher instructing students and conferencing with the observed teacher. The other group observed a videotape of instruction and role-played a conference with another inservice participant. / Pre and posttest data collected from written tests, observation skill exercises, and audiotapes of principals conferencing with teachers were analyzed for differences between the groups in the number of principals who met the criteria for demonstration of satisfactory performance and for changes in achievement and verbal behavior. Chi Square, t-tests, and descriptive techniques were used to analyze the data. / The training design, including both types of practice, increased the principals' knowledge of effective teacher behavior and effective conference verbal behavior. The group with actual setting practice made larger gains in cognitive achievement while the group with simulated practice made larger gains in conferencing skills. / It was recommended that simulated practice be included in the final training design. At present, the effect of type of practice used during inservice training is inconclusive and does not warrant the additional resources necessary to implement actual setting practice. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2006. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75149 |
| Contributors | SPRINGFIELD, CHARLOTTE ANN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 197 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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